Ongoing interest in the turmoil of the 1960s clearly demonstrates how these social conflicts continue to affect contemporary politics. In The Bad Sixties: Hollywood Memories of the Counterculture, Antiwar, and Black Power Movements, Kristen Hoerl focuses on fictionalized portrayals of 1960s activism in popular television and film. Hoerl shows how Hollywood has perpetuated politics deploring the detrimental consequences of the 1960s on traditional American values. During the decade, people collectively raised fundamental questions about the limits of democracy under capitalism. But Hollywood has proved dismissive, if not adversarial, to the role of dissent in fostering progressive social change. Film and television are salient resources of shared understanding for audiences born after the 1960s because movies and television programs are the most accessible visual medium for observing the decade's social movements. Hoerl indicates that a variety of television programs, such as Family Ties, The Wonder Years, and Law and Order, along with Hollywood films, including Forrest Gump, have reinforced images of the ""bad sixties."" These stories portray a period in which urban riots, antiwar protests, sexual experimentation, drug abuse, and feminism led to national division and moral decay. According to Hoerl, these messages supply distorted civics lessons about what we should value and how we might legitimately participate in our democracy. These warped messages contribute to ""selective amnesia,"" a term that stresses how popular media renders radical ideas and political projects null or nonexistent. Selective amnesia removes the spectacular events and figures that define the late-1960s from their motives and context, flattening their meaning into reductive stereotypes. Despite popular television and film, Hoerl explains, memory of 1960s activism still offers a potent resource for imagining how we can strive collectively to achieve social justice and equality.

Patricia Highsmith, author of Strangers On a Train, The Talented Mr.Ripley, Found In The Street, and many other books, is known as one of the finest suspense novelists. In this book, she analyzes the key elements of suspense fiction, drawing upon her own experience in four decades as a working writer. She talks about, among other topics; how to develop a complete story from an idea; what makes a plot gripping; the use (and abuse) of coincidence; characterization and the "likeable criminal"; going from first draft to final draft; and writing the suspense short story.
Throughout the book, Highsmith illustrates her points with plentiful examples from her own work, and by discussing her own inspirations, false starts, dead ends, successes, and failures, she presents a lively and highly readable picture of the novelist at work.

Anyone who wishes to write crime and suspense fiction, or who enjoys reading it, will find this book an insightful guide to the craft and art of a modern master.

Concise, easy-to-use guide to efficient communication What every military writer should know about the English language Newly revised edition includes writing for the Internet

With the advent of the Internet, servicemembers are writing more than ever. But are they writing effectively and persuasively? Many are not. This revised, updated edition provides the basics of correct and effective military communication, with emphasis on substance, organization of content, and style, along with editing techniques and military and civilian formats.

This book guides students through the process of planning, researching, and writing the final version of theses and dissertations. Five major stages of the process are illustrated with multiple examples from the social and behavioral sciences, humanities, and such allied fields as education, social work, and business administration. The first stage, Preparing the Way, describes problems and alternative solutions in working with faculty advisors and in searching the professional literature. Stage 2 explains how to find good research topics and define them clearly for presentation to faculty advisors.

Stage 3 describes problems often encountered in data collection and suggests solutions for those problems. At Stage 4, students learn ways of organizing and interpreting information, including classification schemes, verbal and statistical summaries, and methods of deriving meaning from data. The final stage, Presenting the Finished Product, offers guidelines for thesis and dissertation writing and for publishing the results in such media as books, journal articles, and popular periodicals. Stage 5 also includes a chapter about how students can mount a convincing defense of their work during a faculty committee's final oral examination session.

With Voices, learners use English as a tool for global communication and are encouraged to celebrate connections among people from a wide range of cultures and backgrounds. Carefully sequenced activities featuring real world content fully prepare learners for interaction and guide them to develop their voice in English. Voices is a seven-level, integrated-skills program for adults and young adults that enables instructors to teach with confidence in all classrooms. Supported by a common-sense lesson progression and a Virtual Voices Toolkit featuring professional development resources, teachers have the learning and teaching materials they need to deliver engaging courses both online and in person.

This book examines the concept of authentic English in today's world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

The best way to become a confident, effective public speaker, according to the authors of this landmark book, is simply to do it. Practice, practice, practice. And while you're at it, assume the positive. Have something to say. Forget the self. Cast out fear. Be absorbed by your subject. And most importantly, expect success. "If you believe you will fail," they write, "there is hope for you. You will." DALE CARNEGIE (1888-1955), a pioneer in public speaking and personality development, gained fame by teaching others how to become successful. His book How to Win Friends and Influence People (1936) has sold more than 10 million copies. He also founded the Dale Carnegie Institute for Effective Speaking and Human Relations, with branches all over the world. JOSEPH BERG ESENWEIN (1867-1946) also wrote The Art of Story-Writing, Writing the Photoplay (with Arthur Leeds), and Children's Stories and How to Tell Them.

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition

Authoring a PhD involves having creative ideas, working out how to organize them, writing up from plans, upgrading text, and finishing it speedily and to a good standard. It also involves being examined and getting work published. This book provides a huge range of ideas and suggestions to help PhD candidates cope with both the intellectual issues involved and the practical difficulties of organizing their work effectively.

