1171 scholarly books by Southern Illinois University Press and 50
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READERS PUBLISHERS STUDENT SERVICES |
1171 scholarly books by Southern Illinois University Press and 50
start with T
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READERS PUBLISHERS STUDENT SERVICES |
BiblioVault ® 2001 - 2019
The University of Chicago Press
First published in 1938, this lively collection of over 150 tales and songs runs the gamut from joy to woe, from horror to humor. In forming the collection, Charles Neely required only that the tales and songs—whether home grown or transplanted from the great body of world lore— had taken root somehow in the area of southern Illinois known as Egypt.
Notable tales include "Bones in the Well," "A Visit from Jesse James," "The Flight of the Naked Teamsters," "The Dug Hill Boger," and "How Death Came to Ireland"; among the songs and ballads are "Barbara Allen," "Hog and Hominy," "The Drunkard’s Lone Child," "The Belleville Convent Fire," "Shawneetown Flood," and "The Death of Charlie Burger."
Jo Keroes's scope is wide: she examines the teacher as represented in fiction and film in works ranging from the twelfth-century letters of Abelard and Heloise to contemporary films such as Dangerous Minds and Educating Rita. And from the twelfth through the twentieth century, Keroes shows, the teaching encounter is essentially erotic.
Tracing the roots of eros from cultural as well as psychological perspectives, Keroes defines erotic in terms broader than the merely sexual. She analyzes ways in which teachers serve as convenient figures on whom to map conflicts about gender, power, and desire. To show how portrayals of men and women differ, she examines pairs of texts, using a film or a novel with a woman protagonist (Up the Down Staircase, for example) as counterpoint to one featuring a male teacher (Blackboard Jungle) or The Prime of Miss Jean Brodie balanced against Dead Poets Society.
The portrayals of teachers, like all images a culture presents of itself, reveal much about our private and social selves. Keroes points out authentic accounts of authoritative women teachers who are admired and respected by colleagues and students alike. Real teachers differ from the stereotypes we see in fiction and film, however. Male teachers are often portrayed as heroes in film and fallibly human in fiction, whereas women in either genre are likely to be monstrous or muddled and are virtually never women of color. Among other things, Keroes demonstrates, the tension between reality and representation reveals society's ambivalence about power in the hands of women.
“This is a book about the American Dream as it has become embodied in the university in general and in the English department in particular,” writes James Ray Watkins at the start of A Taste for Language: Literacy, Class, and English Studies. In it, Watkins argues that contemporary economic and political challenges require a clear understanding of the identity of English studies, making elementary questions about literacy, language, literature, education, and class once again imperative.
A personal history of university-level English studies in the twentieth century, A Taste for Language combines biography, autobiography, and critical analysis to explore the central role of freshman English and literary studies in the creation and maintenance of the middle class. It tells a multi-generational story of the author and his father, intertwined with close reading of texts and historical analysis. The story moves from depression-era Mississippi, where the author's father was born, to a contemporary English department, where the author now teaches.
Watkins looks at not only textbooks, scholars, and the academy but also at families and other social institutions. A rich combination of biography, autobiography, and critical analysis, A Taste for Language questions what purpose an education in English language and literature serves in the lives of the educated in a class-based society and whether English studies has become wholly irrelevant in the twenty-first century.
Through these essays—which deal with Bowles’s published as well as her unpublished work—Skerl seeks to generate serious critical attention for an important but neglected female experimental writer of the mid-twentieth century and to celebrate her originality, power, and craft.
Based in disciplines and theoretical approaches that range from feminist criticism to Middle Eastern studies, from postmodernism to queer theory, and from Victorianism to the Beat Generation, the essayists naturally approach Bowles’s fiction and drama from a wide variety of critical perspectives. All of these essays are unpublished and written for this volume.
John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society.
Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.
Edited by Nathan Stucky and Cynthia Wimmer, Teaching Performance Studies is the first organized treatment of performance studies theory, practice, and pedagogy. This collection of eighteen essays by leading scholars and educators reflects the emergent and contested nature of performance studies, a field that looks at the broad range of human performance from everyday conversation to formal theatre and cultural ritual. The cross-disciplinary freedom enacted by the writers suggests a new vision of performance studies—a deliberate commerce between field and classroom.
