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Literature, Language, and Aesthetics
Learning a language involves so much more than just rote memorization of rules. Basics of Language for Language Learners systematically explores all the aspects of language central to second language learning: the sounds of language, the different grammatical structures, the social functions of communication, and the psychology of language learning and use. Peter W. Culicover and Elizabeth V. Hume guide the reader through all the nuances that empower a person, regardless of age, to be a much more effective, efficient, and proficient language learner. Unlike books specific to one single language, Basics of Language will help students of all languages. Readers will gain insight into the structure and use of their own language and will therefore see more clearly how the language they are learning differs from their first language. Language instructors will find the approach provocative, and the book will stimulate many new and effective ideas for teaching. Both a textbook and a reference work, Basics of Language will enhance the learning experience for anyone taking a foreign language course as well as the do-it-yourself learner.
The Rhetoric of Combat Leadership
In this groundbreaking examination of the symbolic strategies used to prepare troops for imminent combat, Keith Yellin offers an interdisciplinary look into the rhetorical discourse that has played a prominent role in warfare, history, and popular culture from antiquity to the present day. Battle Exhortation focuses on one of the most time-honored forms of motivational communication, the encouraging speech of military commanders, to offer a pragmatic and scholarly evaluation of how persuasion contributes to combat leadership and military morale. In illustrating his subject's conventions, Yellin draws from the Bible, classical Greece and Rome, Spanish conquistadors, and American military forces. Yellin is also interested in how audiences are socialized to recognize and anticipate this type of communication that precedes difficult team efforts. To account for this dimension he probes examples as diverse as Shakespeare's Henry V, George C. Scott's portrayal of General George S. Patton, and team sports.
This pocket-sized paperback is one of the twenty-two titles published for 2015 Hong Kong International Poetry Nights. The theme of IPHHK2015 is “Poetry and Conflict”. 21 international poets from 18 different places are invited to participate in recitations, symposia and sharing sessions of the Poetry Nights. A recitation focusing on 10 local Hong Kong poets, “Hong Kong Cantonese Poetry Night” is included. This collection seeks to make accessible the best of contemporary international poetry with outstanding translations.
Chicago's Mass News Media, 1833-1898
Becoming the Second City examines the development of Chicago's press and analyzes coverage of key events in its history to call attention to the media's impact in shaping the city's cultural and historical landscape. In concise, extensively documented prose, Richard Junger illustrates how nineteenth-century newspapers acted as accelerants that boosted the growth of Chicago in its early history by continually making and remaking the city's public image as the nation's populous "Second City." Highlighting the newspaper industry's involvement in the business and social life of Chicago, Junger casts newspaper editors and reporters as critical intermediaries between the elite and the larger public and revisits key events and issues including the Haymarket Square bombing, the 1871 fire, the Pullman Strike, and the World's Columbian Exposition in 1893.
Basic Writing at Yale and Harvard, 1920-1960
In Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960, Kelly Ritter uses materials from the archives at Harvard and Yale and contemporary theories of writing instruction to reconsider the definition of basic writing and basic writers within a socio-historical context. Ritter challenges the association of basic writing with only poorly funded institutions and poorly prepared students.
Using Yale and Harvard as two sample case studies, Ritter shows that basic writing courses were alive and well, even in the Ivy League, in the early twentieth century. She argues not only that basic writers exist across institutional types and diverse student populations, but that the prevalence of these writers has existed far more historically than we generally acknowledge.
Uncovering this forgotten history of basic writing at elite institutions, Ritter contends that the politics and problems of the identification and the definition of basic writers and basic writing began long before the work of Mina Shaughnessy in Errors and Expectations and the rise of open admissions. Indeed, she illustrates how the problems and politics have been with us since the advent of English A at Harvard and the heightened consumer-based policies that resulted in the new admissions criteria of the early twentieth-century American university. In order to recognize this long-standing reality of basic writing, we must now reconsider whether the nearly standardized, nationalized definition of “basic” is any longer a beneficial one for the positive growth and democratic development of our first-year writing programs and students.
