She focuses particularly on those in academia, where the pressure to succeed and the desire to find space for creative thinking and alternative worlds bump up against the harsh conditions of a ruthlessly competitive job market, the shrinking power of the humanities, and the corporatization of the university. In her candid memoir, Cvetkovich describes what it was like to move through the days as she finished her dissertation, started a job, and then completed a book for tenure. Turning to critical essay, she seeks to create new forms of writing and knowledge that don’t necessarily follow the usual methods of cultural critique but instead come from affective experience, ordinary life, and alternative archives. Across its different sections, including the memoir, the book crafts – and it’s no accident that crafting is one of its topics -- a cultural analysis that can adequately represent depression not as medical pathology but as a historical category, a felt experience, and a point of entry onto discussions not only about theory and contemporary culture but about how to live.Ann Cvetkovich is Ellen C. Garwood Centennial Professor of English and Professor of Women's and Gender Studies at the University of Texas, Austin. She is the author of An Archive of Feelings: Trauma, Sexuality, and Lesbian Public Cultures, also published by Duke University Press, and Mixed Feelings: Feminism, Mass Culture, and Victorian Sensationalism; a coeditor of Political Emotions; and a former editor of GLQ: A Journal of Lesbian and Gay Studies."Like all my favorite bands, Ann Cvetkovich disregards trends in favor of fearlessness. While tackling the tough issues of today, she still gives us a book that feels totally timeless. Depression: A Public Feeling fills a gap that has morphed into a crater. The book is as invaluable as it is enjoyable. I found myself sighing throughout, thinking 'Phew, someone finally said that!'"—Kathleen Hanna, of the bands Le Tigre, Bikini Kill, and the Julie Ruin"A provocative addition to Ann Cvetkovich's eloquent writings on the archives of public feelings, this book takes depression out of the space of the private into the complex politics of our time. Weaving together memoir, cultural and medical history, and literary and theoretical discussion, Cvetkovich experiments with and reflects on unconventional ways of writing about embodiment, cognition, and affect. Along the way, she offers myriad prescriptions, small and large, on how to cope with the daily effects of depression and how to heal the world."—Marianne Hirsch, author of The Generation of Postmemory: Writing and Visual Culture after the Holocaust

    She argues that the grading system most commonly in use now is unwieldy, imprecise and unnecessarily complex, involving too many rating levels for too many individual assignments and tests, and based on a hairsplitting point structure that obscures the underlying criteria and encourages students to challenge their grades.This new specifications grading paradigm restructures assessments to streamline the grading process and greatly reduce grading time, empower students to choose the level of attainment they want to achieve, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating the learning process - all while upholding rigor. In addition, specs grading increases students' motivation to do well by making expectations clear, lowering their stress and giving them agency in determining their course goals. Among the unique characteristics of the schema, all of which simplify faculty decision making, are the elimination of partial credit, the reliance on a one-level grading rubric and the -bundling- of assignments and tests around learning outcomes. Successfully completing more challenging bundles (or modules) earns a student a higher course grade. Specs grading works equally well in small and large class settings and encourages -authentic assessment.- Used consistently over time, it can restore credibility to grades by demonstrating and making transparent to all stakeholders the learning outcomes that students achieve.This book features many examples of courses that faculty have adapted to spec grading and lays out the surprisingly simple transition process. It is intended for all members of higher education who teach, whatever the discipline and regardless of rank, as well as those who oversee, train, and advise those who teach.Specification grading promotes the following values and outcomes. It: 1. Upholds High Academic Standards2. Reflects Student Attainment of Skills and Knowledge 3. Motivates Students to Learn and to Excel4. Fosters Higher-Order Cognitive Development and Creativity5. Discourages Cheating6. Reduces Student Stress7. Makes Students Feel Responsible for Their Grades8. Minimizes Conflict Between Faculty and Students9. Saves Faculty Time and Is Simple to Administer10. Makes Expectations Clear and Simplifies Feedback for Improvement11. Assesses Authentically12. Achieves High Inter-Rater Agreement

    This diverse and powerful body of literature has established a specific practice of post-colonial writing in cultures as various as India, Australia, the West Indies and Canada, and has challenged both the traditional canon and dominant ideas of literature and culture.The Empire Writes Back was the first major theoretical account of a wide range of post-colonial texts and their relation to the larger issues of post-colonial culture, and remains one of the most significant works published in this field. The authors, three leading figures in post-colonial studies, open up debates about the interrelationships of post-colonial literatures, investigate the powerful forces acting on language in the post-colonial text, and show how these texts constitute a radical critique of Eurocentric notions of literature and language.This book is brilliant not only for its incisive analysis, but for its accessibility for readers new to the field. Now with an additional chapter and an updated bibliography, The Empire Writes Back is essential for contemporary post-colonial studies.

