|
Literacy
Work in
Progress
Literate
Zeal: Editing, Gender, and the Making
of a New Yorker Ethos
Drawing on histories of U.S. women’s rhetoric and
theories of literacy, Literate Zeal
analyzes archival sources, such as the editorial archives of The New Yorker. Literate
Zeal argues that editors, including many graduates of women’s colleges,
committed themselves with missionary zeal to a publishing culture in which
high American letters and a passion for higher literacy became something to
be consumed alongside haute couture.
Forthcoming University of Pittsburgh Press.
Completed
Figuring
Culture and Literacy in Cather's "Paul's Case." Journal of
Narrative and Life History 3.2-3 (1993): 299-318.
Reading
Literacy Narratives (with Peter Mortensen). College English 54.5
(1992): 512-39.
Dissertations
based in whole or in part on “Reading Literacy Narratives”
Linnea Marie Hasegawa, Articulating Identifies: Rhetorical Readings of Asian
American Literacy Narratives. University of Maryland,
English, 2004.
Caleb A. Corkery, Narrative and Personal Literacy.
University
of Maryland, English, 2004.
Nancy Linh Karls, Pilgrims’ Progress: The Circulation of
Literacy Narratives in Composition Studies.
University
of Wisconsin-Milwaukee, English 2001.
Ronald Lawrence Pitcock, Regulating Illiterates:
“Uncommon” Schooling at the Choctaw
Academy, 1825-1848 University
of Kentucky, English, 2001.
Morris Young, Literacy, Legitimacy and
the Composing of Asian-American Citizen.
University
of Michigan, English, 1997.
Kirk Branch. Telling Stories: Language and
Lives in Adult Literacy Narratives.
University
of Washington, English, 1997.
Narratives
of Socialization: Literacy in the Short Story. College English 53.6
(1991): 686-700.
Contact Information
1215 P.O.T.
University
of Kentucky
Lexington
KY 40506
E-mail: eldred@uky.edu
Phone: (859) 257-4831 (Writing Initiative)
www.uky.edu/UGS/WritingInitiative
Phone: (859) 257-1368 (Writing Center)
www.uky.edu/AS/English/wc
|