Zrutonbooks: November 2015

Minggu, 29 November 2015

!! PDF Download Shakespeare's Women: A Playscript for Performance and Analysis, by Libby Appel, Professor Michael Flachmann PhD

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Serves both as a script for performance and as a text for high school and college theater and English classes.

This self-contained script brings together different scenes from Shakespeare’s plays to portray women “in all their infinite variety.” Two narrators, a man and a woman, introduce and comment on these scenes, weaving together the different characters and situations.

This book combines literary and theatrical techniques in examining Shakespeare’s women. Its promptbook format provides clear, helpful stage directions on pages facing each of the scenes. Also helpful are concise glosses and footnotes to define difficult words and phrases plus a commentary to explain each scene in its dramatic context.

Other features include sheet music for each song in the play, a bibliography on the topic of women in Shakespeare’s plays, and suggestions for directors who wish to stage the play.

Sales Rank: #2104835 in Books
Brand: Brand: Southern Illinois University Press
Published on: 1986-03-27
Original language: English
Number of items: 1
Dimensions: 9.50" h x .50" w x 7.00" l, .80 pounds
Binding: Paperback
176 pages

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About the Author

Libby Appel is Dean and Artistic Director of the School of Theater at California Institute of Arts.

Michael Flachmann is Professor of English at California State University, Bakersfield.

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Jumat, 27 November 2015

!! Free PDF Life and Letters of General W. H. L. Wallace (Shawnee Classics), by Isabel Wallace

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Originally published in 1909, this biography by Isabel Wallace recounts the life of her adoptive father, the little-recognized William Hervy Lamme Wallace, the highest-ranking Union officer to fall at the battle of Shiloh.

Born in 1821 in Ohio, Wallace and his family moved to Illinois in 1834, where he was educated at Rock Springs Seminary in Mount Morris. On his way to study law with Abraham Lincoln in Springfield in 1844, Wallace was persuaded by local attorney T. Lyle Dickey, a close friend of Lincoln, to join his practice in Ottawa instead. Wallace eventually married Dickey’s daughter, Martha Ann, in 1851.

When the Civil War broke out, both Wallace and Dickey immediately volunteered for service with the Eleventh Illinois, which assembled in Springfield. Wallace was elected as the unit’s colonel; a successful lawyer, a friend of President Lincoln, a generation older than most privates, and an officer with Mexican War experience, he was entirely suited for such command. Wallace was appointed brigadier general for his performance at Fort Donelson, the first notable Union victory in the Civil War. Wallace’s troops had saved the day, although the Eleventh Illinois had lost nearly two-thirds of its men. He then moved with his troops to Pittsburg Landing, Tennessee, where Confederates launched a surprise attack on the forces of Major General Ulysses S. Grant at Shiloh Church on Sunday, April 6, 1862. Wallace, who held only temporary command of one of Grant’s six divisions, fought bravely but was mortally wounded as he began to withdraw his men on the afternoon of the battle. His wife, who had arrived at Pittsburg Landing by steamer on the day of the battle, was at his side when he died three days later. Grant praised Wallace in 1868 as “the equal of the best, if not the very best, of the Volunteer Generals with me at the date of his death.”

Isabel Wallace traces her father’s life from his upbringing in Ottawa through his education, his service in the Mexican War, his law practice, his courtship of and marriage to her mother, and his service in the Eleventh Illinois until his mortal injury at Shiloh. She also details his funeral and her and her mother’s life in the postwar years. Based on the copious letters and family papers of the general and his wife, the biography also provides historical information on federal politics of the period, including commentary on Lincoln’s campaign and election and on state politics, especially regarding T. Lyle Dickey, Wallace’s father-in-law and law partner, prominent Illinois politician, and associate of Lincoln. It is illustrated with fifteen black-and-white halftones.

Sales Rank: #4910527 in Books
Brand: Brand: Southern Illinois University Press
Published on: 2000-09-29
Original language: English
Number of items: 1
Dimensions: 7.75" h x .75" w x 5.50" l, .71 pounds
Binding: Paperback
264 pages

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Used Book in Good Condition

About the Author

Isabel Wallace was only four years old when her father fell at Shiloh. She lived at The Oaks, the family home in Ottawa, Illinois, until her death in 1933.

