This book examines Fanti kinship terminology from a variety of analytic and formal perspectives. Based on work with a broad number of informants, David B. Kronenfeld details and analyzes internal variation in usage within the Fanti community, shows the relationship between terminology and social groups and communicative usage, and relates these findings to major theoretical work on kinship and on the intersections of language, thought, and culture.
The terminological analysis in this study employs a great variety of formal approaches, assesses the strengths and weaknesses of each approach, and covers a wide range of types of usage. This work also performs a systematic, formal analysis of behavior patterns among kin, joining this approach with the analysis of a kinship terminological system. Rather than treating kinship terminology as a special, isolated piece of culture, this study also ties its analysis to more general semantic and cultural theoretical issues. Including computational and comparative studies of kinship terminologies, this volume represents the fullest analysis of any kinship terminological system in the ethnographic record.
Learning how to give and receive feedback is fundamental to the development of every student and professional. Yet few of us are ever taught anything like “feedback skills.”
This book, which is the first in the Feedback Loops series, is designed to change that. Here is what students who have taken the University of Michigan Law School course on which the series is based have said about it:
“One of the most memorable and useful classes I have taken in law school!”
“Excellent, full stop.”
“This class was always a fun highlight of my week.”
Are feminists really angry, unreasoning, man-haters who argue only from an emotional perspective as some claim? Does the incessant repetition of this trope make anti-feminism and misogyny a routine element in everyday speech? And does this repetition work towards delegitimizing feminist arguments and/or undermining feminist politics? How do skilled feminist writers deploy affect to advance feminist ideas? In Feminismand Affect at the Scene of Argument, Barbara Tomlinson addresses these questions, providing a lucid examination of the role of affect in feminist and antifeminist academic arguments.
Using case studies from controversies in socio-legal studies, musicology, and science studies, among other disciplines, Tomlinson examines the rhetorics of anger, contempt, betrayal, intensification, and ridicule. She employs a set of critical tools—feminist “socio-forensic” discursive analysis—that will prove indispensible for understanding and countering tropes like that of the angry feminist. Moreover, these tools will advance feminism, which, she argues, is generated in and by arguments with allies and antagonists.
In an era of debates that generate more heat than light, Feminism and Affectat the Scene of Argument offers a timely provocation for transforming the terms of reading and writing in scholarship and civic life.
Misunderstanding and denigration of postmodern feminism are widespread. Elizabeth Flynn’s Feminism Beyond Modernism comes to its defense in a cogent and astute manner by first distinguishing between postmodern and antimodern feminisms and then reclaiming postmodern feminism by reconfiguring its relationship to modernism.
Too often postmodern feminism is unfairly identified as opposed to modernism and associated with subjectivism and relativism. Flynnaddresses these problems by provisionally defining postmodern feminism as problematizing and critiquing modernism without directly opposing it. Flynn also suggests that feminist traditions that reject modernism, such as radical and cultural feminisms, are antimodern rather than postmodern.
In this interdisciplinary study, Flynn defines feminist traditions broadly, situating her discussions within the contexts of literary studies and rhetoric and composition while simultaneously exploring the troubled relationship between these fields. Departing from accepted definitions of modernism, Flynn distinguishes between aesthetic modernism and Enlightenment modernism and uses the work of John Locke, Sigmund Freud, Charlotte Perkins Gilman, Michel Foucault, Donna Haraway, and others as benchmarks for historical placement. In addition, rereadings of works by Virginia Woolf, Adrienne Rich, Alice Walker, Louise Rosenblatt, and others demonstrate the complex ways in which they respond to modernist pressures and tendencies. From this context, Flynn’s Feminism Beyond Modernism reconfigures feminist traditions by defining postmodern feminism as a critique of modernism rather than as an antimodern opponent.
The first book-length investigation of a pioneering English professor and theorist at Vassar College, A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck explores Buck’s contribution to the fields of education and rhetoric during the Progressive Era. By contextualizing Buck’s academic and theoretical work within the rise of women’s educational institutions like Vassar College, the social and political movement toward suffrage, and Buck’s own egalitarian political and social ideals, Suzanne Bordelon offers a scholarly and well-informed treatment of Buck’s achievements that elucidates the historical and contemporary impact of her work and life.
Bordelon argues that while Buck did not call herself a feminist, she embodied feminist ideals by demanding the full participation of her female students and by challenging power imbalances at every academic, social, and political level.
A Feminist Legacy reveals that Vassar College is an undervalued but significant site in the history of women’s argumentation and pedagogy. Drawing on a rich variety of archival sources, including previously unexamined primary material, A Feminist Legacy traces the beginnings of feminist theories of argumentation and pedagogy and their lasting legacy within the fields of education and rhetoric.