    Through the notion of trauma, she contends, we come to a new understanding that permits history to arise where immediate understanding is impossible. In her wide-ranging discussion, Caruth engages Freud's theory of trauma as outlined in Moses and Monotheism and Beyond the Pleasure Principle; the notion of reference and the figure of the falling body in de Man, Kleist, and Kant; the narratives of personal catastrophe in Hiroshima mon amour; and the traumatic address in Lecompte's reinterpretation of Freud's narrative of the dream of the burning child.

    Its focus on the basics of source criticism, rather than on how to find references or on the process of writing, makes it an invaluable guide for all students of history and for anyone who must extract meaning from written and unwritten sources.Martha Howell and Walter Prevenier explore the methods employed by historians to establish the reliability of materials; how they choose, authenticate, decode, compare, and, finally, interpret those sources. Illustrating their discussion with examples from the distant past as well as more contemporary events, they pay particular attention to recent information media, such as television, film, and videotape.The authors do not subscribe to the positivist belief that the historian can attain objective and total knowledge of the past. Instead, they argue that each generation of historians develops its own perspective, and that our understanding of the past is constantly reshaped by the historian and the world he or she inhabits.A substantially revised and updated edition of Prevenier's Uit goede bron, originally published in Belgium and now in its seventh edition, From Reliable Sources also provides a survey of western historiography and an extensive research bibliography.

    Each unit introduces a theme and writing task and then guides the student writer through the process of gathering ideas, organizing an outline, drafting, revising, and editing. Students are given the opportunity to explore their opinions, discuss their ideas, and share their experiences through written communication. Level 1 of the series introduces students to the academic paragraph.

    They assess recent experimental trends and explore the functions of orality, ethnicity, and power in ethnographic composition. "Writing Culture" argues that ethnography is in the midst of a political and epistemological crisis: Western writers no longer portray non-Western peoples with unchallenged authority; the process of cultural representation is now inescapably contingent, historical, and contestable. The essays in this volume help us imagine a fully dialectical ethnography acting powerfully in the postmodern world system. They challenge all writers in the humanities and social sciences to rethink the poetics and politics of cultural invention.

    Most people dream of writing a book, but those manuscripts end up shoved away in dusty drawers, half-finished and abandoned to be eaten by moths.Many of them are great writers, many of them have great ideas. Yet so many people come to the conclusion that they'll never finish their books. Why? Because they aren't following a proven system. Maybe this is you right now.Maybe you believe that you're not good enough, that you'll never have enough time, or that it's a terrible book idea.You wonder how on earth other people manage to find time to write alongside their jobs, family and other commitments. But the assumption that writing is a slow process and books take six months or years to write is outdated. You can easily increase your efficiency three to four times MORE by using this system. As much value as there is in quality, quantity also plays a significant factor.The days where you need to have access to expensive or special equipment are gone.And one of the fastest ways to become profitable as an author nowadays is to write faster. Let me show you how you can hit the finish line at record speed. Every. Single. Time. This is the same system that allows me to spend more time with my family, earn more money and accomplish four times the amount of work in the same eight hours a day.It’s allowed me to release books on an exponential scale, to set goals of writing fifty books per year.This book was written using the same strategy.  It can be done. And now you can do the same. This ISN’T a book you read for inspiration and walk away feeling good. This is a book about taking ACTION. I want you to be generating MORE CONTENT THAN YOU EVEN NEED. What you will walk away with... Learn The Conveyor Belt Method: The step-by-step process which will give you an unshakeable FOUNDATION for your writing career Become One With Your Creative Mind: How to become so efficient with your methodology that you can AVOID writer's block entirely Master Your Location Independence: The secret writing anytime and ANYWHERE you want! Harness Your Long Term Sales: Get the exact ingredients you need to capture your readers for good and turn them into lifelong fans! Imagine if... Writing books was no longer a struggle and you could churn out bestsellers on a whim You could write a book in your spare time and don't need to fight against your other commitments You could come up with an idea in the morning, plan out your content and have your first draft FINISHED by the afternoon! Don't let your book rot in a drawer like all the rest. Your time is NOW. You could have the book you've always dreamed of writing in your hands TODAY. Begin your journey by clicking the button above.