John Y. Simon is a professor of history at Southern Illinois University Carbondale. He is the editor of The Papers of Ulysses S. Grant, published by Southern Illinois University Press.

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... research on whl wallace and this is a very good book. It is a collection of letters to ...
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I had to do research on whl wallace and this is a very good book. It is a collection of letters to family and friends that describe his life.
The book was in good conditon also.

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Selasa, 24 November 2015

! Ebook Free Language Diversity in the Classroom: From Intention to Practice (Studies in Writing & Rhetoric (Paperback))From Brand: Southern Illinois

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It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.

Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.

All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students’ own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a “standard English,” advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country’s diverse dialects, languages, and literatures.

Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.

The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.

Sales Rank: #1827783 in Books
Brand: Brand: Southern Illinois University Press
Published on: 2003-11-05
Original language: English
Number of items: 1
Dimensions: 8.50" h x .40" w x 5.50" l, .50 pounds
Binding: Paperback
182 pages

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Used Book in Good Condition

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“As a teacher in an urban community college, I teach the many students of color who found the first twelve years of schooling painful at worst and irrelevant at best. As a result, the findings of this book strike me as centrally important to our profession.”—Smokey Wilson, Laney College, Oakland, California

About the Author

Geneva Smitherman is University Distinguished Professor and director of the African American Language and Literacy Program at Michigan State University. She is the author of six books, including Talkin and Testifyin: The Language of Black America, and the editor or coeditor of eight other books on African American studies and education.

Victor Villanueva, a professor and chair of the English department at Washington State University, is the winner of two national awards on research and scholarship for his book Bookstraps: From an American Academic of Color. He is a former chair of the Conference on College Composition and Communication (CCCC).

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* Download Ebook The Middle Works of John Dewey, Volume 8, 1899 - 1924: Essays on Education and Politics, 1915 (Collected Works of John Dewey), by John Dew

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Volume 8 comprises all Dewey’s published writings for the year 1915—and only for 1915, a year of typically elevated productivity, which saw publication of fifteen articles and miscellaneous pieces and three books, two of which are reprinted here: German Philosophy and Politics and Schools of Tomorrow.

Professor Hook says that the publications in this volume reveal John Dewey at the height of his philosophical powers. Even though his greatest works were still to come—Democracy and Education, Experience and Nature, The Quest for Certainty, and Logic: The Theory of Inquiry—“the themes elaborated therein were already sounded and developed with incisive brevity in the articles and books of this banner year.”

Sales Rank: #5377567 in Books
Brand: Brand: Southern Illinois University Press
Published on: 1985-09-25
Original language: English
Number of items: 1
Dimensions: 8.50" h x 1.25" w x 5.25" l,
Binding: Paperback
528 pages

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Used Book in Good Condition

About the Author

Sidney Hook, Professor Emeritus, New York University, is a Senior Fellow at the Hoover Institution on War, Revolution, and Peace at Stanford University, and President of the John Dewey Foundation.

Jo Ann Boydston, General Editor of the Middle Works, is Director of the Center for Dewey Studies at Southern Illinois University at Carbondale.

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Senin, 23 November 2015

~~ Free Ebook Oriana Fallaci: The Woman and the Myth, by Santo L Arico

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Based on his own extensive personal interviews with the writer, Santo L. Aricò provides the definitive biography of Oriana Fallaci, a popular and flamboyant Italian journalist, war correspondent, and novelist who, in the public imagination, approaches mythical proportions and who, with every work she produces, creates and re-creates that myth.

Pushing the boundaries of biography, Aricò maps out Fallaci’s personal psychological journey through life, paying particular attention to her ongoing and painstaking attempts to establish her own mythical status. He first examines her formation as a literary journalist, emphasizing the high quality of her writing throughout her career. From there, he concentrates on the way in which Fallaci’s personal image began to emerge in her writings as well as the way in which, through her powerful narratives, she catapulted herself into the public eye as her own main character.