Classrooms filled with glassy-eyed students provide an experiential base for Alice S. Horning’s new comprehensive theory about basic writers.
Horning explores the theory of writing acquisition in detail. Her examination of spoken and written language and redundancy give a theoretical base to her argument that academic discourse is a separate linguistic system characterized by particular psycholinguistic features. She proposes that basic writers learn to write as other learners master a second language because for them, academic written English is a whole new language.
She explores the many connections to be found in second language acquisition research to the teaching and learning of writing and gives special attention to the interlanguage hypothesis, pidginization theory, and the Monitor theory. She also addresses the role of affective factors (feelings, attitudes, emotions, and motivation) in the success or failure of writing students.
Teaching Writing: Landmarks and Horizons, edited by Christina Russell McDonald and Robert L. McDonald, is designed to present an overview of some of the major developments in the establishment of composition studies as a field during the past thirty-five years. The essays are theoretically grounded but are focused on pedagogy as well. Divided into two parts, the first presents nine landmark essays, selected and introduced by distinguished composition scholars, and the second brings together eight new essays by emerging scholars.
Teaching/Writing in Thirdspaces: The Studio Approach examines a dynamic approach to teaching composition that reimagines not only the physical space in which writing and learning occurs but also the place occupied by composition in the power structure of universities and colleges.
In response to financial and programmatic cutbacks at the University of South Carolina in the 1990s, authors Rhonda C. Grego and Nancy S. Thompson used their academic backgrounds in composition and English education, along with their personal histories in working-class families, to look at compositional spaces and places with an eye to challenging the embedded issues of race, class, and gender within the university hierarchies. The result was a supplemental writing program that they called the writing studio.
The studio model emphasizes individual participation in a small group that allows students to present work they are preparing for outside classes, discuss their challenges, and refine their ideas with other students and staff facilitators. This “interactional inquiry” is replicated and reinforced by the facilitators, who meet in their own small groups to analyze larger patterns, possibilities, and needs as they arise in their studios.
Grego and Thompson argue that because the studio is physically and institutionally “outside but alongside” both students’ other coursework and the hierarchy of the institution, it represents a “thirdspace,” a unique position in which to effect institutional change. The focus on interactional inquiry challenges traditional power hierarchies within classrooms and shifts the nature of discourse. As a bottom-up approach to the development of educational programs within institutions that have different needs, demographies, and histories, the studio model can address a multitude of different institutional needs with little disruption to the curriculum.
The studio model allows university administrators, teachers, student aides, and students to continually adapt to changing institutional environments with new teaching and learning strategies. Teaching/Writing in Thirdspaces provides an alternative approach to traditional basic writing courses that can be adopted in educational institutions of all types and at all levels.
Part critique of existing policy and practice, part call-to-action, Technology and Literacy in the Twenty-First Century explores the complex linkage between technology and literacy that has come to characterize American culture and its public educational system at the end of the twentieth century.
To provide a specific case study of this complex cultural formation, award-winning educator Cynthia L. Selfe discusses the Technology Literacy Challenge, an official, federally sponsored literacy project begun in 1996 that has changed—at fundamentally important levels—the definition of literacy and the practices recognized as constituting literate behavior in America. Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of racism, poverty, and illiteracy.
She describes how the national project to expand technological literacy came about, what effects it has yielded, why the American public has supported this project, and how teachers of English, language arts, and composition have contributed to this project, despite their best intentions.
A primary goal of this study is to make teachers of English and composition increasingly aware of the new literacy agenda and to suggest how they might positively influence its shape and future direction, both in the classroom and in the community. This awareness is an integral part of educators' larger professional responsibility to understand the way in which our culture thinks about and values literacy. Perhaps even more important, argues Selfe, this awareness is part of teachers' ethical responsibility to understand how literacy and literacy instruction directly and continually affect the lived experiences of the individuals and families with whom teachers interact.
Illinois State Historical Society's Certificate of Excellence (2002)
Supplemented by recollections from the present era, Tell Us a Story is a colorful mosaic of African American autobiography and family history set in Springfield, Illinois, and in rural southern Illinois, Missouri, and Arkansas from the 1920s through the 1950s.
