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Translation and Text of Peter Ramus's Rhetoricae Distinctiones in Quintilianum
Peter Ramus, a 16th-century Parisian college instructor and one of the most influential and controversial writers of early modern times, published a number of books attacking and attempting to refute foundational texts in philosophy and rhetoric. This volume offers original text and translation of a pivotal work and includes a detailed introduction and bibliography by the editor.
Rhetoric, Theory, and Writing in America
In this book, Jasper Neel’s sure-to-be-controversial resituating of Aristotle centers around three questions that have been constants in his twenty-two years of teaching experience: What does itmean to teach writing? What should one know before teaching writing? And, if there is such a thing as "research in the teaching of writing," what is it?
Believing that all composition teachers are situated politically and socially, both as part of the institution in which they teach and as beings with lived histories, Neel examines his own life and the life of composition studies as a discipline in the context of Aristotle. Neel first situates the Rhetoric as a political document; he then situates the Rhetoric in the Aristotelian system and describes how professional discourse came to know itself through Aristotle’s way of studying the world; finally, he examines the operation of the Rhetoric inside itself before arguing the need to turn to Aristotle’s notion of sophistry as a way of negating his system.
By pointing out the connections among Aristotelian rhetoric, the contemporary university, and the contemporary writing teacher, Neel shows that Aristotle’s frightening social theories are as alive today as are Aristotelian notions of discourse.
Neel explains that by their very nature teachers must speak with a professional voice. It is through showing how to "hear" one’s professional voice that Neel explores the notion of professional discourse that originates with Aristotle. In maintaining that one must pay a high price in order to speak through Aristotle’s theory or to assume the role of "professional," he argues that no neutral ground exists either for pedagogy or for the analysis of pedagogy. Neel concludes this discussion by proposing that Aristotelian sophistry is both an antidote to Aristotelian racism, sexism, and bigotry and a way of allowing Aristotelian categories of discourse to remain useful.
Finally, as an Aristotelian, a teacher, and a writer, Neel responds both to Aristotle and to professionalism by rethinking the influence of the past and reviving the voice of Aristotelian sophistry.
John Hay's Civil War Correspondence and Selected Writings
John Hay believed that “real history is told in private letters,” and the more than 220 surviving letters and telegrams from his Civil War days prove that to be true, showing Abraham Lincoln in action: “The Tycoon is in fine whack. I have rarely seen him more serene & busy. He is managing this war, the draft, foreign relations, and planning a reconstruction of the Union, all at once. I never knew with what tyrannous authority he rules the Cabinet, till now. The most important things he decides & there is no cavil.”
Along with Hay’s personal correspondence, Burlingame includes his surviving official letters. Though lacking the “literary brilliance of [Hay’s] personal letters,” Burlingame explains, “they help flesh out the historical record.” Burlingame also includes some of the letters Hay composed for Lincoln’s signature, including the celebrated letter of condolence to the Widow Bixby.
More than an inside glimpse of the Civil War White House, Hay’s surviving correspondence provides a window on the world of nineteenth-century Washington, D.C.
The audience—the community of readers who will use the texts a writer produces—must be an important influence on the writer for his or her work to be effective.
Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.
The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class, they draw some conclusions about the dynamics of teaching writing and about learning in general.
Autobiography of Silas Thompson Trowbridge M.D. is a remarkable account of nineteenth-century medicine, politics, and personal life that recovers the captivating experiences of a Civil War–era regimental surgeon who was also a president of the Illinois State Medical Society and a United States consul in Mexico. First published in 1872 by Trowbridge’s family and even printed on a family-owned press, only a handful of copies of the initial publication survive. In this first paperback edition, Trowbridge’s memoirs are reprinted as they originally appeared.
Indiana-born Trowbridge moved to Illinois in his early twenties. A teacher by trade, he continued that career while he began the study of medicine, eventually starting a medical practice near New Castle, which he later moved to Decatur. Though respected by the community, Trowbridge lacked an authentic medical degree, so he enrolled in a four-month course of medical lectures at Rush Medical College in Chicago. Autobiography describes the atmosphere of the medical school and delineates Trowbridge’s opinions on the lack of quality control in medical colleges of the day.
