A curious figure stalks the pages of a distinct subset of mass-market romance novels, aptly called "desert romances." Animalistic yet sensitive, dark and attractive, the desert prince or sheikh emanates manliness and raw, sexual power. In the years since September 11, 2001, the sheikh character has steadily risen in popularity in romance novels, even while depictions of Arab masculinity as backward and violent in nature have dominated the cultural landscape. An Imperialist Love Story contributes to the broader conversation about the legacy of orientalist representations of Arabs in Western popular culture. Combining close readings of novels, discursive analysis of blogs and forums, and interviews with authors, Jarmakani explores popular investments in the war on terror by examining the collisions between fantasy and reality in desert romances. Focusing on issues of security, freedom, and liberal multiculturalism, she foregrounds the role that desire plays in contemporary formations of U.S. imperialism. Drawing on transnational feminist theory and cultural studies, An Imperialist Love Story offers a radical reinterpretation of the war on terror, demonstrating romance to be a powerful framework for understanding how it works, and how it perseveres.

DIALOGUE is the follow-up title to Robert McKee's hugely successful STORY. Divided into four sections (The Art of Dialogue, Flaws & Fixes, Creating Dialogue & Dialogue Design) Dialogue teaches how to craft effective speeches for characters. McKee uses scenes from classic films and television programmes such as Sideways, Casablanca, The Sopranos, Breaking Bad and Frasier to demonstrate how dialogue is constructed and develops and covers the range of dialogue used on page, stage and screen. Readers and students are shown how to ensure dialogue holds the reader's or audience's attention, how to 'time' dialogue and how to retain motivation and to provide productive information within dialogue. The skills outlined allow writers in all spheres to create effective and functional speech. McKee dispels a few myths and shows writers how to eradicate bad habits, use emotion correctly and to avoid 'empty' dialogue which leads a character and a story into the equivalent of a writing 'cul-de-sac'. An insightful work from an author whose guidance can enhance a writer's style and achievements. (This is the UK edition.)

Joe R. Lansdale (b. 1951), the award-winning author of such novels as Cold in July (1989) and The Bottoms (2000), as well as the popular Hap and Leonard series, has been publishing novels since 1981. Lansdale has developed a tremendous cult audience willing to follow him into any genre he chooses to write in, including horror, western, crime, adventure, and fantasy. Within these genres, his stories, novels, and novellas explore friendship, race, and life in East Texas. His distinctive voice is often funny and always unique, as characterized by such works as Bubba Ho-Tep (1994), a novella that centers on Elvis Presley, his friend who believes himself to be John F. Kennedy, and a soul-sucking ancient mummy. This same novella won a Bram Stoker Award, one of the ten Bram Stoker Awards given to Lansdale thus far in his illustrious career. Wielding a talent that extends beyond the page to the screen, Landsdale has also written episodes for Batman: The Animated Series and Superman: The Animated Series. Conversations with Joe R. Lansdale brings together interviews from newspapers, magazines, and podcasts conducted throughout the prolific author's career. The collection includes conversations between Lansdale and other noted peers like Robert McCammon and James Grady; two podcast transcripts that have never before appeared in print; and a brand-new interview, exclusive to the volume. In addition to shedding light on his body of literary work and process as a writer, this collection also shares Lansdale's thoughts on comics, atheism, and martial arts.

This book is the "greatest hits" compilation of more than 100 Russian books, journals, papers, and articles. It contains more than 12,000 key Russian economic, legal, medical, military, political, scientific, and sociological terms and colloquial phrases. It also contains important abbreviations. One look will convince you, the student or interpreter, of the value of this work