Aricò shows how Fallaci is born and reborn in each work and how with each work she takes on a slightly different shape. She became the heroine of her first novel, and even in her reportage on NASA and her interviews with astronauts, she became the star. She kept the spotlight on herself as a war correspondent in Vietnam. In her articles on Mexico’s suppression of student protests during the 1968 Olympics in Mexico City, she starred as a champion of liberty and bitter foe of totalitarianism. Her greatest starring roles, however, came in interviews with such political mammoths as Gandhi, Walesa, and Kissinger. In telling the story of how Fallaci built her own myth, Aricò explains the theory of mythmaking in general, showing how it motivated her writing. He explains how her childhood in Florence laid the foundation for her entire career and how at the start of that career, she often blurred the distinction between journalism and fiction. Drawn to acting—especially in her Hollywood stories—she managed to become the leading lady in all she wrote.

Aricò concludes that Fallaci’s literary, journalistic writings intimately fuse with her theatrics, forming a combination that relentlessly propelled her embellished, edited image before the public eye.

Sales Rank: #2544365 in Books
Brand: Brand: Southern Illinois University Press
Published on: 1998-04-08
Original language: English
Number of items: 1
Dimensions: 9.00" h x 1.00" w x 6.00" l, 1.40 pounds
Binding: Hardcover
296 pages

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Used Book in Good Condition

About the Author

Santo L. Aricò is a professor of French and Italian at the University of Mississippi. He is the author of Rousseau’s Art of Persuasion in "La Nouvelle Héloïse" and the editor of Contemporary Women Writers in Italy: A Modern Renaissance.

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3 of 3 people found the following review helpful.
Oriana one of a kind
By Logan
This book is well written but not well organized. However, if you want to understand Fallaci you should read this book. It gives insight to her thinking and her young years during the Resistance which helped shape her ideas. There are some anectodes and a small chapter which references her Hollywood contacts. Her ego is well illustrated in this book and the references are well documented. If this book piques your interest, you will want to read 'Interviews with History' and the iconic 'A Man'.

54 of 58 people found the following review helpful.
An insightful view into the life a brilliant journalist
By A Customer
This unauthorized biography provided a rare view into the unusual life and career of one of the finest journalists of the 20th century. Oriana Fallaci has jealously guarded her own privacy, while making a career out of revealing often unflattering views of the movers and shakers of the 20th century. Oriana Fallaci's take her influence from her anti-fascist, intellectually idealistic upbringing. She worked tirelessly to break out of the limited existence most often reserved to a woman of her era. Her great political interviews and masterpieces like "A Letter to a Child Never Born" and "Inshallah" attest to her incisive, unconventional insight. I always wished to know more about her and now have had the opportunity.
Santo Arico is to be congratulated for finally shedding light on the incredible life journey of the most influential female journalist of our time.

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~~ Free PDF Rereading the Sophists: Classical Rhetoric Refigured, by Professor Susan C. Jarratt

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This book is a critically informed challenge to the traditional histories of rhetoric and to the current emphasis on Aristotle and Plato as the most significant classical voices in rhetoric. In it, Susan C. Jarratt argues that the first sophists—a diverse group of traveling intellectuals in the fifth century B.C.—should be given a more prominent place in the study of rhetoric and composition. Rereading the ancient sophists, she creates a new lens through which to see contemporary social issues, including the orality/literacy debate, feminist writing, deconstruction, and writing pedagogy.

The sophists’ pleasure in the play of language, their focus on historical contin-gency, and the centrality of their teaching for democratic practice were sufficiently threatening to their successors Plato and Aristotle that both sought to bury the sophists under philosophical theories of language. The censure of Plato and Aris-totle set a pattern for historical views of the sophists for centuries. Following Hegel and Nietzsche, Jarratt breaks the pattern, finding in the sophists a more progressive charter for teachers and scholars of reading and writing, as well as for those in the adjacent disciplines of literary criticism and theory, education, speech communication, and ancient history.

