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Cover -- Halftitle Page -- Title Page -- Contents -- List of Figures -- Preface -- Acknowledgments -- Grammalepsy: An Introduction -- 1. Beyond Codexspace -- 2. Pressing the "REVEAL CODE" key -- 3. Of Programmatology -- 4. The Code Is Not the Text (Unless It Is the Text) -- 5. Hypertext/Cybertext/Poetext -- 6. Writing on Complex Surfaces -- 7. Time Code Language -- 8. The Gravity of the Leaf -- 9. Writing to Be Found and Writing Readers -- 10. Weapons of the Deconstructive Masses (WDM) -- 11. Terms of Reference & -- Vectoralist Transgressions -- 12. Reading and Giving: Voice and Language -- 13. Reconfiguration -- 14. At the End of Literature -- Notes -- Bibliography -- Index -- Imprint.

Captioned Entertainment Films' movie classics are being used to provide more than passive entertainment for deaf children. When used as a teaching tool, in conjunction with a language arts curriculum, Captioned Entertainment Films serve as a valuable support for the teaching of reading, language, and composition. Captioned Entertainment Films provide students and teachers with a concrete, common, visual frame of reference from which to practice language arts skills. This shared experience enables teachers to be more efficient and expeditious in helping students organize their thoughts. Captioned Entertainment Films provide students with the opportunity to improve skills in reading, language, and composition and to taste some of Hollywood's great literary classics.

English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call "Civics English." In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team's development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers' expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English. The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children's storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions. Integrating civics causes shifts in the teachers' practices of literary study, writing, and classroom discussion, as they orient students' learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers' work, students' language and activity, and the civic event's efficacy as an English teaching focal point.

The homonymous research presented in this article will be developed on different fronts, interconnected from Nietzsche's work and its reflections on Brazilian writers. It is about investigating apparently disconnected works that have ties of affinity and need to be understood not only based on what we call Nietzsche's reception, but linked to a movement of revision and critical formation that has been built throughout the 20th century.

In the Renaissance, educating for philosophy was integrated with educating for an active role in society, and both were conditioned by the prevailing educational theories based on humanist revisions of the trivium. I argue that women's education in the Renaissance remained tied to grammar while the education of men was directed toward action through eloquence. This is both a result of and a condition for the greater restriction on the social opportunities for women.

Renewed interest, growing research and implications of state and federal legislation has prompted school districts to initiate programs to provide for the educational needs of the gifted and talented students.

"Hypermaterial Language Art" is a digital humanities project that engages artworks experimenting with the materiality of language, to investigate how this experimentation performs an anti-racist poetics. Applying theories that describe digital materiality and informatics to artworks that, through formal experiments with language, critique contemporary systems of identity-based oppression, I re-frame them as, and thereby formally and politically develop, what I call "hypermaterial language art." The specific artworks through which this project develops include video installations by Natalie Bookchin and Jenny Holzer, interactive digital narratives by Erik Loyer, photo-texts by Lorna Simpson, textual paintings by Glenn Ligon, and language-oriented poetry by Susan Howe and Harryette Mullen. Read through the interpretive framework signaled by their categorization as hypermaterial language art, these artworks perform an anti-racist poetics that disrupts and refuses the public rhetoric enforcing so-called "colorblindness." As scholars exploring the politics of post-Civil Rights' racial discourse, like Eduardo Bonilla-Silva and Jennifer González, explain, colorblind ideologies emerge from rhetorical systems that process structural racism through logics of disappearance and denial. In this rhetorical move, colorblind ideologies render that racism immaterial and invisible; as a result, racism in this environment is materially visible only as moments of individualized bigotry. Bringing the work of these and other critical theorists like Fred Moten and Stuart Hall, in line with the work of digital scholars, like N. Katherine Hayles and Alexander Galloway, I re-imagine this rhetorical semiotic system as an informatic system of ideological "code processing." The term "code processing" describes the process by which signals of external input flicker through layers of hardware circuitry and software coding to produce a corresponding output on a digital computer screen. As in the digital informatics system, in the colorblind ideological system, the semiotic information of structural racism is rendered invisible, inaccessible, and illegible to the "colorblind" public. Thus, throughout this project I use the insight provided by digital discourses as an interpretive method that merges structures of semiotic meaning with structures of informatic meaning, a process that provides access to the politics of the above-named artists' formal practices, insofar as they track racism's flicker between visibility and invisibility.