Why Write? An Anthology for English Composition equips students with the knowledge, skillsets, and applied practice needed to improve their academic writing, critical thinking skills, and research capability. The anthology provides students with engaging and thought-provoking readings, which are complemented by as-you-read suggestions, writing prompts, reflection exercises, and opportunities for discussion. Unit I helps students understand who they are as writers and how to imbue their writing with their unique experiences, viewpoints, and strengths. They are introduced to exploratory writing, personal narratives, essay writing, the writing process, and strategies for improving written works with revision. In Unit II, students learn who they are as critical thinkers while also learning how to effectively and confidently construct and defend an argument. Unit III helps students understand who they are as researchers. They learn how research and knowledge can strengthen arguments, deepen personal analysis of works, and further develop writing effectiveness. The second edition features a new fourth unit, which focuses on the practice of argumentation. The unit covers types of arguments, fallacies, oral arguments, and how to construct an effective argument. An enlightening and practical anthology, Why Write? is ideal for foundational courses in English, composition, and rhetoric. It can also be used to support freshman orientation or student success courses and programs.

Contributions by Lauren R. Carmacci, Keridiana Chez, Kate Glassman, John Granger, Marie Schilling Grogan, Beatrice Groves, Tolonda Henderson, Nusaiba Imady, Cecilia Konchar Farr, Juliana Valadao Lopes, Amy Mars, Christina Phillips-Mattson, Patrick McCauley, Jennifer M. Reeher, Jonathan A. Rose, and Emily Strand Despite their decades-long, phenomenal success, the Harry Potter novels have attracted relatively little attention from literary critics and scholars. While popular books, articles, blogs, and fan sites for general readers proliferate, and while philosophers, historians, theologians, sociologists, psychologists, and even business professors have taken on book-length studies and edited essay collections about Harry Potter, literature scholars, outside of the children's books community, have paid few serious visits to the Potterverse. Could it be that scholars are still reluctant to recognize popular novels, especially those with genre labels "children's literature" or "fantasy," as worthy subjects for academic study? This book challenges that oversight, assembling and foregrounding some of the best literary critical work by scholars trying to move the needle on these novels to reflect their importance to twenty-first-century literate culture. In Open at the Close, contributors consciously address Harry Potter primarily as a literary phenomenon rather than a cultural one. They interrogate the novels on many levels, from multiple perspectives, and with various conclusions, but they come together around the overarching question: What is it about these books? At their heart, what is it that makes the Harry Potter novels so exceptionally compelling, so irresistible to their readers, and so relevant in our time?

A White Woman in a Red Man's World is a must read for all new teachers and for all teachers who plan to teach on an Indian reservation. Georgia Lucas is a master teacher who shares her actual classroom experiences along with enlightening glimpses into the everyday lives of her Indian students. This teacher's memoir spans over 20 years of living, combining anecdotes of her school, home, and social life, spiced with mysterious happenings on the Indian reservations. Upon reading this book, teachers everywhere will come to realize that they, too, have a story to tell. And students will learn to appreciate their teachers a little more as they realize what trials and struggles, as well as joy and satisfaction, are derived from teaching. Arrow Point Lessoneers Mrs. Lucas was a very innovative teacher. She kept us guessing how the next lesson would be presented, and we were usually pleasantly surprised. The lessons were always stimulating. She absolutely refused to allow our minds to wander. We were not allowed to accept defeat. After 17 years, I can still hear her voice urging me to realize my full potential and to work toward my goals. Thank you, Mrs. Lucas. Benetta

For more than eighty years, Faulkner criticism has attempted to ""see all Yoknapatawpha,"" the fictional Mississippi county in which the author set all but four of his novels as well as more than fifty short stories. One of the most ambitious of these attempts is the ongoing Digital Yoknapatawpha, an online project that is encoding the texts set in Faulkner's mythical county into a complex database with sophisticated front-end visualizations. In Digitizing Faulkner, the contributors to the project share their findings and reflections on what digital research can mean for Faulkner studies and, by example, other bodies of literature. The essays examine Faulkner's characters, events, locations, and visualizations, as well as offering more theoretical reflections on digitally mapping specific texts and stories, including the pedagogical implications of this digital approach. Digitizing Faulkner explores how a twenty-first-century research tool intersects with twentieth-century sensibilities, ideologies, behaviors, and material cultures to modify and enhance our understanding of Faulkner's texts.