In tracing the historical interpretations of sophistic rhetoric, Jarratt suggests that the sophists themselves provide the outlines of an alternative to history-writing as the discovery and recounting of a set of stable facts. She sees sophistic use of narrative in argument as a challenge to a simple division between orality and literacy, current discussions of which virtually ignore the sophists. Outlining similarities between écriture féminine and sophistic style, Jarratt shows that contemporary feminisms have more in common with sophists than just a style; they share a rhetorical basis for deployment of theory in political action. In her final chapter, Jarratt takes issue with accounts of sophistic pedagogy focusing on technique and the development of the individual. She argues that, despite its employment by powerful demagogues, sophistic pedagogy offers a resource for today’s teachers interested in encouraging minority voices of resistance through language study as the practice of democracy.

Sales Rank: #588818 in Books
Brand: Brand: Southern Illinois University Press
Published on: 1998-08-01
Original language: English
Number of items: 1
Dimensions: 8.50" h x .50" w x 5.50" l, .59 pounds
Binding: Paperback
184 pages

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Review

"Rereading the Sophists is a fine example of new rhetorical history." —Composition Chronicle

"Rereading the Sophists contributes to our understanding in several ways: new historical insights about the sophists, a new paradigm for viewing our present concerns, and a new openness to how we study rhetoric."—Quarterly Journal of Speech

"In attempting to view the sophists from outside the filter of Plato and Aristotle, Jarratt has provided an intriguing reinterpretation of an important movement in the history of classical rhetoric. . . . Because of the questions it may raise, this is an important book that does an admirable job of interpreting the sophists from the perspective of the Dialectical School."—Southern Communications Journal

"This perspective is both dynamic and refreshing. Jarratt's most important contributions and her most valuable pages have to do with the history of the evaluation of the sophists and her attempts to delineate just how they may serve as exemplary figures today."—Ancient Philosophy

"Jarratt's reexamination of sophistic history and its application to contemporary concerns succeeds in provoking thought along some important new lines."—Philosophy and Rhetoric

About the Author

Susan C. Jarratt is associate professor of English at Miami University and is the recipient of several research awards.

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6 of 8 people found the following review helpful.
A Must Read for Rhetoric Majors
By A Customer
This book changed the way I think about Classical Rhetoric. Jarratt's writing is a little difficult to get through, but the ideas are well worth the effort. Her work on contextualizing the Sophists shows a way to integrate the fields of Rhetoric/ Composition and Cultural Studies as well as pave the way for understanding genre theory.

10 of 16 people found the following review helpful.
Using Sophistry to Rehab Sexist, Rhetorical History
By Charles Michelsen
As a professor and director of comparative literature studies at the University of California (Irvine), feminist Susan C. Jarratt was, by the fall of 2010, especially well situated to "advance a reinterpretation of the history of classical rhetoric in order to forward the cause of politically progressive composition pedagogy" (Rereading the Sophists, 117). Everyone else who feels that the history of rhetoric needs to be revised in order to advance worthy, modern socio-cultural agendas (e.g., feminism) will no doubt enjoy Jarratt's 1991 attempt to revise rhetorical history. In Rereading, the former professor of English at Miami University unapologetically declares that "the rhetorical historian ... has a strong obligation to action in the social and pedagogical world" (24), and Jarratt does her best to fulfill that obligation with Rereading. However, those who prefer to take their phallocentric history neat, i.e. those political regressives who think that accounts of the distant past that contain factually dubious but "culturally relevant" creative narrative are, all things considered, less intellectually satisfying than those that do not, would probably be well advised to take a pass on Rereading.

In the lengthy introductory section of Rereading, Professor Jarrett, to her credit, makes perfectly clear her own rhetorical agenda: the Fifth Century rhetors that most classical historians have always esteemed as highly as most modern laymen esteem lawyers, i.e. the "Sophists," need to be rehabilitated in order to dislodge "the implicit control `philosophic' thought inherited from Aristotle and Plato" (XX).

