Download Free Re Writing America Book in PDF and EPUB Free Download. You can read online Re Writing America and write the review.

With his first book, American Literature and the Experience of Vietnam, Philip Beidler offered a pioneering study of the novels, plays, poetry, and "literature of witness" that sprang from the United States involvement in the Vietnam War. Reviewing the book, the journal American Literature declared, "[It is] more than just an introductory act. It also sets forth what are sure to be lasting types of American literary response to Vietnam, and of the scholarly response to the emerging literature of the war." In Re-Writing America, Beidler charts the ongoing achievements of the men and women who first gained public notice as Vietnam authors and who are now recognized as major literary interpreters of our national life and culture at large. These writers--among them Tim O'Brien, Philip Caputo, Winston Groom, David Rabe, John Balaban, Robert Stone, Michael Herr, Gloria Emerson, and Frances Fitzgerald--have applied in their later efforts, says Beidler, "many of the hard-won lessons of literary sense-making learned in initial works attempting to come explicitly to terms with Vietnam." Beidler argues that the Vietnam authors have done much to reenergize American creative writing and to lead it out of the poststructuralist impasse of texts as endless critiques of language, representation, and authority. With their direct experience of a divisive and frustrating war--"a war not of their own making but of the making of politicians and experts, a war of ancient animosities that cost nearly everything for those involved and settled virtually nothing"--these writers in many ways resemble the celebrated generation of poets and novelists who emerged from World War I. Like their forebears of 1914-18, those of the Vietnam generation have undertaken a common project of cultural revision: to "re-write America," to create an art that, even as it continues to acknowledge the war's painful memory, projects that memory into new dimensions of mythic consciousness for other--and better--times. Beidler fills his book with detailed, illuminating analyses of the writers' works, which, as he notes, have moved across an almost infinite range of subject, genre, and mode. From David Rabe, for example, have come innovative plays in which overt statements on the traumas of Vietnam (The Basic Training of Pavlo Hummel, Streamers) have made way for broader commentaries on sex, power, and violence in American life (In the Boom Boom Room, HurlyBurly). Winstom Groom has moved from Better Times Than These, a rather traditional (even anachronistic) war novel, to further reaches of rambunctious humor in Forrest Gump. And journalist Michael Herr, whose Dispatches memorably defined a Vietnam landscape at once real and hallucinatory, carried his vision into collaborations on the films Apocalypse Now and Full Metal Jacket. As Beidler notes, the immense price that Vietnam exacted from the American soul continues to draw a plethora of interpretations and depictions. Vietnam authors remind us, in Tim O'Brien's words, of "the things they carried." But as Beidler makes clear, they now command us not only to remember but to imagine new possibilities as well.
Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.
This practical volume addresses teachers' most immediate and constant wish to engage students in meaningful learning. Written by teachers affiliated with the National Writing Project, this engrossing collection presents examples of classroom-based community studies projects that showcase teachers' reflective practice in action, models for professional growth, collaborative staff development programs, and much more. It features: replicable projects emphasizing approaches to doing research and writing that are both engaging for students and academically rigorous; comprehensive curricular models for building energetic, public connections between the classroom and the larger community; chapters that connect the standards-based classroom work to teacher professional development and to emerging trends in American Studies and literacy instruction.
This edition explores the history of musical contact, interaction, and exchange between American Indians and Euramericans, as documented in musical transcriptions, notations, and arrangements. The volume contributes to an understanding of American music that reflects our cultural reality, depicting reciprocal influences among Native Americans, scholars, composers, and educators, and illustrating consequences of those encounters for American musical life in general. Culled from a published record of over 8,000 songs, the edition contains 116 musical examples reproduced in facsimile. Included in the volume are the earliest attempts to represent tribal music in European notation, archetypal transcriptions in the scholarly literature of ethnomusicology, and recent contributions by contemporary scholars. Some of the notations shown here inspired composers in search of a distinctively American musical idiom to write works based on American Indian melodies. Others captured the imagination of American school children, whose concept of cultural and musical identity came to be linked with American Indians. Indigenous notations, the work of native scholars and educators, and recent compositions by native composers working in the classical vein also appear in this volume. As a compendium of historic materials, the edition illustrates the development of Euramerican attitudes and approaches to American Indian musics, the infusion of native musics into American musical culture, and native responses to and participation in the enterprise.
Recent poems and fictions set in the early Americas are typically read as affirmations of cultural norms, as evidence of the impossibility of genuine engagement with the historical past, or as contentious repudiations of received histories. Inspired particularly by Mihai Spariosu’s arguments regarding literary playfulness as an opening to peace, Rewriting Early America: The Prenational Past in Postmodern Literature adopts a different perspective, with the goal of demonstrating that many recent literary texts undertake more constructive and hopeful projects with regard to the American past than critics usually recognize. While honoring writers' pervasive critiques of hegemony, this volume trades a preoccupation with antagonism for an interest in restoration and recuperation. It describes how texts by John Barth, John Berryman, Susan Howe, Toni Morrison, Paul Muldoon, Thomas Pynchon, and William T. Vollmann harness the ambiguities of the colonial past to find sociocultural possibilities that operate beyond the workings of power and outside the politics of difference. Throughout, this book remains devoted to uncovering the moments at which contemporary writers proffer visions of American communities defined not by marginalization and oppression, but by responsive understanding and inclusion.
