The first ""final"" version of a never-ending project, a bibliography of conceptual literature - not just appropriation-based conceptualism, but also relatively ""rigorous"" forms of flarf, concrete poetry and so on. Like the editors of the anthology ""I'll Drown My Book: Conceptual Writing by Women,"" I consider a more inclusive definition. At least in my version (and I invite other people to continue it if they can/want to), there are more than a thousand books and hundreds of authors included from different countries, nationalities, genders - as different as it is possible for now, of course. Authors are sorted alphabetically, books by the same author chronologically. More about the process and about my views on conceptualism can be found in the opening of the book. For free PDF check http: //khora-impex.com/. P.S. The file of v1.0 did not make it through Lulu printers, sorry to those of you who ordered it. This (sadly, b&w) version contains corrections and additions.

Postscript is the first collection of writings on the subject of conceptual writing by a diverse field of scholars in the realms of art, literature, media, as well as the artists themselves

Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

Charles Bernstein has described conceptual "poetry pregnant with thought." Against Expression, the premier anthology of conceptual writing, presents work that is by turns thoughtful, funny, provocative, and disturbing. Editors Craig Dworkin and Kenneth Goldsmith chart the trajectory of the conceptual aesthetic from early precursors such as Samuel Beckett and Marcel Duchamp through major avant-garde groups of the past century, including Dada, Oulipo, Fluxus, and language poetry, to name just a few. The works of more than a hundred writers from Aasprong to Zykov demonstrate a remarkable variety of new ways of thinking about the nature of texts, information, and art, using found, appropriated, and randomly generated texts to explore the possibilities of non-expressive language. --Book Jacket.

An examination of a series of diverse, radical, and experimental international works from the 1950s to the present. What is a literary work? In Literature’s Elsewheres, Annette Gilbert tackles this question by deploying an extended concept of literature, examining a series of diverse, radical, experimental works from the 1950s to the present that occupy the liminal zone between art and literature. These works—by American Artist, Allison Parrish, Natalie Czech, Stephanie Syjuco, Fiona Banner, Elfriede Jelinek, Dan Graham, Robert Barry, George Brecht, and others—represent a pluralized literary practice that imagines a different literature emerging from its elsewheres. Investigating a work’s coming into being—its transition from “text” to “work” as a social object and pragmatic category of literary communication—Gilbert probes the assumptions and foundations that underpin literature, including the ideologies and power structures that prop it up. She offers a snapshot from a period of recent literary and art history when such central concepts as originality and authorship were questioned and experimental literary practices ranged from concrete poetry and Oulipo to conceptual writing and appropriation literature. She examines works that are dematerialized, site-specific, unique copies of other works, and institutional critiques. Considering the inequalities, exclusions, and privileges inscribed in literature, she documents the power of experimental literature to attack these norms and challenges the field’s canonical geographic boundaries by examining artists with roots in North and South America, East Asia, and Western and Eastern Europe. The cross-pollination of literary and art criticism enriches both fields. With Literature’s Elsewheres, Gilbert explores what art can’t see about the literary and what literature has overlooked in the arts.

Reading Across the Disciplines offers a collection of twelve essays detailing a range of approaches to dealing with students' reading needs at the college level. Transforming reading in higher education requires more than individual faculty members working on SoTL projects in their particular fields. Teachers need to consider reading across the disciplines. In this collection, authors from Australia and North America, teaching in a variety of disciplines, explore reading in undergraduate courses, doctoral seminars, and faculty development activities. By paying attention to the particular classroom and placing those observations in conversation with scholarly literature, they create new knowledge about reading in higher education from disciplinary and cross-disciplinary perspectives. Reading Across the Disciplines demonstrates how existing research about reading can be applied to specific classroom contexts, offering models for faculty members whose own research interests may lie elsewhere but who believe in the importance of reading.

New essays by prominent scholars in German and Holocaust Studies exploring the boundaries and confluences between the fields and examining new transnational approaches to the Holocaust.

This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.

Correction Notice: Corwin Press made an error when printing the cover for this update. MLA 8 should not be included. How to reach the pinnacle of academic achievement The dissertation is a tough mountain to climb; half of all doctoral students never make it to the top. To overcome the practical, social, and psychological obstacles along the way, you need a knowledgeable guide and the right tools. Written in an engaging and motivational style, The Dissertation Journey is a comprehensive how-to guide for graduate students faced with the challenge of developing and writing a quality dissertation. Readers of this new edition will find Expanded and updated coverage of crucial topics such as conducting a literature review, dissertation support groups, and harnessing technology to conduct research Graphics, quotes, illustrations, progress tracking tools, sample forms, a new chapter-ending resources feature, and other user-friendly elements Thoroughly updated and revised chapters with the most current need-to-know information This clear, practical guidebook will make the journey to "doctor" smoother and help you reach your academic goals. "The Dissertation Journey has been a valuable read for more than a decade. Dr. Roberts and Dr. Hyatt bring years of doctoral teaching and dissertation advising experience to this essential book." —Stuart Allen, Professor of Organizational Leadership Robert Morris University "This book contains sound academic research advice in an easy to understand and follow format. The book’s benefits extend beyond the dissertation to any subsequent scholarship that the reader undertakes." —Farzin Madjidi, Associate Dean, Education Division Pepperdine University