A Shared History Writing in the High School, College, and University, 1856-1886
In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined.Author Amy J.Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction.
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| Main Author | |
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| Format | eBook |
| Language | English |
| Published |
Carbondale
Southern Illinois University Press
2019
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| Edition | 1 |
| Series | Writing research, pedagogy, and policy |
| Subjects | |
| Online Access | Get full text |
| ISBN | 0809337428 9780809337422 |
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| Abstract | In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined.Author Amy J.Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction. |
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| AbstractList | In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined. Author Amy J. Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction. Lueck shows how the history of high schools in Louisville, Kentucky, connects with, contradicts, and complicates the accepted history of writing instruction and underscores the significance of high schools to rhetoric and composition history and the reform efforts in higher education today.Lueck explores Civil War- and Reconstruction-era challenges to the University of Louisville and nearby local high schools, their curricular transformations, and their fate in regard to national education reform efforts. These institutions reflect many of the educational trends and developments of the day: college and university building, the emergence of English education as the dominant curriculum for higher learning, student-centered pedagogies and educational theories, the development and transformation of normal schools, the introduction of manual education and its mutation into vocational education, and the extension of advanced education to women, African American, and working-class students.Lueck demonstrates a complex genealogy of interconnections among high schools, colleges, and universities that demands we rethink our categories and standards of assessment and our field's history. A shift in our historical narrative would promote a move away from an emphasis on the preparation, transition, and movement of student writers from high school to college or university and instead allow a greater focus on the fostering of rich rhetorical practices and pedagogies at all educational levels. As the definition of college-level writing becomes increasingly contested once again, Lueck invites a reassessment of the discipline's understanding of contemporary programs based in high schools like dual-credit and concurrent enrollment. In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined.Author Amy J.Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction. |
| Author | Lueck, Amy J |
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| Snippet | In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined.Author Amy J.Lueck demonstrates that public high schools,... In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined. Author Amy J. Lueck demonstrates that public high... |
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| SubjectTerms | English language English language-Rhetoric-Study and teaching-United States-History-19th century |
| Subtitle | Writing in the High School, College, and University, 1856-1886 |
| TableOfContents | Cover -- Series -- Title -- Copyright -- Dedication -- Contents -- List of Illustrations and Table -- Preface -- Acknowledgments -- Introduction: High Schools, Higher Learning, and Our Histories -- Inventing the High School -- Disciplinary Boundaries and Beginnings -- Why Louisville? -- Part One. Establishing the First "Higher Schools" in Louisville -- 1. The Idea(l) of the High School -- Public and Private Goods -- Growing Out of and Serving the Common Schools -- Establishing the High Schools -- 2. A Polished, Practical, or Profound Education: Collegiate Curricula in the First Ten Years -- Rhetoric and Writing at Male High School -- Rhetoric and Writing at Female High School -- 3. Practical Rhetoric and Progressive Pedagogies in the High Schools -- The New Education and William N. Hailmann -- Circulating the New Education -- Beyond Treatises and Speeches -- The Ambiguous Legacy of the New Education -- Interchapter: The Civil War Years -- Part Two. Higher Learning in Transformation -- 4. The "Absurd Effort": The University Idea and the Changing High School -- A "University of Public Schools" -- Changing the High Schools, Changing Writing Instruction -- Women's Higher Schooling -- Composition across the Public Schools -- 5. "Just on the Border of the Intellectual World": Central Colored High School -- Legislating Learning -- The "A" Grade -- High School Beginnings, Again -- "Incapable of Teaching High-School Classes" -- 6. Inventing the High School, Inventing Composition -- "They Have Tightened the Screws on the Secondary Schools" -- Composing First-Year Writing in the College -- Conclusion: Blurring the Boundaries -- Dual Enrollment -- Translanguaging Higher Learning -- What College-Level Writers Do -- A History for the Present -- Notes -- Bibliography -- Index -- About the Author -- About the Series -- Back Cover |
| Title | A Shared History |
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