The 2008 election was an extraordinary event that represented change at many levels. The candidates’ innovative campaigns changed how funds were raised, how voters were mobilized, and how messages were communicated through advertising and the internet. Parties and interest groups played their own important role in this historic election. In The Change Election, David Magleby assembles a team of accomplished political scientists to provide an in-depth analysis of this groundbreaking presidential election. These scholars through a set of compelling case studies examine the competition for votes in a dozen competitive House and Senate contests and for the White House in five states: Ohio, North Carolina, New Hampshire, Colorado, and New Mexico.
Backed by a wealth of data, and extensive interviews, the contributors offer an up-close look at the interactions of candidates' individual skills and personalities with the larger political forces at work in the election year. The book offers insights into the rapidly evolving organizational and technical aspects of campaigning. The dramatic success Obama and other candidates had in raising money—especially from small donors—is addressed along with how money was raised and spent by the candidates, party committees, and interest groups competing for votes.
Building on a tested methodology, The Change Election explores the interplay of money and electioneering. Magleby builds on more than a decade of prior studies to show the ways participants in our electoral process have adapted to statutory and judicial decisions and how the 2008 election has the potential to transform American electoral politics.
Direct, comprehensive, well organized, simple in statement, Elements of Rhetoric is in all respects well fitted to fulfill its assigned role as a textbook. The remarks on practical problems and the examples and analogies confirm contemporary reports that Whately was himself a talented and stimulating teacher.
The modern field of speech was born near the beginning of the twentieth century, some seventy years after Whately wrote. But influential leaders in the new field endorsed Whately’s judgments, and courses and textbooks in public address have remained strongly influenced by his ideas. Whately’s views on a number of major questions in rhetoric have proved sound and fruitful during many decades of practice, and his book remains one of the most influential works on the subject.
Published posthumously with Northanger Abbey in 1817, Persuasion crowns Jane Austen’s remarkable career. It is her most passionate and introspective love story. This richly illustrated and annotated edition brings her last completed novel to life with previously unmatched vitality. In the same format that so rewarded readers of Pride and Prejudice: An Annotated Edition, it offers running commentary on the novel (conveniently placed alongside Austen’s text) to explain difficult words, allusions, and contexts, while bringing together critical observations and scholarship for an enhanced reading experience. The abundance of color illustrations allows the reader to see the characters, locations, clothing, and carriages of the novel, as well as the larger political and historical events that shape its action.
In his Introduction, distinguished scholar Robert Morrison examines the broken engagement between Anne Elliot and Frederick Wentworth, and the ways in which they wander from one another even as their enduring feelings draw them steadily back together. His notes constitute the most sustained critical commentary ever brought to bear on the novel and explicate its central conflicts as well as its relationship to Austen’s other works, and to those of her major contemporaries, including Lord Byron, Walter Scott, and Maria Edgeworth.
Specialists, Janeites, and first-time readers alike will treasure this annotated and beautifully illustrated edition, which does justice to the elegance and depth of Jane Austen’s time-bound and timeless story of loneliness, missed opportunities, and abiding love.
Now more than ever, in the arenas of national security, diplomacy, and military operations, effective communication strategy is of paramount importance. A 24/7 television, radio, and Internet news cycle paired with an explosion in social media demands it.
According to James P. Farwell, an expert in communication strategy and cyber war who has advised the U.S. SPECIAL OPERATIONS COMMAND and the Department of Defense, and worked nationally and internationally as a media and political consultant, this book examines how colorful figures in history from Julius Caesar to Winston Churchill, Napoleon to Hugo Chavez, Martin Luther to Barack Obama and Ronald Reagan, have forged communication strategies to influence audiences.
Mark Twain said that history doesn't repeat itself, but rhymes. In showing how major leaders have moved audiences, Farwell bears out Twain's thesis. Obama and Luther each wanted to reach a mass audience. Obama used social media and the Internet. Luther used the printing press. But the strategic mindset was similar. Hugo Chavez identifies with Simon Bolivar, but his attitude towards the media more closely echoes Napoleon. Caesar used coins to build his image in ways that echo the modern use of campaign buttons. His "triumphs," enormous parades to celebrate military victories, celebrated his achievements and aimed to impress the populace with his power and greatness. Adolph Hitler employed a similar tactic with his torchlight parades.
