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Reflections 16.2.Indd Reflections Public Rhetoric, Civic Writing and Service Learning Volume 16, Issue 2, Special Issue on Veterans’ Writing Editor: Cristina Kirklighter, Texas A&M University - Corpus Christi Associate Editor: Willma Harvey, Texas A&M University - Corpus Christi Assistant Editor: Jessica Pauszek, Syracuse University Book Review Editor: Tobi Jacobi, Colorado State University Editorial Board: Hannah Ashley, West Chester University Nora Bacon, University of Nebraska-Omaha Adam Banks, University of Kentucky Melody Bowdon, University of Central Florida Jan Cohen-Cruz, Imagining America/Syracuse University Ellen Cushman, Michigan State University Linda Flower, Carnegie Mellon University Eli Goldblatt, Temple University H. Brooke Hessler, Oklahoma City University David Jolliffe, University of Arkansas Linda Adler-Kassner, University of California, Santa Barbara Joyce Magnotto Neff, Old Dominion University Kristina Montero, Syracuse University Patricia O’Connor, Georgetown University Nick Pollard, Sheffield Hallam University Luisa Connal Rodriguez, South Mountain Community College Barbara Roswell, Goucher College Lori Shorr, Office of the Mayor, Philadelphia Amy Rupiper Taggart, North Dakota State Unviersity Adrian Wurr, University of North Carolina at Greensboro Copyright © 2016 New City Community Press No part of this book may be reproduced or transmitted in any form, by any means electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Member CELJ Council of Editors of Learned Journals http://reflectionsjournal.net ISSN: 1541-2075 Cover Photograph by David Burbank Design by Elizabeth Parks, [email protected] Reflections, a peer reviewed journal, provides a forum for scholarship on public rhetoric, civic writing, service learning, and community literacy. Originally founded as a venue for teachers, researchers, students, and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of scholarship on public rhetoric and civic writing, occasional essays and stories both from and about community writing and literacy projects, interviews with leading workers in the field, and reviews of current scholarship touching on these issues and topics. We welcome materials that emerge from research; showcase community based and/or student writing; investigate and represent literacy practices in diverse community settings; discuss theoretical, political and ethical implications of community-based rhetorical practices; or explore connections among public rhetoric, civic engagement, service learning, and current scholarship in composition studies and related fields. Submissions: Electronic submissions are preferred. Manuscripts (10–25 double-spaced pages) should conform to current MLA or APA guidelines for format and documentation and should include an abstract (about 100 words). Attach the manuscript as a Word or Word-compatible file to an email message addressed to [email protected]. Your email message will serve as a cover letter and should include your name(s) and contact information, the title of the manuscript, and a brief biographical statement. Your name or other identifying information should not appear in the manuscript itself or in accompanying materials. All submissions deemed appropriate for Reflections are sent to external reviewers for blind review. You should receive prompt acknowledgement of receipt followed, within six to eight weeks, by a report on its status. Contributors interested in submitting a book review (about 1000 words) or recommending a book for review are encouraged to contact Tobi Jacobi at Colorado State University ([email protected]). Articles published in Reflections are indexed in ERIC and in the MLA Bibliography. Contents Reflections: Public Rhetoric, Civic Writing and Service Learning Volume 16, Issue 2, Special Issue on Veterans’ Writing 1 Editor’s Introduction Cristina Kirklighter, Texas A&M University – Corpus Christi 3 Introduction to the Special Issue on Veterans’ Writing Eileen E. Schell, Syracuse University Ivy Kleinbart, Syracuse University VETERans’ WRITING IN EXTRACURRICULAR SETTINGS 20 Veterans’ Writing and a Rhetoric of Witnessing Karen Springsteen, Wayne State University 35 Writing to Bear Witness: A Grass Roots Healing Movement Melissa Whitworth, Syracuse University 61 Re-Authoring Narratives: Reflective Writing with Veterans with Spinal Cord Injury Aimee C. Mapes, University of Arizona Michael T. Hartley, University of Arizona 83 A Story Worth Telling: Sharing Stories and Impacting Lives in the Veterans’ Book Group Project at Fort Benning Paige Paquette, MAJ Adam Anderson, SGT La Toya Burnette, SGT JeQuetta Canady, Specialist E4 Brandon