Shirley Motley Portwood shares rural, African American family and community history through a collection of vignettes about the Motley family. Initially transcribed accounts of the Motleys’ rich oral history, these stories have been passed among family members for nearly fifty years. In addition to her personal memories, Portwood presents interviews with her father, three brothers, and two sisters plus notes and recollections from their annual family reunions. The result is a composite view of the Motley family.
A historian, Portwood enhances the Motley family story by investigating primary data such as census, marriage, school, and land records, newspaper accounts, city directories, and other sources. The backbone of this saga, however, is oral history gathered from five generations, extending back to Portwood's grandparents, born more than one hundred years ago. Information regarding two earlier generations—her great- grandfather and great-great-grandparents, who were slaves—is based on historical research into state archives, county and local records, plantation records, and manuscript censuses.
A rich source for this material—the Motley family reunions—are week-long retreats where four generations gather at the John Motley house in Burlington, Connecticut, the Portwood home in Godfrey, Illinois, or other locations. Here the Motleys, all natural storytellers, pass on the family traditions. The stories, ranging from humorous to poignant, reveal much about the culture and history of African Americans, especially those from nonurban areas. Like many rural African Americans, the Motleys have a rich and often joyful family history with traditions reaching back to the slave past. They have known the harsh poverty that made even the necessities difficult to obtain and the racial prejudice that divided whites and blacks during the era of Jim Crow segregation and inequality; yet they have kept a tremendous faith in self-improvement through hard work and education.
Former FBI agent Jim Fisher upends the genteel racket of fee-based literary agents and vanity publishers in this searing look at the rise and fall of one bogus entrepreneur who systematically swindled thousands of would-be writers out of millions of dollars with promises of having their work turned into salable books. In divulging the details of this colossal and shocking confidence game, Ten Percent of Nothing: The Case of the Literary Agent from Hell exposes a growing and serious crime against writers and a dark, ugly secret about the American publishing industry.
In 1989, Dorothy L. Deering, possessing a high school degree, a recent embezzlement conviction, and no experience as a professional writer, editor, or publisher, began operating a fee-based literary agency out of her garage in Nicholasville, Kentucky. Over the next ten years, she racked up a fortune in reading and marketing fees, learning the business of sham publishing as she went along. Later, as the owner of a vanity press, she bilked 1.5 million dollars out of her clients, masterfully manufacturing dreams of literary success until she was brought to justice by Fisher’s investigative journalism, an FBI probe, and the retaliation and testimonies of numerous victims.
Deering never sold a single manuscript to a major publisher. With the money in her pocket and her clients’ hopes and hard work wrapped up in fraudulent contracts, Deering produced a few copies of four cheaply printed, poorly edited paperbacks. These she used as bait to hoodwink more clients. She was abetted by her husband, Charles, a former car salesman; his son, Daniel, a drug user with a ninth-grade education; and her brother, Bill, a fugitive from the law at the time he headed her vanity press.
By successfully impersonating a literary agent for ten years, Deering operated one of the longest-running confidence games in American history. The financial loss for her clients was devastating, and the heartbreak was extreme. Drawing on victims’ experiences and documents recovered from the Deering venture, Fisher shows how Deering engineered and executed her scam, emphasizing the warning signs of sham agents, crook book doctors, and mendacious publishers.
Ten Percent of Nothing provides essential information for aspiring writers and publishing professionals. Fisher’s findings also prompt new inquiries into the potential licensing of literary agents and the prosecution of interstate scam artists. The volume’s gallery of illustrations includes reproductions of correspondence, newsletters, and advertisements used by the Deering operation.
Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today.
Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instruction—a field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other “disposable” teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience.
Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.
Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.
The Terministic Screen: Rhetorical Perspectives on Film examines the importance of rhetoric in the study of film and film theory. Rhetorical approaches to film studies have been widely practiced, but rarely discussed until now. Taking on such issues as Hollywood blacklisting, fascistic aesthetics, and postmodern dialogics, editor David Blakesley presents fifteen critical essays that examine rhetoric’s role in such popular films as The Fifth Element, The Last Temptation of Christ, The Usual Suspects, Deliverance, The English Patient, Pulp Fiction, The Music Man, Copycat, Hoop Dreams,and A Time to Kill.