In Jarratt's considered view, Plato and his protégé Aristotle were, for all intents and purposes, intellectual totalitarians, jack-booted elitists whose aristocratic sensibilities can be blamed for why her chosen field of study---the history of rhetoric---is similarly dominated by elites, i.e. white males who hold Ph.D.s in philosophy rather than English literature. Plato and Aristotle, who believed philosophy and science and dialectic to be epistemologically superior to opinion-based, opinion-molding, speech-making, i.e., rhetoric; who believed that history was continuous, linear, and ontologically distinct from mythos; who believed that human beings were as different from animals as they were from gods; who believed that morality and truth were based upon OBJECTIVE realities, and were obtainable by honorable men, are anathema to intellectuals like Jarratt who believe the world would be a lot fairer place if parataxis, i.e. "story-telling," could be substituted for "hypotaxis, ... Aristotelian propositional logic" (24). This same School would much prefer to see Neo-Darwinian-based atheism substituted for obnoxious, phallocentric theism; moral relativism substituted for absolutist axiology; and composition pedagogy regarded as highly as the teaching of classical philosophy.

According to Jarratt, the ideological infrastructure erected by Plato and Aristotle all those centuries ago, i.e. those ideas and propositions foundational to the development of a Western Academy steeped in Modernism have, in Jarratt's opinion, "infected the history of thought for centuries" (2). Jarratt therefore has chosen Sophistry, Postmodernism's nearest Classical analog, as the intellectual approach most appropriate for disinfecting the history of thought. Thanks largely to the opprobrium bestowed upon it by Plato and Aristotle, rhetoric, especially the morally suspect rhetoric made famous by Sophists like Gorgias and Protagoras, became the red-haired, freckled stepchild of Dialectic. The ambitious goal of Rereading then is to rehabilitate the Sophists while at the same time tarnishing the luster of Platonism/Aristotelism.

As worthy a goal as restoring the honor of sophistry might be, the task would, at first glance, appear beyond anyone's ability to achieve. This is because "the written remains of the first sophists and the ancient commentary on them are minimal; only enough to fill one modest volume" (1). However, if one adopts the same method for investigating the history of rhetoric as the Sophists themselves likely would have employed, the research program suddenly seems much less daunting. That is because

"[a] sophistic method works by exposing and exploring a range of possibilities for knowledge and action and implicitly theorizing the process of their acceptance by the community less on the basis of logical validity and more on the force of their 'rhetorical,' i.e., persuasive and aesthetic, appeal." (28)

That being the case, the seemingly invincible difficulty of the nonexistence of the hard data necessary to conduct a major, paradigm-shifting revision of the history of rhetoric is a problem only for regressives, i.e. those Neo-Aristotleans who erroneously believe that histories are meaningful only when they are based on EMPIRICAL evidence, and logical argument. For Jarrat, a revisionary history of the Sophists need only "move in the direction suggested by the historical work of the sophists themselves: a playful critique of philosophy animated by a progressive political vision" (29).

Rereading's introductory section and the first of its four following chapters, "The First Sophists: History and Historiography," is an extended apology for the legitimacy of "the sophists' imaginative reconstruction of their mythic past," asserting that creative historiographies such as those produced by the Sophists themselves should in fact be considered "a usable model for contemporary historians of rhetoric" (xxi). As noted above, for better or worse, Rereading appears to be deeply indebted to Sophist-style historiography.

Chapter two, "Between Mythos and Logos," is an examination of the Sophists' reliance on nomos, i.e. the factoring in of local habits and customs that produce "a self-conscious discourse [designed] to create politically and socially significant knowledge ... a middle term between mythos and logos" (60). Jarratt believes today's Academy would benefit immensely from a similar approach to history and composition pedagogy, especially as judging truth claims and persuasive discourse by how well they jive with known facts or uphold high standards of logic and rationality amounts to engaging in the same sort of elitist sexism Plato was notorious for.

Chapter three, "The Firsts Sophists and Feminism," discusses issues related to feminism a great deal more than it does the first Sophists. The reason for this is because "neither the texts nor the doxographical accounts provide any evidence that the male sophists sought political or social change for real women in a culture which, like our own, distributes power unequally on the basis of gender" (69). Even so, Jarratt assures her readers that feminists can still profit from a study of the Sophists, spin-savvy political activists who succeeded in developing creative rhetorical solutions to deal with stubborn problems related to social justice.