Southern rhetoric is communication's oldest regional study. During its initial invention, the discipline was founded to justify the study of rhetoric in a field of white male scholars analyzing significant speeches by other white men, yielding research that added to myths of Lost Cause ideology and a uniquely oratorical culture. Reconstructing Southern Rhetoric takes on the much-overdue task of reconstructing the way southern rhetoric has been viewed and critiqued within the communication discipline. The collection reveals that southern rhetoric is fluid and migrates beyond geography, is constructed in weak counterpublic formation against legitimated power, creates a region that is not monolithic, and warrants activism and healing. Contributors to the volume examine such topics as political campaign strategies, memorial and museum experiences, television and music influences, commemoration protests, and ethnographic experiences in the South. The essays cohesively illustrate southern identity as manifested in various contexts and ways, considering what it means to be a part of a region riddled with slavery, Jim Crow laws, and other expressions of racial and cultural hierarchy. Ultimately, the volume initiates a new conversation, asking what would southern rhetorical critique be like if it included the richness of the southern culture from which it came? Contributions by Whitney Jordan Adams, Wendy Atkins-Sayre, Jason Edward Black, Patricia G. Davis, Cassidy D. Ellis, Megan Fitzmaurice, Michael L. Forst, Jeremy R. Grossman, Cynthia P. King, Julia M. Medhurst, Ryan Neville-Shepard, Jonathan M. Smith, Ashli Quesinberry Stokes, Dave Tell, and Carolyn Walcott.

Popular newspapers played a vital role in shaping British politics, society and culture in the twentieth century. This book provides a concise and accessible historical overview of the rise of the tabloid format and examines how the national press reported the major stories of the period, from World Wars and general elections to sex scandals and celebrity gossip. It considers the appeal and influence of the most successful titles, such as the &ltI>Daily Mail</I>, the &ltI>Daily Mirror</I>, the &ltI>Daily Express </I>and the &ltI>Sun</I>, and explores the emergence of the key elements of the modern popular newspaper, such as editorial campaigns, women's pages, advice columns, and pin-ups. Using a wealth of examples from across the century, the authors explain how tabloids provided an important forum for the discussion of social identities such as class, gender, sexuality and ethnicity, and how they scrutinised public figures with increasing intensity. In the wake of recent controversies about tabloid practices, this timely book provides the historical context to enable a proper assessment of how the popular press helped to define twentieth-century Britain.

In this third volume of Greenwood's Great American Orators series, Logue delineates the oratory career of Eugene Talmadge whose public speaking illustrates the use--and some would say the abuse--of a most necessary democratic institution: free speech in the political arena. Logue notes in Talmadge's speeches the seeds of today's public discourse, preoccupied as it often is with distorting issues and conduct. Talmadge based his political rise in Georgia on appeals to the experiences, values, and prejudices of his listeners; perceptions that were geographic, social, and racial. For Talmadge, campaign issues were ultimately less important than his colorful persona and seductive public oratory--a brand of politics that came to be known as Talmadgeism. This volume represents a landmark study in the genre of rhetoric by which citizens and issues are exploited primarily for personal political goals. In Part I, Logue presents critical analyses of Talmadge's political and persuasive strategies and performances, plus an assessment of people's responses to them. Part II contains authoritative speech texts representative of Talmadge's campaign oratory and post-election rhetoric defending his policies and causes. A definitive bibliography contains important primary and secondary materials that relate to both the man and his works. The chronology of speeches includes places, dates, and lists of most of the orator's known speeches and addresses. Students and scholars of the history and criticism of American public address as well as students of the American democratic process and southern politics will find Eugene Talmadge: Rhetoric and Response an important addition to both their libraries and their thinking on this vital subject.

First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis.

SLA literature tends to focus predominantly on what motivates language learners, but what demotivates them has not been widely discussed. This book, focusing exclusively on demotivation, will help readers to understand motivational issues from a different perspective. The aims of the work are threefold: to present the current developments of demotivation research in the field of SLA and bridge motivational theory/research and demotivation research; to promote the understanding of possible causes of demotivation; and to expand the focus of demotivation research through a reflection on current motivation theory/research and a discussion of methodological issues. The research presented in this book is situated in Japanese English-teaching contexts and will serve as a foundation for anyone wishing to better understand the causes of demotivation in SLA and to explore the topic in their own contexts.

The increasing reliance of our educational system on standardized tests has precipitated a national debate. This debate, however, has proceeded with little attention to the tests themselves. This book makes a scholarly contribution to the debate by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what they read.

EasyWriter gives friendly, reliable writing help in formats that are easy to use and easy to afford. What's more, this little book offers big ideas from Andrea Lunsford: that reading critically and writing well empower us, that language helps writers face challenges and meet opportunities, and that engaging with others and in our own learning is transformative. Inspiring and trusted advice plus powerful digital tools means the choice is Easy.

Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti tutions, ideas, beliefs, opinions and convictions of the Western world were a by product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization."