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A critical look at black identity in American history and popular culture as told from a performative African American perspective. In Birth of a Notion, poet and playwright Bill Harris confronts contemporary stereotypes and prejudices by looking back to their roots in early American history. In a hybrid work of prose and poetry that takes its cues from nineteenth-century minstrelsy, Harris speaks back to preconceived notions about "blackness" through many different characters and voices. His narrative is at turns sarcastic, serious, wry, and lyrical, as he investigates the source of pervasive racist images and their incorporation into American culture. Harris takes readers on a tour of nineteenth-century American history, from the 1830s and the rise of the abolitionist movement, to Reconstruction and the Industrial Revolution in the 1860s, and to the beginning of the twentieth century. He considers cultural productions that gave rise to America’s idea of the "new Negro," including the development of minstrelsy as popular entertainment, the publication of Uncle Tom’s Cabin, the museum curios of P. T. Barnum, and the exhibitions of "exotic" people at the 1893 Chicago World’s Fair. Along the way, Harris interjects a range of symbols, word-play, and famous personalities into his narrative, referring to everyone from Karl Marx, Uncle Sam, Charles Dickens, Buffalo Bill, and Walt Whitman. He ends with the development of jazz and the blues as cultural products that would become important vehicles for self-representation in the new century. Harris’s fast-paced narrative interspersed with graphic elements shows the importance of point-of-view in creating history, which always contains some elements of fiction as a result. Anyone interested in poetry, American history, and African American studies will appreciate Birth of a Notion.
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Heeding the call of noted rhetoric scholar Richard E. Young to engage in serious, scholarly investigations of the assumptions that underlie established practices and habits about writing, the contributors to this critical volume study a diverse array of disciplinary issues, situate their work in a wide matrix of theoretical perspectives, and engage in multiple modes of inquiry and in multiple discourses. In section 1, the authors consider the history, present state, and potential future directions of the research, scholarship, and pedagogies of the field. Section 2 presents the theoretical, historical, and empirical investigations of particular kinds of rhetorical theories and practices. Section 3 offers discussions of specific writing programs and pedagogical approaches. After an introduction by Maureen Daly Goggin, essays in the book are: (1) "A Rhetoric for Literate Society: The Tension between Expanding Practices and Restricted Theories" (Charles Bazerman); (2) "Accounting for 'Well-Worn Grooves': Composition as a Self-Reinforcing Mechanism" (Maureen Daly Goggin and Steve Beatty); (3) "Cross-Disciplinarity in Rhetorical Scholarship?" (Janice M. Lauer); (4) "Shaping Sophisticates: Implications of the Rhetorical Turn for Rhetoric Education" (Joseph Petraglia); (5) "Rhetoric and the Ecology of the Noosphere" (Robert Inkster); (6) "The Modesty of Aristotle's 'Rhetoric'" (Eugene Garver); (7) "Classical Rhetoric in American Writing Textbooks, 1950-1965" (Karen Rossi Schnakenberg); (8) "Reinventing Memory and Delivery" (Winifred Bryan Horner); (9) "From Heuristic to Aleatory Procedures; Or, Toward 'Writing the Accident'" (Victor J. Vitanza); (10) "Bridging the Gap: Integrating Visual and Verbal Rhetoric" (Lee Odell and Karen McGrane); (11) "Inventing the American Research University: Nineteenth-Century American Science and the New Middle Class" (Danette Paul and Ann M. Blakeslee); (12) "Scientific Writing and Scientific Thinking: Writing the Scientific Habit of Mind" (Carol Berkenkotter); (13) "The Rhetoric of Social Action: College Mentors Inventing the Discipline" (Elenore Long); (14) "WAC, WHACK: You're an Expert--NOT!" (Sam Watson); (15) "Can Writing Be Taught? Being 'Explicit' in the Teaching and Learning of Writing across the Curriculum" (Stuart Greene and Rebecca Schoenike Nowacek); (16) "Notes on the Evolution of Network Support for Writing across the Curriculum" (Mike Palmquist); and (17) "Pedagogical Invention and Rhetorical Action in Writing across the Curriculum" (Jo-Ann M. Sipple, William L. Sipple, and J. Stanton Carson). (Each chapter contains references.) (RS)
An alphabetical discussion of words from early English authors, including the most interesting, informative—and revivable—English words that have lapsed from general use. Includes: 1) Words likely to be met in literary reading. Chaucer, Spenser, Shakespeare, the Tudor pamphlets and translations, are richly represented in words and illustrative quotations. The late 18th and early 19th century revival has been culled: Chatterton, Ossian; Percy’s Reliques and Child’s Ballads; Scott, in his effort to bring picturesque words back into use. In addition, anthologies, for the general reader or the student, have been examined, and works they include combed for forgotten words. 2) Words that belong to the history of early England, describing or illuminating social conditions, political (e.g. feudal) divisions or distinctions, and all the ways of living, of thinking and feeling, in earlier times. Anxiety, for example, is indicated, not in the 99 phobias listed in a psychiatric glossary of the 1950s but in the 120 methods (see areomancy) of determining the future. 3) Words that in various ways have special interest, as in meaning, background, or associated folklore. Included in this group are various imaginary beings, and a number of magic or medicinal plants. 4) Words that are not in the general vocabulary today, but might be usefully and pleasantly revived.
Nel 1990 si tenne a Roma il XVI Congresso del I.A.H.R. che ebbe come tema la nozione di "religione". Venne particolarmente analizzato l'uso di tale termine da parte degli studiosi di lingua europea nei rapporti con le culture non europee e viceversa.