    The Dialogic Imagination presents, in superb English translation, four selections from Voprosy literatury i estetiki (Problems of literature and esthetics), published in Moscow in 1975. The volume also contains a lengthy introduction to Bakhtin and his thought and a glossary of terminology.Bakhtin uses the category "novel" in a highly idiosyncratic way, claiming for it vastly larger territory than has been traditionally accepted. For him, the novel is not so much a genre as it is a force, "novelness," which he discusses in "From the Prehistory of Novelistic Discourse." Two essays, "Epic and Novel" and "Forms of Time and of the Chronotope in the Novel," deal with literary history in Bakhtin's own unorthodox way. In the final essay, he discusses literature and language in general, which he sees as stratified, constantly changing systems of subgenres, dialects, and fragmented "languages" in battle with one another.

    That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned.Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed-factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.Building their findings on their understanding of the powerful and engaging experiences boys had outside of school, Smith and Wilhelm discuss why boys embrace or reject certain ways of being literate, how boys read and engage with different kinds of texts, and what qualities of texts appeal to boys. Throughout, the authors highlight the importance of choice, the boys' need to be shown how to read, the cost of the traditional teaching of difficult canonical texts, and the crucial place of meaningful social activity.The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. Providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike.

    James Paul Gee begins his new book with 'I want to talk about vide games- yes, even violent video games - and say some positive things about them'. With this simple but explosive beginning, one of America's most well-respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities: How individuals develop a sense of identity; How one grasps meaning; How one evaluates and follows a command; How one picks a role model; How one perceives the world.

    This collection of pithy and funny lists of advice provides both hard-won wisdom and insider industry help. All aspects of the writing process and story development are covered – as is the thorny issue of how and where to find readers. From Workspaces and Habits to Plot and Dialogue, these are motivating, problem-solving lists from an experienced and widely respected writer. Uniquely, Ten Things About Writing also takes the reader beyond the stage of finished manuscripts and editorial changes – into the territories of rights, publicity and marketing. Whether you have the urge to write crime fiction or a fantasy novel, literary short stories or blockbuster thrillers Joanne’s lists will speak to you.

    of the APA manual (2nd printing) < < < This handbook is ideal for preparing undergraduate essays. It was specifically designed with the average student's needs in mind. The book is intended to cover the vast majority of situations that the normal student will encounter while writing a college essay. Organized for speed and brevity, the book is primarily a concentrated, up-to-date guide on APA format (11 pages) and documentation requirements (12 pages In-Text, 19 pages References) with a heavy emphasis on examples and visual aids (90 to be exact). Additionally the book contains pointers on how to get started, what to document, what notes to take (by source type), and how to handle quotes of varying length. All of this in a book designed to fit in a shirt pocket. Product Dimensions: 60 Pages - 5 5/16" x 3 3/4" x .166 " Continuously Updated - Coincides with most recent APA standards (APA Manual 6th Edition) Last Update 6/2/10

    This isn't a kindergarten for amateur writers, the editor wrote. I'm sorry, Mr. Kipling, but you just don't know how to use the English language. A century later, John Grisham was turned down by sixteen agents before he found representation-and it was only after Hollywood showed an interest in The Firm that publishers began to take him seriously.The anxiety of rejection is an inevitable part of any writer's development. In this book, Ralph Keyes turns his attention from the difficulty of putting pen to paper-the subject of his acclaimed The Courage to Write -to the frustration of getting the product to the public. Inspiration isn't nearly as important to the successful writer, he argues, as tenacity, and he offers concrete ways to manage the struggle to publish. Drawing on his long experience as a writer and teacher of writing, Keyes provides new insight into the mind-set of publishers, the value of an agent, and the importance of encouragement and hope to the act of authorial creation.

    Thoroughly updated, this accessible introduction to the methods of ethnographic fieldwork reconsiders the status of ethnography and places it quite explicitly in a general methodological context.