Aided by sixteen illustrations, these insightful essays consider films rhetorically, as ways of seeing and not seeing, as acts that dramatize how people use language and images to tell stories and foster identification.
Contributors include David Blakesley, Alan Nadel, Ann Chisholm, Martin J. Medhurst, Byron Hawk, Ekaterina V. Haskins, James Roberts, Thomas W. Benson, Philip L. Simpson, Davis W. Houck, Caroline J.S. Picart, Friedemann Weidauer, Bruce Krajewski, Harriet Malinowitz, Granetta L. Richardson, and Kelly Ritter.
This handbook explains the techniques of traditional scene painting. A “how to” book for the novice, it shows the methods used in creating the illusion of three dimensions where only two exist. It provides a step-by-step explanation of each aspect of scene painting, using both color and black-and-white photographs for illustration.
Among the many illusions made possible through the magic of paint are stonework, wallpaper, woodwork, as well as mouldings, draperies, and foliage. To teach the beginner how to re-create reality through painted illusion, Pinnell emphasizes traditional scene painting, including basic tools, primary painting techniques, and methods for creating texture on scenery. He also illustrates refinements and embellishments that lead to more advanced work.
During the decades of the 1980s and 1990s, historians of rhetoric, composition, and communication vociferously theorized historiographical motivations and methodologies for writing histories in their fields. After this fertile period of rich, contested, and impassioned theorization, scholars busily undertook the composition of numerous historical works, complicating master narratives and recovering silenced voices and rhetorical practices. Yet, though historians in these fields have gone about the business of writing histories, the discussion of theorization has been quiet. In this welcome volume, fifteen scholars consider, once again, the theory of historiography, asking difficult questions about the purposes and methodologies of writing histories of rhetoric, broadly defined, and questioning what it means, what it should mean, what it could mean to write histories of rhetoric, composition, and communication.Normal.dotm0012641508SIU Press123185112.00false18 pt18 pt00falsefalsefalse
The topics addressed include the privileging of the literary and the textual over material artifacts as prime sources of evidence in the study of classical rhetoric, the use of rhetorical hermeneutics as a methodology for interpreting past practices, the investigation of feminist methodologies that do not fit into the dominant modes of feminist historiographical work and the examination of archives with a queer eye to better construct nondiscriminatory narratives. Contributors also explore the value of approaching historiography through the lenses of jazz improvisation and complexity theory, and the historiographical method of writing the future in ways that refigure our relationships to time and to ourselves.
Consistently thoughtful and carefully argued, these essays successfully revive the discussion of historiography in rhetoric, inspiring fresh avenues of exploration in the field.
Through diagrams, sketches, and models, along with explications of the essential tools and materials required, Payne defines and delineates the precise step-by-step procedures of scenographic modelmaking: the basic preparations of construction, the process of making the model, and the experimental aspects of modelmaking. This new edition with 50 additional illustrations and other new information offers teachers, students, and beginning professionals alike a complete and comprehensive approach to creating and constructing the scenographic model.
In his first book devoted exclusively to naturalism, Donald Pizer brings together thirteen essays and four reviews written over a thirty-year period that in their entirety constitute a full-scale interpretation of the basic character and historical shape of naturalism in America.
The essays fall into three groups. Some deal with the full range of American naturalism, from the 1590s to the late twentieth century, and some are confined either to the 1890s or to the twentieth century. In addition to the essays, an introduction in which Pizer recounts the development of his interest in American naturalism, reviews of recent studies of naturalism, and a selected bibliography contribute to an understanding of Pizer’s interpretation of the movement.
One of the recurrent themes in the essays is that the interpretation of American naturalism has been hindered by the common view that the movement is characterized by a commitment to Emile Zola’s deterministic beliefs and that naturalistic novels are thus inevitably crude and simplistic both in theme and method. Rather than accept this notion, Pizer insists that naturalistic novels be read closely not for their success or failure in rendering obvious deterministic beliefs but rather for what actually does occur within the dynamic play of theme and form within the work.