Although three years of study and two annual terms of sixteen weeks were the actual requirements for the degree, Trowbridge was allowed to graduate after a single course of lectures and completion of a twenty-page thesis due to his previous experience. He then married a young widow and returned to Decatur, where he began a partnership with two local physicians and inaugurated a county medical society. In addition to practicing medicine, he was known and respected for regulating it, too, having supported legislation that would legalize dissection and prohibit incompetent persons from practicing medicine.
In 1861, Trowbridge began service as a surgeon of the 8th Illinois Volunteer Infantry commanded by Colonel Richard J. Oglesby. Autobiography describes his experiences beginning in Cairo, Illinois, where the infantry was involved in several expeditions and where Trowbridge made his “debut at the operating table.” Revealing a litany of surgical duties, replete with gruesome details, these war-time recollections provide a unique perspective on medical practices of the day. Likewise, his commentaries on political issues and his descriptions of combat serve to correct some of the early written histories of the war’s great battles.
After receiving an honorable discharge in 1864, Trowbridge returned to Decatur to resume his partnership with Dr. W. J. Chenoweth and devote himself to surgery. His reminiscences recount several difficult surgeries, his efforts to reorganize the county medical society (which had collapsed during the war), and his communications to the Illinois legislature to set higher qualifications for practicing physicians. He was later elected president of the Illinois State Medical Society and appointed by President Grant United States Consul to Vera Cruz on the eastern coast of Mexico, where he studied and challenged the treatment of yellow fever. The autobiography ends in 1874 with a six-day family vacation and the marriage of his daughter to a merchant of Vera Cruz.
Truman, Stevenson, Douglas, and the Most Surprising Election in Illinois History
The election year of 1948 remains to this day one of the most astonishing in U.S. political history. During this first general election after World War II, Americans looked to their governments for change. As the battle for the nation’s highest office came to a head in Illinois, the state was embroiled in its own partisan showdowns—elections that would prove critical in the course of state and national history.
In Battleground 1948, Robert E. Hartley offers the first comprehensive chronicle of this historic election year and its consequences, which still resonate today. Focusing on the races that ushered Adlai Stevenson, Paul Douglas, and Harry Truman into office—the last by the slimmest of margins—Battleground 1948 details the pivotal events that played out in the state of Illinois, from the newspaper wars in Chicago to tragedy in the mine at Centralia.
In addition to in-depth revelations on the saga of the American election machine in 1948, Hartley probes the dark underbelly of Illinois politics in the 1930s and 1940s to set the stage, spotlight key party players, and expose the behind-the-scenes influences of media, money, corruption, and crime. In doing so, he draws powerful parallels between the politics of the past and those of the present. Above all, Battleground 1948 tells the story of grassroots change writ large on the American political landscape—change that helped a nation move past an era of conflict and depression, and forever transformed Illinois and the U.S. government.
In her first collection of poems, Kansas native Amy Fleury captures images of dragging clotheslines, baked lawns, and sweet potato babies, inserting them with an earnest dignity into her stories of midwestern life. Beautiful Trouble explores the subtleties of landscape, place, families, girlhood, womanhood, and everyday existence on the prairie. Fleury writes of the Midwest with authenticity, speaks of romance with delicate allure, and recalls the heartbreak of childhood without self-pity. In meditations on resilience and life’s contradictions, Fleury engages her characters fully and paints their souls and sensations evenly in language both rare and beautiful. She is a poet in love with sound and its power to summon majesty from quotidian scenes. Her poems are brief and striking, depending on exquisite word choice and balance to achieve a simple order on the page.
Recapturing the celebratory voice of Africa in poems that are both contemporary and traditional, Liberian-born Patricia Jabbeh Wesley weaves lyrical storytelling with oral history and images of Africa and America, revealing powerful insights about the relationship between strength and tragedy—and finding reason to celebrate even in the presence of war, difficulties, and death. Rooted in myths that can be traced to the Grebo tradition, Becoming Ebony portrays Liberian-born Wesley’s experiences of village talk and civil war as well as her experiences of the pain of her mother’s death and the difficulties of rearing a family away from home in the United States, and explores the questions of living in the African Diaspora. Turning on the African proverb of “the wandering child” and the metaphor of the ebony tree—which is beautiful in life and death— these poems delve into issues of human suffering and survival, plainly and beautifully chronicling what happens “after the sap is gone.”
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.