Winner of the John S. Tuckey 2017 Lifetime Achievement Award for Mark Twain Scholarship from The Center for Mark Twain Studies American novelist E.L. Doctorow once observed that literature “endows places with meaning.” Yet, as this wide-ranging new book vividly illustrates, understanding the places that shaped American writers’ lives and their art can provide deep insight into what makes their literature truly meaningful. Published on the eve of the 50th anniversary of the Historic Preservation Act, Writing America is a unique, passionate, and eclectic series of meditations on literature and history, covering over 150 important National Register historic sites, all pivotal to the stories that make up America, from chapels to battlefields; from plantations to immigration stations; and from theaters to internment camps. The book considers not only the traditional sites for literary tourism, such as Mark Twain’s sumptuous Connecticut home and the peaceful woods surrounding Walden Pond, but also locations that highlight the diversity of American literature, from the New York tenements that spawned Abraham Cahan’s fiction to the Texas pump house that irrigated the fields in which the farm workers central to Gloria Anzaldúa’s poetry picked produce. Rather than just providing a cursory overview of these authors’ achievements, acclaimed literary scholar and cultural historian Shelley Fisher Fishkin offers a deep and personal reflection on how key sites bore witness to the struggles of American writers and inspired their dreams. She probes the global impact of American writers’ innovative art and also examines the distinctive contributions to American culture by American writers who wrote in languages other than English, including Yiddish, Chinese, and Spanish. Only a scholar with as wide-ranging interests as Shelley Fisher Fishkin would dare to bring together in one book writers as diverse as Gloria Anzaldúa, Nicholas Black Elk, David Bradley, Abraham Cahan, S. Alice Callahan, Raymond Chandler, Frank Chin, Elizabeth Cook-Lynn, Countee Cullen, Frederick Douglass, Paul Laurence Dunbar, Jessie Fauset, William Faulkner, F. Scott Fitzgerald, Allen Ginsberg, Jovita González, Rolando Hinojosa, Langston Hughes, Zora Neale Hurston, Lawson Fusao Inada, James Weldon Johnson, Erica Jong, Maxine Hong Kingston, Irena Klepfisz, Nella Larsen, Emma Lazarus, Sinclair Lewis, Genny Lim, Claude McKay, Herman Melville, N. Scott Momaday, William Northup, John Okada, Miné Okubo, Simon Ortiz, Américo Paredes, John P. Parker, Ann Petry, Tomás Rivera, Wendy Rose, Morris Rosenfeld, John Steinbeck, Harriet Beecher Stowe, Henry David Thoreau, Mark Twain, Yoshiko Uchida, Tino Villanueva, Nathanael West, Walt Whitman, Richard Wright, Hisaye Yamamoto, Anzia Yezierska, and Zitkala-Ša. Leading readers on an enticing journey across the borders of physical places and imaginative terrains, the book includes over 60 images, and extended excerpts from a variety of literary works. Each chapter ends with resources for further exploration. Writing America reveals the alchemy though which American writers have transformed the world around them into art, changing their world and ours in the process.
Examines the tendency of post-World War II writers to rewrite earlier narratives by Poe, Melville, Hawthorne, and others.
Intended as a reader for writing and critical thinking courses, this volume presents a collection of writings promoting cultural diversity, encouraging readers to grapple with the real differences in perspectives that arise in our complex society.
Named a Best Book of 2018 by New York Magazine, the Washington Post, Publisher's Weekly, NPR, and Time, among many others, this essay collection from the author of The Queen of the Night explores how we form identities in life and in art. As a novelist, Alexander Chee has been described as “masterful” by Roxane Gay, “incendiary” by the New York Times, and "brilliant" by the Washington Post. With his first collection of nonfiction, he’s sure to secure his place as one of the finest essayists of his generation as well. How to Write an Autobiographical Novel is the author’s manifesto on the entangling of life, literature, and politics, and how the lessons learned from a life spent reading and writing fiction have changed him. In these essays, he grows from student to teacher, reader to writer, and reckons with his identities as a son, a gay man, a Korean American, an artist, an activist, a lover, and a friend. He examines some of the most formative experiences of his life and the nation’s history, including his father’s death, the AIDS crisis, 9/11, the jobs that supported his writing ​— ​Tarot-reading, bookselling, cater-waiting for William F. Buckley ​— ​the writing of his first novel, Edinburgh, and the election of Donald Trump. By turns commanding, heartbreaking, and wry, How to Write an Autobiographical Novel asks questions about how we create ourselves in life and in art, and how to fight when our dearest truths are under attack. Named a Best Book by: Time, Washington Post, Entertainment Weekly, NPR, Wired, Esquire, Buzzfeed, New York Public Library, Boston Globe, Paris Review, Mother Jones,The A.V. Club, Out Magazine, Book Riot, Electric Literature, PopSugar, The Rumpus, My Republica, Paste, Bitch, Library Journal, Flavorwire, Bustle, Christian Science Monitor, Shelf Awareness, Tor.com, Entertainment Cheat Sheet, Roads and Kingdoms, Chicago Public Library, Hyphen Magazine, Entropy Magazine, Chicago Review of Books, The Coil, iBooks, and Washington Independent Review of Books Winner of the Publishing Triangle's Randy Shilts Award for Gay Nonfiction * Recipient of the Lambda Literary Trustees' Award * Finalist for the PEN/Diamonstein-Spielvogel Award for the Art of the Essay * Finalist for a Lambda Literary Award for Gay Memoir/Biography