Adopting this method, Pizer finds that naturalistic fiction often reveals a complex and suggestive mix of older humanistic faiths and more recent doubts about human volition, and that it renders this vital thematic ambivalence in increasingly sophisticated forms as the movement matures. In addition, Pizer demonstrates that American naturalism cannot be viewed monolithically as a school with a common body of belief and value. Rather, each generation of American naturalists, as well as major figures within each generation, has responded to threads within the naturalistic impulse in strikingly distinctive ways. And it is indeed this absence of a rigid doctrinal core and the openness of the movement to individual variation that are responsible for the remarkable vitality and longevity of the movement.
Because the essays have their origin in efforts to describe the general characteristics of American naturalism rather than in a desire to cover the field fully, some authors and works are discussed several times (though from different angles) and some referred to only briefly or notat all. But the essays as a collection are "complete" in the sense that they comprise an interpretation of American naturalism both in its various phases and as a whole. Those authors whose works receive substantial discussion include Stephen Crane, Frank Norris, Theodore Dreiser, Edith Wharton, James T. Farrell, Norman Mailer, Joyce Carol Oates, and William Kennedy. Of special interest is Pizer’s essay on Ironweed, which appears here for the first time.
A mosaic of memories, the poems of This Country of Mothers recollect Julianna Baggott’s experiences as both mother and daughter. With wit, compassion, aggression, and anxiety, Baggott examines her maternal history. She recalls moments of creation and destruction in her life, times of elation and of desperation that mold her as both a woman and a poet. This affecting study of motherhood is framed in issues of Catholicism and of poetry itself, challenging and espousing the roles of both. Throughout her poems, Baggott’s personal experiences embrace universal themes to birth poems in a language and style that is both powerfully feminine and accessibly human.
This wide-ranging volume gives proper attention to the views on rhetoric and style set forth by British literary figure Thomas De Quincey (1785–1859), whose contributions to the history of rhetoric are often overlooked. Lois Peters Agnew presents an overview of this theorist’s life and provides cultural context for his time and place, with particular emphasis on the significance of his rhetoric as both an alternative strain of rhetorical history and a previously unrealized example of rhetoric’s transformation in nineteenth-century Britain.
Agnew presents an extensive discussion of De Quincey’s ideas on rhetoric, his theory and practice of conversation, his theory of style and its role in achieving rhetoric’s dialogic potential, and his strategic use of humor and irony in such works as Confessions of an English Opium Eater. Synthesizing previous treatments of De Quincey’s rhetoric and connecting his unusual perspectives on language to the biographical details of his life, Agnew helps readers understand his intellectual development while bringing to light the cultural contexts that prompted radical changes in the ways nineteenth-century British intellectuals conceived of the role of language and the imagination in public and private discourse.
Agnew presents an alternative vision of rhetoric that departs from many common assumptions about rhetoric’s civic purpose and offers insights into the topic of rhetoric and technological change. The result is an accessible and thorough explanation of De Quincey’s complex ideas on rhetoric and the first work to fully show the reach of his ideas across multiple texts written during his lifetime.
Winner, 2018 MLA Aldo and Jeanne Scaglione Prize for a Translation of a Scholarly Study of Literature
It is increasingly well documented that western rhetoric’s journey from pagan Athens to the medieval academies of Christian Europe was significantly influenced by the intellectual thought of the Muslim Near East. Lahcen Elyazghi Ezzaher contributes to the contemporary chronicling of this influence in Three Arabic Treatises on Aristotle’s Rhetoric: The Commentaries of al-Farabi, Avicenna, and Averroes, offering English translations of three landmark medieval Arabic commentaries on Aristotle's famous rhetorical treatise together in one volume for the first time. Elegant and practical, Elyazghi Ezzaher’s translations give English-speaking scholars and students of rhetoric access to key medieval Arabic rhetorical texts while elucidating the unique and important contribution of those texts to the revival of European interest in the rhetoric and logic of Aristotle, which in turn influenced the rise of universities and the shaping of Western intellectual life.
With a focus on Book I of Aristotle’s Rhetoric, the commentaries ofal-Farabi, Avicenna, and Averroes translated by Elyazghi Ezzaher are paramount examples of an extensive Arabic-Muslim tradition of textual commentary while also serving as rich corollaries to the medieval Greek and Latin rhetorical commentaries produced in Europe. Elyazghi Ezzaher’s translations are each accompanied by insightful scholarly introductions and notes that contextualize—both historically and culturally—these immensely significant works while highlighting a comparative, multidisciplinary approach to rhetorical scholarship that offers new perspectives on one of the field’s foundational texts.
A remarkable addition to rhetorical studies, Three Arabic Treatises on Aristotle’s Rhetoric: The Commentaries of al-Farabi, Avicenna, and Averroes not only provides vibrant English translations of essential medieval Arabic rhetorical texts but also challenges scholars and students of rhetoric to consider their own historical, cultural, and linguistic relationships to the texts and objects they study.
Jennifer Richter presents a series of poems that explore the many facets of the term "threshold." Throughout the collection, the narrator experiences several acts of threshing, or separating—from birth and the small yet profound distances that part a mother and child, to the separation caused by illness and its toll on relationships. At the same time, she is progressively gathering, piecing together the remnants of her life, collecting her children into her arms, and welcoming a future without pain. Pain is often present in these poems, as the narrator frequently confronts her own threshold for enduring a ravaging illness. Her harrowing struggle through recovery is chronicled by a poem at the end of each section, tracing her powerful journey from deep suffering to a fragile yet steadfast sense of hope.
These gripping lyric and prose poems explore duality in its many forms: the private, contemplative world versus a world of action; the mirror sides of health and sickness; the warmth of a June sun and the deep, long nights of winter; mother and child; collecting and letting go. From the comfort of a morning bed at home to the desperate streets of Hanoi, Threshold is a searing portrait of healing, the courage it takes to bridge the gulfs that divide, and the wonder of the ties that bind.
What Is My Body Without You?
My son’s pajamas unsnapped
on the floor: small husk
of his body relaxing on its back,
legs and sleeves still filled
with his rush. This part of him
hasn’t outgrown my arms
and sometimes lets me lift
him up our steep stairs,
carry him to bed and pull
his shade against the gray
thin winter sky like milk
my daughter wakes up wanting.
In the last days of lifting her
to my breast, I fill her less
than the air already gone
from my son’s flat shape.
Twice like that I have lain back,
the doctor opening me
along the same clean seam.
Each time I was watching:
with a few tugs the child
was out, naked and heading
toward other hands, each child
cut loose before I knew it.
Elmer Gertz has defended famous people—including Henry Miller, Nathan Leopold, and Jack Ruby—and he has become famous in his own right through his struggle for civil liberties and personal rights.
Gertz has taken on a lengthy list of cases and causes over the six decades of his legal career. He fought successfully against the censorship of Henry Miller’s book Tropic of Cancer,which had been banned in Chicago for obscenity. He got Nathan Leopold released from prison after Leopold had served 34 years for his part in the death of 14-year-old Bobby Franks. An ardent foe of the death penalty, Gertz labored for years as part of a national team of lawyers that was finally able to overturn Jack Ruby’s death sentence for the murder of Lee Harvey Oswald. Gertz’s cases have helped make libel law in the nation.
For this edition, Gertz adds an afterword that covers the 15 years since the book’s first publication. Gertz talks of Henry Miller’s last days and his travels to the USSR on behalf of the Refuseniks.
Martin Blumenson refers to this book as a “sensitive, beautifully written personal memoir,” and calls it a contribution to understanding, “particularly to Americans who know little of how World War II and its immediate aftermath disrupted the lives of those who survived the defeat of Germany.”
Vividly, humanly, Shelton tells her story from the point of view of a teen-age German girl, one who witnessed her country’s surge to power and who felt the ignominy of both Germany and Germans after the fall. She reaches a point during the war when “Sometimes the way we now live seems unreal, as if we were marionettes, with orders and permits and schedules attached to us instead of strings.”
But after the defeat of Germany life gets considerably worse. The victorious Russians evict the natives from their homes. They sneer and leer at the women who must venture forth for food. In this defeated land “the nights become unbearably long; without any physical activity by day, sleep refuses to come. I yearn for sleep, be it temporary or eternal. Death is becoming a friend; the enemy has a new name now: Rape.”
Then comes the dreaded order to evacuate all Germans from Lower Silesia: “How can a whole people be uprooted, disowned, tossed aside like useless flotsam—how? With the stroke of a pen, with a new line drawn on a map, we are sentenced to homelessness.” Not knowing where they will be sent, they plod out into darkness and cold with the other Germans, their worldly goods reduced to what they can carry. Embittered, they are herded into vermin-infested freight cars, still unaware of their destination.