To contextualize a new and changed landscape for narratives in the history of rhetoric, Royster and Kirsch present four critical terms of engagement—critical imagination, strategic contemplation, social circulation, and globalization—as the foundation for a new analytical model for understanding, interpreting, and evaluating feminist rhetorical inquiry and the study and teaching of rhetoric in general. This model draws directly on the wealth of knowledge and understanding gained from feminist rhetorical practices, especially sensitivity toward meaningfully and respectfully rendering the work, lives, cultures, and traditions of historical and contemporary women in rhetorical scholarship.
Proposing ambitious new standards for viewing and valuing excellence in feminist rhetorical practice, Royster and Kirsch advocate an ethos of respect and humility in the analysis of communities and specific rhetorical performances neglected in rhetorical history, recasting rhetorical studies as a global phenomenon rather than a western one. They also reflect on their own personal and professional development as researchers as they highlight innovative feminist research over the past thirty years to articulate how feminist work is changing the field and pointing to the active participation of women in various discourse arenas and to the practices and genres they use.
Valuable to new and established scholars of rhetoric, Feminist Rhetorical Practice: New Horizons for Rhetoric, Composition, and Literacy Studies is essential for understanding the theoretical, methodological, and ethical impacts of feminist rhetorical studies on the wider field.
Winner, 2014 Winifred Bryan Horner Outstanding Book Award
Although it is well known in other fields, the concept of “resilience” has not been addressed explicitly by feminist rhetoricians. This collection develops it in readings of rhetorical situations across a range of social contexts and national cultures. Contributors demonstrate that resilience offers an important new conceptual frame for feminist rhetoric, with emphasis on agency, change, and hope in the daily lives of individuals or groups of individuals disempowered by social or material forces. Collectively, these chapters create a robust conception of resilience as a complex rhetorical process, redeeming it from its popular association with individual heroism through an important focus on relationality, community, and an ethics of connection. Resilience, in this volume, is a specifically rhetorical response to complicated forces in individual lives. Through it, Feminist Rhetorical Resilience widens the interpretive space within which rhetoricians can work.
A Few Months to Live describes what dying is like from the perspectives of nine terminally ill individuals and their caregivers. Documenting a unique study of end-of-life experiences that included detailed conversations in home care settings, the book focuses on how participants lived their daily lives, understood their illnesses, coped with symptoms-especially pain-and searched for meaning or spiritual growth in their final months of life. The accounts are presented largely in the participants' own words, illuminating both the medical and non-medical challenges that arose from the time each learned the "bad news" through their final days of life and memorial services.
Describing the nationwide crisis that surrounds end-of-life care, the authors contend that informal caregiving by relatives and close friends is an enormous and too-often invisible resource that deserves close and public attention. By incorporating not only the ill person's but also the family's perspective, they portray the nine participants in the contexts of their daily lives and relationships rather than simply as patients. Addressing such issues as palliative care, quality of life, financial hardship, grief and loss, and communications with medical personnel, the authors identify how families, professionals, and communities can respond to the challenges of terminal illness and the need to confront life's end.
One of the first collections to focus on independent writing programs, A Field of Dreams offers a complex picture of the experience of the stand-alone. Included here are narratives of individual programs from a wide range of institutions, exploring such issues as what institutional issues led to their independence, how independence solved or created administrative problems, how it changed the culture of the writing program and faculty sense of purpose, success, or failure.
Further chapters build larger ideas about the advantages and disadvantages of stand-alone status, covering labor issues, promotion/tenure issues, institutional politics, and others. A retrospective on the famous controversy at Minnesota is included, along with a look at the long-established independent programs at Harvard and Syracuse.
Finally, the book considers disciplinary questions raised by the growth of stand-alone programs. Authors here respond with critique and reflection to ideas raised by other chapters—do current independent models inadvertently diminish the influence of rhetoric and composition scholarship? Do they tend to ignore the outward movement of literacy toward technology? Can they be structured to enhance interdisciplinary or writing-across-the-curriculum efforts? Can independent programs play a more influential role in the university than they do from the English department?
Tim Cassedy’s fascinating study examines the role that language played at the turn of the nineteenth century as a marker of one’s identity. During this time of revolution (U.S., French, and Haitian) and globalization, language served as a way to categorize people within a world that appeared more diverse than ever. Linguistic differences, especially among English-speakers, seemed to validate the emerging national, racial, local, and regional identity categories that took shape in this new world order.