Carr, SGT First Class Nathaniel Coakley, Ret., and Staff Sergeant Yolanda Teamer VETERans’ WRITING IN THE COMPOSITION CLASSROOM 106 Stealth Veterans and Citizenship Pedagogy in the First Year Writing Classroom Derek Handley, United States Naval Academy 129 Writing Faculty on the Marine Corps Base: Building Strong Classroom Communities Through Engagement and Advocacy Bree McGregor, George Mason University Lourdes Fernandez, George Mason University FACULTY DEVELOPMENT FOR VETERAN FRIENDLY CAMPUSES 151 Faculty Development Workshops with Student-Vet Participants: Seizing the Induction Possibilities Sue Doe, Colorado State University Lisa Langstraat, Colorado State University 187 Articulating Veteran-Friendly: Preparing First-Year Writing Instructors to Work with Veterans Thomas Sura, West Virginia University VETERans’ WRITING: CREATIVE AND CRITICAL WORKS 207 Heart of the Enemy (Poem) Jenny Pacanowski 212 Review: Generation Vet: Composition, Student- Veterans, and Post- 9/11 University Jeanne Law Bohannon, Kennesaw State University 219 Review Essay: When Johnny and Jane Come Marching Home: How All of Us Can Help Veterans See Me For Who I Am: Student Veterans’ Stories of War and Coming Home Catherine St. Pierre, The Ohio State University 230 Review: Warrior Writers: A Collection of Writing & Artwork By Veterans Aleashia Walton Valentin, University of Cincinnati Editor’s Introduction Cristina Kirklighter, Texas A & M ’m happy to introduce this special issue University – Corpus devoted to veterans and welcome our Christi Ispecial editors and contributing authors. When Eileen Schell and Ivy Kleinbart first approached me about this special issue, I could not help but reflect on the personal familial connections I have with veterans. As someone whose husband died during military active duty, I am a surviving spouse and will carry this strong identity for the rest of my life. Also, two of my cousins and father-in-law served during the Vietnam War, and my father is a veteran. When I was a professor, I was open about sharing my stories as a military widow in an academic environment that sometimes did not understand military experiences. We had a number of veterans, active-duty, and military family members attending my university. The Naval Air Station was just across the bridge, but some administrators, faculty, and students had little knowledge of what occurred across that bridge. Fortunately, others did cross that bridge to make this institution military- friendly. 1 Reflections | Volume 16.2, Special Issue on Veterans’ Writing This special issue is another bridge in helping readers understand veteran communities and their important roles within and outside of academia. I have said in previous issues how much I enjoy the word “Reflections” in our journal title. What this special issue proves is that bridges are strengthened between veteran communities and academia when reflections are an important part of this work. Throughout this issue, readers will see the empowering elements of reflection in veteran stories, faculty stories, and scholarship. Reflections also happen with poems, and one is present here too. Without reflections in service-learning, community outreach, and similar endeavors, the bridge will inevitably crumble. As readers will see when they read the special editors’ introduction, Eileen and Ivy reflect on their journeys in working with veterans. I commend them for walking the walk and honoring veteran communities with this special issue. Enjoy! Cristina Kirklighter Editor of Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning 2 Introduction to the Special Issue on Veterans’ Writing Eileen E. Schell, The authors offer an introduction to the special issue on Syracuse University veterans’ writing, highlighting the four major areas of & Ivy Kleinbart, work that emerge in the issue: 1) veterans’ writing in Syracuse University extracurricular settings, whether in community projects and writing groups or specific programs based on veterans’ wellness, healing, and recovery; 2) veterans’ writing in the composition classroom on university campuses or at military bases; 3) faculty development initiatives that help prepare university faculty, instructors, and TAs for their work with veterans in the classroom. A fourth area centers around veterans’ creative works--poetry, in particular—and reviews of the literature of veterans studies and veterans’ writing. n March of 2010, we started a community writing group for military veterans at ISyracuse University, open not only to students but also to all veterans and military family members in the Syracuse area. With different individual
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