Typical high school ELA instruction fails to break the deeply rooted cycle of inequality in the United States. Within democratic and social justice traditions, a variety of theoretical frameworks promote equitable learning opportunities for nondominant youth. This dissertation synthesizes such frameworks to paint a more vivid picture of how to create high school English Language Arts (ELA) instruction for social justice and democracy than when frameworks are presented independently. The synthesis also highlights a need for a better understanding of how to design and evaluate education for social justice and democracy. Subsequently, the dissertation draws upon the wealth of knowledge on how to create equitable and effective ELA instruction to design high school ELA instruction through the lens of democracy, social justice, and Cultural Historical Activity Theory. A partnership between the author of this dissertation, a high school ELA teacher, and two of her 10th grade ELA classes (n = 58 mostly low-income, Latina/o students) completed the study in partnership. A Social Design Experiment provided the model for the process. The study provides an example of how to design ELA instruction that fosters democracy, social justice, and expansive learning within a public school classroom accountable to standardized processes and assessments. Contradictions and synergies between theoretical understandings of democracy, social justice, Cultural Historical Learning Theory, and standards based practices are brought to light to inform both theory and practice. Findings pose questions for educators to consider. Bounds on the potential for expansive learning in practice, inform the need for Cultural Historical Activity Theory to account for power to understand diversity in development within a system. The study also compares student development across fairly standardized instruction versus a Social Design Experiment. Students earn higher academic literacy scores, engage more actively in class, and form a more supportive community during the Social Design Experiment.

Abstract
Calligraphic icon differs from general artistic images, such as portraits, as it does not directly imitate objects but rather presents a distinct form of comparison in calligraphy. The predominant rhetorical pattern in Chinese calligraphic theory is the "analogical icon", which encapsulates the essence of calligraphic art by juxtaposing language imagery with visual representations. This inseparable link between literature and calligraphic icon forms the philosophical foundation of the "calligraphic iconology". In the realm of theory, writing renders language visible, giving rise to the possibility of looking at calligraphic iconology from a phenomenological perspective and the subsequent development of the "image and background relationship" method within this domain. The "calligraphic icon" serves as the fundamental subject of inquiry within the field, presenting both the focal point and challenge for the "theory of calligraphic iconology" and representing a novel area ready for continuous exploration.

Scandinavian countries have a long tradition of widespread public schooling linked to civic education. In the most recent curriculum reforms, concepts from rhetoric appear in various forms in language arts subject curricula from primary to upper-secondary school. In this article, we examine how current Scandinavian curricula reflect rhetoric and rhetorical education through content analysis based on David Fleming's update of the classical triad in rhetorical education. We examine explicit and implicit references to rhetorical art, practice, and inquiry to gain insight into how rhetoric is reflected and conceptualized in national curricula, thereby providing a nuanced outlook for future research on the rhetorical turn of education. The analysis shows that the curricula for language arts subjects in all Scandinavian countries include several key components of contemporary rhetorical education, and in Swedish and Norwegian curricula, rhetoric is also explicitly linked to the development of democratic citizenship. However, references to rhetoric in curricula documents are sometimes implicit, and the explicit references that are present might give the impression that rhetoric should be taught only as a technical skill devoid of context or as critical text analysis.

Cover -- Changing Seasons -- Title -- Copyright -- Contents -- Foreword -- Preface to Revised Edition -- Acknowledgments -- ABOUT THE PROGRAM -- Curriculum Goals -- Curriculum Content -- Curriculum Implementation -- Tips for Facilitators -- How to Use This Book -- ORAL LANGUAGE -- Strategies for Activities and Lessons -- Getting Started -- Warm-Up Activities -- Lessons -- Listening -- Speaking -- Vocabulary Building -- WRITTEN LANGUAGE -- Activities -- Lessons and Steps for Various Writing Styles -- Expository Writing -- Descriptive Writing -- Persuasive Writing -- Narrative Writing -- Folklore -- Poetry -- TECHNOLOGY TRAINING -- Basic Functions to Teach for Navigating Video Conferencing Platforms -- Teaching Strategies -- Key Technology Terms -- Video Conferencing Technology Training -- Sample Online Interactive Lessons -- Checking for Understanding -- Challenges -- SEASONAL ACTIVITIES -- ABSTRACT ART ACTIVITIES -- APPENDICES -- Appendix A. Additional Idioms, Commonly Misspelled Words, Food Words, and Recipes -- Appendix B. Questionnaires -- Appendix C. Graphic Organizers -- Appendix D. Technology Resources and Assessments -- Appendix E. Sample Daily and Weekly Plans -- Glossary -- Resources -- About the Author.