Focusing on six eccentric characters of the time—from the woman known as “Princess Caraboo” to wordsmith Noah Webster—Cassedy shows how each put language at the center of their identities and lived out the possibilities of their era’s linguistic ideas. The result is a highly entertaining and equally informative look at how perceptions about who spoke what language—and how they spoke it—determined the shape of communities in the British American colonies and beyond.
This engagingly written story is sure to appeal to historians of literature, culture, and communication; to linguists and book historians; and to general readers interested in how ideas about English developed in the early United States and throughout the English-speaking world.
Presenting financial management principles and best practices applicable to both public and academic libraries, this comprehensive text elucidates a broad array of issues crucial for those entering a managerial position. Both thorough and straightforward, Sannwald's treatment
Melting sea ice and rumbling volcanoes. Sled dogs racing through unnamed valleys.
These were the images that came to mind when Molly Rettig moved to Fairbanks, Alaska to work as a reporter at the local newspaper. An avid environmentalist, she couldn’t wait to explore the vast, untamed spaces that had largely been paved over on the east coast. But when her 72-year-old neighbor, Clutch, invites her on a tour of his gold mine—an 800-foot tunnel blasted into the side of his house–she begins to question many of her ideas about Alaska, and about herself.
In Finding True North, Rettig takes us on a gripping journey through Alaska's past that brings alive the state's magnificent country and its quirky, larger-than-life characters. She meets a trapper who harvests all she needs from the land, a bush pilot who taught himself how to fly, and an archaeologist who helped build an oil pipeline through pristine wilderness. While she learns how airplanes, mines, and oil fields have paved the way for newcomers like herself, she also stumbles upon a bigger question: what has this quest for Alaska’s natural resources actually cost, and how much more is at stake?
This is a book about all the ways wild places teach us about ourselves. Rettig writes both playfully and honestly about how one place can be many things to many people—and how all of it can be true.
For many years, Roger Brown and his colleagues have studied the developing language of pre-school children--the language that ultimately will permit them to understand themselves and the world around them. This longitudinal research project records the conversational performances of three children, studying both semantic and grammatical aspects of their language development.
These core findings are related to recent work in psychology and linguistics--and especially to studies of the acquisition of languages other than English, including Finnish, German, Korean, and Samoan. Roger Brown has written the most exhaustive and searching analysis yet undertaken of the early stages of grammatical constructions and the meanings they convey.
The five stages of linguistic development Brown establishes are measured not by chronological age-since children vary greatly in the speed at which their speech develops--but by mean length of utterance. This volume treats the first two stages.
Stage I is the threshold of syntax, when children begin to combine words to make sentences. These sentences, Brown shows, are always limited to the same small set of semantic relations: nomination, recurrence, disappearance, attribution, possession, agency, and a few others.
Stage II is concerned with the modulations of basic structural meanings--modulations for number, time, aspect, specificity--through the gradual acquisition of grammatical morphemes such as inflections, prepositions, articles, and case markers. Fourteen morphemes are studied in depth and it is shown that the order of their acquisition is almost identical across children and is predicted by their relative semantic and grammatical complexity.
It is, ultimately, the intent of this work to focus on the nature and development of knowledge: knowledge concerning grammar and the meanings coded by grammar; knowledge inferred from performance, from sentences and the settings in which they are spoken, and from signs of comprehension or incomprehension of sentences.
In (First Person)2, Day and Eodice offer one of the few book-length studies of co-authoring in academic fields since Lunsford and Ede published theirs over a decade ago. The central research here involves in-depth interviews with ten successful academic collaborators from a range of disciplines and settings. The interviews explore the narratives of these informants' experience—what brought them to collaborate, what cognitive and logistical processes were involved as they worked together, what is the status of collaborated work in their field, and so on—and situate these informants within the broader discussion of collaboration theory and research as it has been articulated over the last ten years.
As the study develops, Day and Eodice become most interested in the affective domain of co-authorship, and they find the most promising explorations of that domain in the work of feminist theorists in composition.
Jessica Restaino offers a snapshot of the first semester experiences of graduate student writing teachers as they navigate predetermined course syllabi and materials, the pressures of grading, the influences of foundational scholarship, and their own classroom authority. With rich qualitative data gathered from course observations, interviews, and correspondence, Restaino traces four graduate students’ first experiences as teachers at a large, public university. Yet the circumstances and situations she relates will ring familiar at widely varying institutions.
First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground presents a fresh and challenging theoretical approach to understanding and improving the preparation of graduate students for the writing classroom. Restaino uses a three-part theoretical construct—labor, action, and work, as defined in Hannah Arendt’s work of political philosophy, The Human Condition—as a lens for reading graduate students’ struggles to balance their new responsibilities as teachers with their concurrent roles as students. Arendt’s concepts serve as access points for analysis, raising important questions about graduate student writing teachers’ first classrooms and uncovering opportunities for improved support and preparation by university writing programs.Fitter, Happier: The Eugenic Strain in Twentieth-Century Cancer Rhetoric is a thought-provoking exploration of the relationship between cancer rhetoric, American ideals, and eugenic influences in the twentieth century. This groundbreaking work delves into the paradoxical interplay between acknowledging the genuine threat of cancer and the ingrained American ethos of confidence and control.
Agnew’s meticulous research traces the topic’s historical context, unveiling how cancer discourses evolved from a hushed personal concern to a public issue thanks to the rise of cancer research centers and advocacy organizations. However, she unearths a troubling dimension to these discussions—subtle yet persistent eugenic ideologies that taint cancer arguments and advocacy groups. By dissecting prevailing cancer narratives, Agnew brings into focus how ideals rooted in eliminating imperfections and embracing progress converge with concerns for safeguarding societal fitness.
Fitter, Happier scrutinizes the military origins and metaphors that permeate government policies and medical research, the transformation of cancer’s association with melancholy into a rallying cry for a positive outlook, and the nuanced implications of prevention-focused dialogues. Reflecting on the varied experiences of actual cancer patients, Agnew resists the neat assimilation of these stories into a eugenic framework. Agnew’s insights prompt readers to contemplate the societal meanings of disease and disability as well as how language constructs our shared reality.
Outcome-based planning and evaluation (OBPE), with its straightforward approach built on a flexible framework, is the perfect model to enable youth services professionals to deliver effective services regardless of uncertainties. An outcome-based approach can help youth services stay grounded in producing desired outcomes with and for youth through responsive programs, services, and processes that can adapt to changing conditions. Clarifying the relationship between planning, program development, and evaluation, the five simple steps outlined in this book will help youth services staff conduct solid community assessments and integrate OBPE into their work. Inside its pages you will learn
Fonología generativa contemporánea de la lengua española, in its extensively revised and updated second edition, shows how recent theoretical and methodological advances have enhanced our understanding of Spanish phonology.
This comprehensive book, written completely in Spanish, introduces the latest concepts and principles of phonological analysis and applies these theories to the study of the Spanish language. This new edition includes new chapters on intonation and laboratory phonology and greatly expands the coverage of optimality theory. Exercises and further readings at the end of each chapter, as well as the volume’s glossary of linguistic terminology, facilitate effective classroom use.
This book is an essential reference for scholars of Spanish linguistics and will be required reading for advanced undergraduate and graduate students of Spanish. An answer key is available on the GU Press website for teachers only.
In this book, first published in 1985, Ernest G. Bormann explores mass persuasion in America from 1620 to 1860, examining closely four rhetorical communities: the revivals of 1739–1740, the hot gospel of the postrevolutionary period, the evangelical revival and reform of the 1830s, and the Free Soil and Republican parties. Each community varies greatly, but Bormann asserts that each succeeding community shares a rhetorical vision of restoring the “American Dream” that is essentially a modification of the previous visions. Thus, they form a family of rhetorical visions that constitutes a rhetorical tradition of importance in nineteenth-century American popular culture.
In The Forgotten Tribe: Scientists as Writers, Lisa Emerson offers an important corrective to the view that scientists are "poor writers, unnecessarily opaque, not interested in writing, and in need of remediation." She argues that scientists are among "the most sophisticated and flexible writers in the academy, often writing for a wider range of audiences (their immediate disciplinary peers, peers in adjacent fields, a broad scientific audience, industry, and a range of public audiences including social media) than most other faculty." Moreover, she notes, the often collaborative and multidisciplinary nature of their work results in writing practices that "may be more socially complex, and require more articulation, mediation, and interpersonal communication, and more use of advanced media and technology than those of faculty in other disciplines."
Drawing on extensive interviews with scientists, Emerson argues that writing scholars have "engaged in a form of cultural appropriation" that has worked against a deeper understanding of the contexts in which scientists work and the considerations they bring to their writing. Emerson grounds her analysis in the voices of scientists in a way that allows us to understand not only how they approach writing but also how we might usefully teach writing in the sciences. The Forgotten Tribe offers a valuable contribution to our understanding of scientific writing, allowing us to hear voices that are seldom included in our discussions of this critical area.
The meaning of any linguistic expression resides not only in the words, but also in the ways that those words are conveyed. In her new study, Miako N. P. Rankin highlights the crucial interrelatedness of form and meaning at all levels in order to consider specific types of American Sign Language (ASL) expression. In particular, Form, Meaning, and Focus in American Sign Language considers how ASL expresses non-agent focus, similar to the meaning of passive voice in English.