The final chapter, "Sophistic Pedagogy, Then and Now," looks at the Sophists' education practices, particularly as it related to the empowering of the otherwise disenfranchised of Athens. Putting aside the fact that the Sophists were not altruists but capitalists who traded their skills and knowledge for their market value, Jarratt insists that the impact sophistic education had on Athenian democracy should be considered a model that is "instructive for those seeking an education more responsive to contemporary political possibilities" (99). Judging from the contents and tone of Rereading, the upending of an American culture long dominated by white males would likely be one of the "contemporary political possibilities" Jarratt would heartily welcome.

Once again, if you believe the history of rhetoric can and should be used as a tool to advance worthy, modern socio-cultural agendas, Rereading is must reading. If however you believe overriding considerations about modern gender politics are a decidedly poor heuristic for conducting historical research, leave Rereading on the rack.

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Sabtu, 21 November 2015

^^ PDF Ebook The Woman and the Lyre: Women Writers in Classical Greece and Rome (Ad Feminam: Women and Literature), by Jane McIntosh Snyder

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In this overview of women writers of antiquity Snyder shows that we have far more evidence for for female literary endeavour than might be thought, analysing works by such authors as Myrtis, Korinna, Leonton, Theano, Hortensia and Egeria among many others, alongside the more famous Sappho.

Sales Rank: #2325893 in Books
Brand: Brand: Southern Illinois University Press
Published on: 1989-12-31
Original language: English
Number of items: 1
Dimensions: 8.50" h x .63" w x 5.50" l, .0 pounds
Binding: Paperback
199 pages

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Review

"A much-needed survey of women writers in antiquity."—Rochelle Snee, Religious Studies Review

"The pages of Snyder’s text are filled with stirring revelations about women’s achievements."—Susan C. Jarratt, Composition Chronicle

"The discussion of this tradition not only encompasses a vast historical span, but requires a significant degree of both historical and literary reconstruction. Snyder is more than equal to the task, and the result is a volume that is informative, entertaining, and impressive for its command of the scholarly literature. . . . Specialists in the field will want to take this work seriously. General readers will be much enriched by it."—M. B. Arthur, Choice

About the Author

Jane McIntosh Snyder, professor of classics at The Ohio State University, is the author of Puns and Poetry in Lucretius’ "De Rerum Natura" and (with Martha Maas) of Stringed Instruments of Ancient Greece.

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4 of 5 people found the following review helpful.
Excellent step toward women's history in the world
By TammyJo Eckhart
When anyone talks about women in ancient Greece or Rome I always have one question: how do you know that when women left behind so few records? Snyder addresses this question by relying heavily on surviving poems by women and there aren't many of them. While it is difficult to just let women speak for themselves, I think that this record of surviving works is useful just for that reason -- Snyder's interpretations have been argued about but the fact remains that little survives. I especially like that an attempt at contextualizing the poetry is made and this is not easy to do when little "factual" evidence about the poets themselves exists that is untainted by bias throughout history.

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Kamis, 19 November 2015

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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.

Sales Rank: #1834141 in Books
Brand: Brand: Southern Illinois University Press
Published on: 2002-11-19
Original language: English
Number of items: 1
Dimensions: 9.00" h x .90" w x 6.00" l, .94 pounds
Binding: Paperback
312 pages

Features

Used Book in Good Condition

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Teaching Performance Studies “recounts a wide variety of teaching methods, experiences, theories, and approaches. All of it fits under the big performance studies tent. . . . An elusive, playful, embodied, multifaceted, protean operation: Teaching performance studies is very much a creative art.”

—Richard Schechner, from the Foreword

About the Author

Nathan Stucky is an associate professor and the chair of the Department of Speech Communication at Southern Illinois University Carbondale. He has edited Theatre Annual: A Journal of Performance Studies and has served as the chair of the Performance Studies Division of the National Communication Association and on the executive board of Performance Studies International.

Cynthia Wimmer has taught courses in playwriting and performance theory at the University of Maryland at College Park. She is a founding member of the Performance Studies Focus Group of the Association for Theatre in Higher Education and is the former chair of the American Drama Panel of NEMLA.

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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.

