Pittsburgh toilet, squeaky cheese, city chicken, shampoo banana, and Chevy in the Hole are all phrases that are familiar to Midwesterners but sound foreign to anyone living outside the region. This book explains not only what Midwesterners say but also how and why they say it and covers such topics as: the causes of the Northern cities vowel shift, why the accents in Fargo miss the nasality that's a hallmark of Minnesota speech, and why Chicagoans talk more like people from Buffalo than their next-door neighbors in Wisconsin. Readers from the Midwest will have a better understanding of why they talk the way they do, and readers who are not from the Midwest will know exactly what to say the next time someone ends a sentence with "eh?".
Joyce Engelson surely knows what shes writing about in Walking on the Bones as she spent 30 years as editor-in-chiefat top traditional publishers, editing and acquiring in all the genres. Shes worked with Richard Condon (who called her the smartest girl in town!), Norman Cousins, Heywood Hale Broun, Irving Howe, Samuel Shem (House of God), Gael Green, Ishmael Reed, Baxter Black (renowned cowboy poet and novelist,) Max Frisch, Myron Sharaf, Hettie Jones, Chandler Brossard and thatswell only the tip of the iceberg in a working career filled with many highlights. She acquired and edited: first contemporary comic captions book (Captions Courageous); the now famous Prizzi series by Richard Condon; one of the best selling sex therapy volumes of the 70s, Making Love, How To Be Your Own Sex Therapist; first successful Assertive Training volume: the multi-million-copy When I Say No, I Feel Guilty (still in print); and the wildly successful medical novel The House of God (four million copies, 28th anniversary). She is herself the author of two novels -- The Silent Slain (mystery) and Mountain of Villainy and many short stories published in Playboy (First woman published!) ,Atlantic Monthly, Quarterly Review of Literature, Quixote
Historians of rhetoric have long worked to recover women's education in reading and writing, but have only recently begun to explore women's speaking practices, from the parlor to the platform to the varied types of institutions where women learned elocutionary and oratorical skills in preparation for professional and public life. This book fills an important gap in the history of rhetoric and suggests new paths for the way histories may be told in the future, tracing the shifting arc of women's oratorical training as it develops from forms of eighteenth-century rhetoric into institutional and extrainstitutional settings at the end of the nineteenth century and diverges into several distinct streams of community-embodied theory and practice in the twentieth. Treating key rhetors, genres, settings, and movements from the early republic to the present, these essays collectively challenge and complicate many previous claims made about the stability and development of gendered public and private spheres, the decline of oratorical culture and the limits of women's oratorical forms such as elocution and parlor rhetorics, and women's responses to rhetorical constraints on their public speaking. Enriching our understanding of women's oratorical education and practice, this cutting-edge work makes an important contribution to scholarship in rhetoric and communication.
In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for "safe" knowledge and "safe" teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.
Dr. Joe G. Ahmadifar. He grew up in the Middle East. He had a diffi cult life there until his mid twenties. He dreamed of a better life for himself and his family. In 1970 he came to the United States to receive a higher education. After earning his bachelors degree in chemical engineering, he went back to his homeland and eventually worked for the Ministry of Oil in Iran until 1986 in a high ranking position. In 1986 he came back to the United States permanently. Joe went on to earn and Masters degree in Industrial Safety Education. He obtained a Doctorial degree in Mathematics Education and had a successful engineering career. Currently he is retired from a state environmental agency and is an adjunct professor at two universities. He is fulfi lling his dream since educating others is his passion. Joe has been happily married to Shahin Ahmadifar for thirty fi ve years. He has three children and three grandchildren.
Scandinavian Americans and the Progressive Movement in Wisconsin, 1890-1914
Author: Jørn Brøndal
Publisher: University of Illinois Press
If historians were once preoccupied with politics, they are no more. In the past century history has embraced the whole range of human activity. Yet historians cannot, or at least ought not, avoid politics. Aristotle was right: humans are by nature political beings and politics is naturally an essential human activity. Whatever else history must do, then, it needs always to take politics into account. The Norwegian-American Historical Association is therefore pleased to publish Jorn Brondal's study of Scandinavian-Americans in politics. His book is noteworthy for its emphasis on the role played in American politics by cohorts of ethnic leaders. It is also an able contribution to an undeveloped field, the comparative study of Scandinavian ethnic groups in the United States. In these respects his work complements other studies, including a number published by the Association itself, that have emphasized popular involvement in Norwegian-American politics or the careers in politics of single individuals.
Literary Populism from Huckleberry Finn to the Present
Author: Nancy L. Bunge
Category: Literary Criticism
With Huckleberry Finn, American fiction changed radically and shifted its setting to the middle of the country. A focus on social issues replaced the philosophic and psychological explorations that dominated the work of Melville and Hawthorne. Colloquial speech rather than elevated language articulated these fresh ideas, while common folk rather than dramatic characters like Ahab and Hester Prynne played central roles. This transformation of American literature has been largely ignored, while during the 130 years since Huckleberry Finn the Midwest has continued to produce writers whose work, like Twain’s, addresses injustice by portraying the decency of ordinary people. Since the end of the 19th century, Midwestern authors have dismissed the elite and celebrated those whom the power structure typically excludes: children, women, African-Americans and the lower classes. Instead of wealth and power, this literature values authenticity and compassion. The book explores this literary tradition by examining the work of 30 Midwestern writers including F. Scott Fitzgerald, Willa Cather, Ernest Hemingway, Richard Wright, Saul Bellow, Toni Morrison, Jonathan Franzen, Jane Smiley and Louise Erdrich.