The book shows how the US government's approach to strategic communication has been misguided. It offers a colorful, incisive critical evaluation of the concepts, doctrines, and activities that the US Department of Defense and Department of State employ for psychological operations, military information support operations, propaganda, and public diplomacy.
Persuasion and Power is a book about the art of communication strategy, how it is used, where, and why. Farwell's adroit use of vivid examples produce a well-researched, entertaining story that illustrates how its principles have made a critical difference throughout history in the outcomes of crises, conflicts, politics, and diplomacy across different cultures and societies.
In a story of reform and backlash, Lorraine McDonnell reveals the power and the dangers of policies based on appeals to voters' values. Exploring the political struggles inspired by mass educational tests, she analyzes the design and implementation of statewide testing in California, Kentucky, and North Carolina in the 1990s.
Educational reformers and political elites sought to use test results to influence teachers, students, and the public by appealing to their values about what schools should teach and offering apparently objective evidence about whether the schools were succeeding. But mass testing mobilized parents who opposed and mistrusted the use of tests, and left educators trying to mediate between angry citizens and policies the educators may not have fully supported. In the end, some testing programs were significantly altered. Yet despite the risks inherent in relying on values to change what students are taught, these tests and the educational ideologies behind them have modified classroom practice.
McDonnell draws lessons from these stories for the federal No Child Left Behind act, with its sweeping directives for high-stakes testing. To read this book is to witness the unfolding drama of America's educational culture wars, and to see hope for their resolution.
With a little knowledge and a lot of practice, you can do more than just sound more professional when you skillfully use commas, semicolons, and other forms of punctuation. You can, importantly, become more persuasive.
That’s what students who have taken Professor Patrick Barry’s classes at the University of Michigan Law School, the University of Chicago Law School, and the UCLA School of Law have learned, as have the over 100,000 people who have enrolled in his online course “Good with Words: Writing and Editing” on the educational platforms Coursera and FutureLearn.
Now, thanks to this book, you can undergo that same rhetorical transformation. Punctuation doesn’t have to be a pain point. When properly mastered, it can be a powerful tool for all kinds of advocates.
In Rethinking Racism: Emotion, Persuasion, and Literacy Education in an All-White High School, Jennifer Seibel Trainor proposes a new understanding of the roots of racism, one that is based on attention to the role of emotion and the dynamics of persuasion. This one-year ethnographic study argues against previous assumptions about racism, demonstrating instead how rhetoric and emotion, as well as the processes and culture of schools, are involved in the formation of racist beliefs.
Telling the story of a year spent in an all-white high school, Trainor suggests that contrary to prevailing opinion, racism often does not stem from ignorance, a lack of exposure to other cultures, or the desire to protect white privilege. Rather, the causes of racism are frequently found in the realms of emotion and language, as opposed to rational calculations of privilege or political ideologies. Trainor maintains that racist assertions often originate not from prejudiced attitudes or beliefs but from metaphorical connections between racist ideas and nonracist values. These values are reinforced, even promoted by schooling via "emotioned rules" in place in classrooms: in tacit, unexamined lessons, rituals, and practices that exert a powerful—though largely unacknowledged—persuasive force on student feelings and beliefs about race.
Through in-depth analysis of established anti-racist pedagogies, student behavior, and racial discourses, Trainor illustrates the manner in which racist ideas are subtly upheld through social and literacy education in the classroom—and are thus embedded in the infrastructures of schools themselves. It is the emotional and rhetorical framework of the classroom that lends racism its compelling power in the minds of students, even as teachers endeavor to address the issue of cultural discrimination. This effort is continually hindered by an incomplete understanding of the function of emotions in relation to antiracist persuasion and cannot be remedied until the root of the problem is addressed.
Rethinking Racism calls for a fresh approach to understanding racism and its causes, offering crucial insight into the formative role of schooling in the perpetuation of discriminatory beliefs. In addition, this highly readable narrative draws from white students' own stories about the meanings of race in their learning and their lives. It thus provides new ways of thinking about how researchers and teachers rep- resent whiteness. Blending narrative with more traditional forms of ethnographic analysis, Rethinking Racism uncovers the ways in which constructions of racism originate in literacy research and in our classrooms—and how these constructions themselves can limit the rhetorical positions students enact.
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