In Tongue Lyre, Tyler Mills weaves together fragments of myth and memory, summoning the works of Ovid, Homer, and James Joyce to spin a story of violence and the female body. Introducing the recurring lyre figure in the collection—a voice to counter the violence—is Ovid’s Philomena, who, while cruelly rendered speechless, nonetheless sets the reader on an eloquent voyage to discover the body through music, art, and language. Other legendary figures making appearances within—Telemachos, Nestor, Cyclops, Circe, and others—are held up as mirrors to reflect the human form as home. In this dynamic collection, the female body and its relationship to the psyche traverse mythic yet hauntingly familiar contemporary settings as each presents not a single narrative but a progressive exploration of our universal emotional experience.
“The mature writer is recognized ... by his ability to create a flow of sentences, a pattern of thought that is produced, one suspects, according to the principles of yet another kind of grammar—a grammar, let us say, of passages.”—Mina Shaughnessy
Richard M. Coe has developed such a “grammar,” one which uses a simple graphic instrument to analyze the meaningful relationships between sentences in a passage and to clarify the function of structure in discourse. Working in the tradition of Christensen’s generative rhetoric, Coe presents a two-dimensional graphic matrix that effectively analyzes the logical relations between statements by mapping coordinate, subordinate, and superordinate relationships.
Coe demonstrates the power of his discourse matrix by applying it to a variety of significant problems, such as how to demonstrate discourse differences between cultures (especially between Chinese and English), how to explain precisely what is “bad” about the structure of passages that do not work, and how best to teach structure. This new view of the structure of passages helps to articulate crucial questions about the relations between form and function, language, thought and culture, cognitive and social processes.
Current rhetorical and critical theory for the most part separates writing from consciousness and presumes relative truth to be the only possible expressive goal for rhetoric. These presumptions are reflected in our tradition of persuasive rhetoric, which values writing that successfully argues one person’s belief at the expense of another’s. Barbara Couture presents a case for a phenomenological rhetoric, one that values and respects consciousness and selfhood and that restores to rhetoric the possibility of seeking an all-embracing truth through pacific and cooperative interaction.
Couture discusses the premises on which current interpretive theory has supported relative truth as the philosophical grounding for rhetoric, premises, she argues, that have led to constraints on our notion of truth that divorce it from human experience. She then shows how phenomenological philosophy might guide the theory and practice of rhetoric, reanimating its role in the human enterprise of seeking a shared truth. She proposes profession and altruism as two guiding metaphors for the phenomenological activity of "truth-seeking through interaction."
Among the contemporary rhetoricians and philosophers who influence Couture are Pierre Teilhard de Chardin, Martin Buber, Charles Altieri, Charles Taylor, Alasdair Maclntyre, and Jürgen Habermas.
Calling upon two cultures, Vandana Khanna’s Train to Agra meditates on the effects of displacement and expatriation on the construction of a young Indian American woman’s identity. The physical journeys undertaken by the speaker reflect her inner journey from immigrant child to Indian American woman, struggling to find her place between India and America, Krishna and Jesus, samosas and hamburgers. The speaker constantly tries to recapture visions, smells, and sounds of her childhood and her travels, but cannot do so without imagination. Her memory fails her, so through metaphor she invents her past as it should have been. Traveling through her reflections on childhood, fate, faith, death, and belonging, she comes to accept her reality as a construct of lived memories and wished-for fantasies.
Illinois State Historical Society Superior Achievement Award 2015
The Abraham Lincoln Presidential Library in Springfield, Illinois, houses a trove of invaluable historical resources concerning all aspects of the Prairie State’s past. Treasures of the Abraham Lincoln Presidential Library commemorates the institution’s 125-year history, as well as its contributions to scholarship and education by highlighting a selection of eighty-five treasures from among more than twelve million items in the library’s collections.