Sales Rank: #2364298 in Books
Brand: Brand: Southern Illinois University Press
Published on: 2007-11-20
Original language: English
Number of items: 1
Dimensions: 9.00" h x .50" w x 6.00" l, .66 pounds
Binding: Paperback
224 pages

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Used Book in Good Condition

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“This book, and the research that supports it, has the potential to change the way we understand and study rhetoric.”—Gregory Clark, Brigham Young University

“This is Susan Miller’s magnum opus. It will greatly expand traditional notions of what it is that we look at when we say we’re looking at rhetoric.”—Patricia Harkin, University of Illinois at Chicago

In writing a poststructuralist history of rhetoric, Miller (Univ. of Utah) pursues several important goals. First, she

decenters understanding of rhetoric's canonical roots, challenging the origins mythology that makes intellectual

context the inevitable descendant of Golden Age Athens. Second, she reimages categories of rhetoric to reclaim a

pre-Cartesian valuation of emotions as an important element (if not an alternative "center") of a whole understanding

of what texts, oratorical or print, do and how they are received. The "trust" of her title is the "emotional consent" one

must accord any text for it to be persuasive. Miller demonstrates that this element has been de-emphasized in

traditional histories. Through close readings of specific examples from ancient Greece, 18th-century liminal spaces

between rhetoric as oratory and mass product, and current theory, she shows that emotional consent can, if

reconceived, offer a reintegration of mind, body, and spirit fragmented by Cartesian rationalism. Although the author

herself points out the poststructuralist "problematic" that she must provide close readings without "re-turning to

totalizing explanations," her conclusion calls for exploration of the implications of a persuasive "energy" that unites

reason and emotion. Summing Up: Recommended. Graduate students, researchers, and faculty. (M.F. McClure CHOICE 2008-09-01)

About the Author

Susan Miller, a professor of English and a faculty member in the University Writing Program at the University of Utah, teaches the history and theory of rhetoric and composition. She is the author of Writing: Process and Product, Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer, Textual Carnivals: The Politics of Composition, and Assuming the Positions: Cultural Pedagogy and the Politics of Ordinary Writing.

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1 of 2 people found the following review helpful.
Disturbing and rewarding
By Shehun
Miller's book is much like her earlier *Rescuing the Subject*--dense, allusive, ambitious. It's not an easy read. At the same time, its exploration of discourses not often (if ever) included in narratives of rhetoric and composition provides a much-needed and long-overdue corrective to the field. Where does persuasion occur? How does one move others, or oneself be moved? Miller suggests that our sense of rhetoric has left us enamored of logic/brain and less interested in trust/connection/material-self. That's not to say there's no place for "logic" in her revisioning of rhetoric--it's more that she puts logic in context of other activities of the self, rather than making logic *the* context of all other activities. This book will disturb more traditional historians/theorists of rhetoric, even those who purport to challenge "the Western tradition." Why? Because it pulls the tablecloth right out from under their nice, familiar, self-satisfied place settings. A truly important book.

2 of 4 people found the following review helpful.
More Miller than rhetoric
By P. Garst
Susan Miller's contribution to the development of composition studies as a theoretical field of study is indisputable. But at some point she became more interested in being Susan Miller than in applying her considerable intelligence to her object of analysis. This book is ample evidence of that unfortunate turn. If you're a fan of Miller's recent work, by all means read this. If you want more, go elsewhere.

1 of 3 people found the following review helpful.
Rich, but not quite satisfying
By Still looking
Trust in Texts: A Different History of Rhetoric

Susan Miller offers another highly literate and scholarly survey on the history of rhetoric, this time with a focus on the role of trust, emotions, and more in rhetoric's rich, multi-dimensional development. Unfortunately, this work will be most appreciated by a small audience that doesn't mind the, at times, painfully, minutiae-focused, narrative, occasional excessive verbiage, and mostly rare, but annoying, missteps, e.g. declaring "humiliation" to be a "sinful emotion." (Isn't the author a bit confused between a "sinful" act, and the natural, perhaps even healthy, response to that act?) Those of us more interested in finding some nuggets of significant, original insight might better spend their reading time elsewhere.

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