Behind the Curtain of Scholarly Publishing: Editors in Writing Studies (Paperback)
Until now there has been little consideration of the intellectual and historical impact editors have had on the young and ever-evolving field of writing studies. Behind the Curtain of Scholarly Publishing provides new and seasoned scholars with behind-the-scenes explorations and expositions of the history of scholarly editing and the role of the scholarly editor from the perspectives of current and former editors from important publications within the field.
Each chapter in the collection examines the unique experiences and individual contributions of its authors during their time as editors, offering advice to scholars and potential editors on how to navigate the publication process and understand editorial roles. The contributors provide multiple perspectives on the growth, transformation, and, in some cases, founding of some of the most influential publishing venues in writing studies.
The personal and historical narratives, along with the unique perspectives and insightful analyses of the individual authors in Behind the Curtain of Scholarly Publishing, offer needed transparency and context to what has historically been an opaque, yet inevitable and consequential, part of academic life. This volume will help researchers in the field understand the publishing process.
Contributors: Cheryl Ball, David Bartholomae, Charles Bazerman, Jean Ferguson Carr, Douglas Eyman, Muriel Harris, Byron Hawk, Alice Horning, Paul Kei Matsuda, Laura Micciche, Mike Palmquist, Michael Pemberton, Malea Powell, Kelly Ritter, Victor Villanueva, Victor Vitanza, Kathleen Blake Yancey
About the Author
Greg Giberson is professor of writing and rhetoric at Oakland University in Rochester Michigan. He coauthored a proposal that established an undergraduate degree in writing and rhetoric at OU and is the chief advisor for undergraduate majors in the Department of Writing and Rhetoric. He has presented and published on various aspects of the development and implementation of undergraduate degrees in writing, most recently in Composition Forum. He is coeditor of What We Are Becoming and Writing Majors.
Megan Schoen is an associate professor of writing and rhetoric at Oakland University, where she directs the first-year writing program. She is a co-founder and former co-managing editor of Present Tense: A Journal of Rhetoric in Society, and she currently serves as an associate editor for College English. Megan’s research focuses on composition studies, writing program administration, and comparative rhetorics. Her articles have appeared in Rhetoric Review, WPA: Writing Program Administration, The WAC Journal, constellations, and several edited collections. She teaches courses in first-year writing, cross-cultural rhetorics, history of rhetoric, and writing center studies.
Christian Weisser is a professor of English at Penn State Berks. He serves as chair of the Writing and Digital Media Program and coordinator of the Writing Across the Curriculum Program. For more than a decade he has served as editor of Composition Forum, a peer-reviewed scholarly journal in rhetoric and composition. Christian’s research focuses on the relationships between rhetoric and location. His current work investigates the rhetoric of sustainability in higher education. He has published ten books and numerous articles on writing and rhetoric. Christian teaches courses in technical, business, and electronic writing; composition theory; and environmental and sustainability rhetoric.
“A landmark volume in the field. The editors have brought together leaders in writing studies to demonstrate the many ways that editing practices are integral to knowledge construction. From early career researchers to senior scholars, the volume will readily draw readers interested in the ways that even the most fine-grained decision reveals worlds about the way we are.”
—Norbert Elliot, New Jersey Institute of Technology
“The book form of an editors’ roundtable: a practical, useful, helpful resource. An enjoyable and informative read.”
—Rebecca Walton, Utah State University