After opening with a historical overview and extensive chronology of the Library, the volume organizes the treasures by various topics, including items that illustrate various locations and materials relating to business, the mid-nineteenth century and the Civil War, World Wars I and II, the oldest items, unusual treasures, ethnicity, and art. From the Gettysburg Address, Abraham and Mary Lincoln’s letters, and Governor Dan Walker’s boots to a Deering Harvester Company catalog, WPA publications, and an Adlai Stevenson I campaign hat, each entry includes a thorough description of the item, one or more images, and a discussion of its history and how the library acquired it, if known. Other treasures include the Thomas Yates General Store daybook, Dubin Pullman car materials, Civil War newspapers, a Lincoln coffin photograph, the Mary Lincoln insanity verdict, the Directory of Sangamon County’s Colored Citizens, andLincoln’s stovepipe hat.
To highlight the academic importance of the Library, nineteen researchers share how study in the Library’s collections proved essential to their projects. Although these treasures only scrape the surface of the vast holdings of the Abraham Lincoln Presidential Library, together they epitomize the rich, varied, and sometimes quirky resources available to both serious scholars and curious tourists alike at this valuable cultural institution.
Trust in Texts: A Different History of Rhetoric challenges the accepted idea of a singular rhetorical tradition poorly maintained from the Athenian Golden Age until the present. Author Susan Miller argues that oratorical rhetoric is but one among many codes that guide the production of texts and proposes that emotion and trust are central to the motives and effects of rhetoric.
This groundbreaking volume makes a case for historical rhetoric as disbursed, formal and informal lessons in persuasion that are codified as crafts that mediate between what is known and unknown in particular rhetorical situations. Traditional, unified histories of rhetoric ignore the extensive historical interactions among discourses—including medicine, drama, lyric poetry, philosophy, oratory, and literary fiction—that have operated from antiquity across cultures that are historically and geographically joined.
Drawing not just on traditional rhetorical works, but also on texts from philosophy and literature, Miller expands the body of works to be considered in the study of rhetoric. As the first book-length study that calls into question the centrality of logos to rhetoric, Trust in Texts will change the way the history of rhetoric is viewed and taught and will be essential to scholars and students of communications, rhetoric, English, classics, and literary studies.
Scorned by critics since birth, decreed dead by many, naturalism, according to Donald Pizer, is “one of the most persistent and vital strains in American fiction, perhaps the only modern literary form in America that has been both popular and significant.”
To define naturalism and explain its tenacious hold throughout the twentieth century on the American creative imagination, Pizer explores six novels: James T. Farrell’s Studs Lonigan, John Dos Passos’s U.S.A., John Steinbeck’s The Grapes of Wrath, Norman Mailer’s The Naked and the Dead, William Styron’s Lie Down in Darkness, and Saul Bellow’s The Adventures of Augie March.
Pizer’s approach to these novels is empirical; he does not wrench each novel awkwardly until it fits his framework of generalizations and principles; rather, he approaches the novels as fiction and arrives at his definition through his close reading of the works.
Establishing the background of naturalism, Pizer explains that it comes under attack because it is “sordid and sensational in subject matter,” it challenges “man’s faith in his innate moral sense and thus his responsibility for his actions,” and it is so full of “social documentation” that it is often dismissed as little more than a photographic record of a life or an era; thus the “aesthetic validity of the naturalistic novel has often been questioned.”
Pizer posits the 1890s, the 1930s,and the late 1940s as the decades when naturalism flourished in America. He concentrates on literary criticism, not on the philosophy ofnaturalism, to show that literary criticism can make a contribution to a particularly muddled area of literary history—a naturalism that is alive and changing, thus resisting the neat definitions reserved for the dead.
Death, fame, art, and religion become comic subjects in Twenty First Century Blues, the fourth collection from Richard Cecil.Whether elegizing his predecessors, predicting his own end, channeling Dickinson’s “corpse-eye-view of stony death,” or imagining Yeats living in Indiana and dealing with English department politics, Cecil tempers his morbidity with a straightforward, tender brand of humor and a refreshing honesty about the shelf life of contemporary poetry. Deadpan and dark, yet pulsing with the spirit of life, these poems speak of historic France, Italy, and Switzerland, where religious persecutions, ancient catastrophes, and other, less personal, failures overshadow the disappointments and shortcomings of the poet’s modern life in the Midwest. Grimly cheered by these revelations, Cecil shows that poets, like cicadas screaming in the summer air, “won’t shut up until we’re skeletons.”
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