Since its identification in 1981, the rhetorical presidency has drawn both defenders and critics. Chief among those critical of the practice is political theorist Jeffrey K. Tulis, whose 1987 book, The Rhetorical Presidency, helped popularize the construct and set forth a sustained analysis of the baleful effects that have allegedly accompanied the shift from a “constitutional” presidency to a “rhetorical” one. Tulis locates this shift in the presidencies of Theodore Roosevelt and Woodrow Wilson, arguing that the rhetorical presidency is a twentieth-century phenomenon. Yet not all scholars agree with this assessment. Before the Rhetorical Presidency is an attempt to investigate how U.S. presidents in the nineteenth century communicated with their publics, both congressional and popular. In part 1, Martin J. Medhurst, Mel Laracey, Jeffrey K. Tulis, and Stephen E. Lucas set forth differing perspectives on how the rhetorical presidency ought to be understood and evaluated. In part 2, eleven scholars of nineteenth-century presidential rhetoric investigate the presidencies of Martin Van Buren, John Tyler, James K. Polk, Franklin Pierce, James Buchanan, Andrew Johnson, Ulysses S. Grant, Rutherford B. Hayes, Benjamin Harrison, Grover Cleveland, and William McKinley. As the first volume ever to focus on nineteenth-century presidents from a rhetorical perspective, Before the Rhetorical Presidency examines administrations, policies, and events that have never before been subjected to rhetorical analysis. The sometimes startling outcomes of these investigations reveal the need for continuing debate over the nature, practices, and effects of the rhetorical presidency. In a brief afterword, Medhurst raises eight challenges to the original formulation of the rhetorical presidency and in so doing sets forth an agenda for future studies.
Proverbial Wisdom in Culture, Literature, and Politics
The thirteen chapters of this book comprise an intriguing and informative entry into the world of proverb scholarship, illustrating that proverbs have always been and continue to be wisdom’s international currency. The first section of the book focuses on the field of paremiology (proverb studies) in general, the spread of Anglo-American proverbs in Europe, and the phenomenon of modern proverbs. The second section analyzes the use of proverbs in the world of politics, including a chapter on President Obama, while the third concentrates on the uses of proverbs in literature. The final section ends with detailed cultural studies of the origin, history, dissemination, use, function, and meaning of specific proverbs.
Noted scholar Wolfgang Mieder shows that proverbs matter in culture, literature, and politics. Proverbs remain part and parcel of oral and written communication, and, he demonstrates, they deserve to be studied from a range of viewpoints. While various chapters deal with a variety of issues and approaches, they cohere through a rhetorical perspective that looks at the text, texture, and context of proverbs as speech acts that make a noteworthy impact on culture and society. Whether proverbs appear in everyday speech, on the radio, on television, in films, on the pages of newspapers or magazines, in advertisements, in literary works, or in political speeches, they serve as formulaic verbal devices to add authoritative weight through tradition, convention, and wisdom.
the propagandas of Nazi Germany and the German Democratic Republic
Why do totalitarian propaganda such as those created in Nazi Germany and the former German Democratic Republic initially succeed, and why do they ultimately fail? Outside observers often make two serious mistakes when they interpret the propaganda of this time. First, they assume the propaganda worked largely because they were supported by a police state, that people cheered Hitler and Honecker because they feared the consequences of not doing so. Second, they assume that propaganda really succeeded in persuading most of the citizenry that the Nuremberg rallies were a reflection of how most Germans thought, or that most East Germans were convinced Marxist-Leninists. Subsequently, World War II Allies feared that rooting out Nazism would be a very difficult task. No leading scholar or politician in the West expected East Germany to collapse nearly as rapidly as it did. Effective propaganda depends on a full range of persuasive methods, from the gentlest suggestion to overt violence, which the dictatorships of the twentieth century understood well.
In many ways, modern totalitarian movements present worldviews that are religious in nature. Nazism and Marxism-Leninism presented themselves as explanations for all of life—culture, morality, science, history, and recreation. They provided people with reasons for accepting the status quo. Bending Spines examines the full range of persuasive techniques used by Nazi Germany and the German Democratic Republic, and concludes that both systems failed in part because they expected more of their propaganda than it was able to deliver.
In Between East and West/Word and Image Geng Youzhuang, one of China’s leading intellectuals, offers an original and sophisticated analysis of both Western cultural and literary theory and contemporary Chinese thought. In this fascinating exploration of the respective intellectual traditions within China and the West, Geng shows how the dynamics at work between word and image become a parable for understanding the larger relationship between Chinese and Western ideas. Geng first surveys influential Western thinkers and their ideas, with a special focus on the relations between words and things, signs and meanings, image and language. He next explores the conflicted relationship between religion and literature in the West. Finally, Geng turns his focus to China, discussing the meaning and significance of Sinology and the possibilities of treating China as a sign and referent in contemporary Western thinking. Anyone interested in the forces at work within the intermingling of Eastern and Western literature, writing, and the semiotics of culture will find Between East and West/Word and Image compelling.
Reconsidering the Writing Conference
The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with practical approaches to conferencing more effectively with students.
Analyzing taped conferences of several different teachers and students, Black considers the influence that power, gender, and culture can have on a conference. She draws on sociolinguistic theory, as well as critical theory in composition and rhetoric, to build an understanding of the writing conference as an encounter somewhere between conversation and the classroom. She finds neither the conversation model nor versions of the master-apprentice model satisfactory. Her approach is humane, student-centered, and progressive, but it does not ignore the valid pedagogical purposes a teacher might have in conferencing. Between Talk and Teaching will be a valuable addition to the professional library of writing teachers and writing program administrators.