Rankin’s analyses of the form-meaning correspondences of ASL expressions of non-agent focus reveals an underlying pattern that can be traced across sentence and verb types. This pattern produces meanings with various levels of focus on the agent. Rankin has determined in her meticulous study that the pattern of form-meaning characteristic of non-agent focus in ASL is used prolifically in day-to-day language. The recognition of the frequency of this pattern holds implications regarding the acquisition of ASL, the development of curricula for teaching ASL, and the analysis of ASL discourse in effective interpretation.
Among journalists—and particularly war correspondents—Homer Bigart was both legend and example. In a career of four decades, first with the New York Herald Tribuneand then, through 1972, with The New York Times, Bigart distinguished himself as a superb writer and tireless digger for the realities that could be learned only in the field and not at headquarters. In 1943 Bigart sailed for England to cover the air war and was soon on mule-back in Sicily, and hanging on at Anzio. He then went to the Pacific, where his dispatches won him his first Pulitzer Prize for foreign correspondence. When hostilities erupted in Korea he was again on the front lines in the front lines in the Orient, and again recipient of a Pulitzer. By the time of the American involvement in Vietnam, he was an old-timer, a seasoned correspondent admired and celebrated for his wit but regarded with awe for his masterly stories, in which straightforward prose, informed by tenacious reporting, cut to the heart of the issues.
Previously available only n crumbling library copies of the Tribune and the Times, or in microfilm repositories, his dispatches, with their rare insights into warefar and he minds of those who wage war, are now collected in Forward Positions: The War Correspondence of Home Bigart, edited by Betsy Wade and introduced by Harrison E. Salisbury, himself the winner of a Pulitzer Prize for journalism.
Forward Positions does honor to a breed of journalist that had passed into history by the time of Bigart’s death. It includes one of the first accounts of the atomic annihilation of Hiroshima, a report on the war-crimes trial of Adolf Eichmann, a number of dispatches on “hot” battles of the Cold War, and a probing dispatch on Lieutenant William Calley’s testimony on the Mỹ Lai Massacre. With this representative selection of more than fifty of Bigart’s accounts of war on the ground, in the air, and in the courtroom, Wade provides a wealth of background material about his career, as well as glimpses of his impact on journalism. The book promises hours of captivating and informative reading for journalists, historians, veterans, and anyone who likes a good story tautly told.
It’s not hyperbole to conclude that in today’s world, information literacy is essential for survival and success; and also that, if left unchecked, the social consequences of widespread misinformation and information illiteracy will only continue to grow more dire. Thus its study must be at the core of every education. But while many books have been written on information literacy, this text is the first to examine information literacy from a cross-national, cross-cultural, and cross-institutional perspective. From this book, readers will
Foreword by Alan S. Inouye; Afterword by Nancy Kranich
The first of its kind, this important new text provides a much-needed introduction to the myriad information policy issues that impact information professionals, information institutions, and the patrons and communities served by those institutions. In this key textbook for LIS students and reference text for practitioners, noted scholars Jaeger and Taylor
Richard E. Rubin’s book has served as the authoritative introductory text for generations of library and information science practitioners, with each new edition taking in its stride the myriad societal, technological, political, and economic changes affecting our users and institutions and transforming our discipline. Rubin teams up with his daughter, Rachel G. Rubin, a rising star in the library field in her own right, for the fifth edition. Spanning all types of libraries, from public to academic, school, and special, it illuminates the major facets of LIS for students as well as current professionals. Continuing its tradition of excellence, this text addresses
In its newest edition, Foundations of Library and Information Science remains the field’s essential resource.
Presented here are four major theories behind the functioning of the world's presses: (1) the Authoritarian theory, which developed in the late Renaissance and was based on the idea that truth is the product of a few wise men; (2) the Libertarian theory, which arose from the works of men like Milton, Locke, Mill, and Jefferson and avowed that the search for truth is one of man's natural rights; (3) the Social Responsibility theory of the modern day: equal radio and television time for political candidates, the obligations of the newspaper in a one-paper town, etc.; (4) the Soviet Communist theory, an expanded and more positive version of the old Authoritarian theory.
Rhetorical remnants.
The Loeb Classical Library series Fragmentary Republican Latin continues with oratory, an important element of Roman life from the earliest times, essential to running public affairs and for advancing individual careers long before it acquired literary dimensions, which happened once orators decided to write up and circulate written versions of their speeches after delivery.
Beginning with Appius Claudius Caecus (340–273 BC), this three-volume edition covers the full range of speech-making—political, juridical, and epideictic (display)—and with the exceptions of Cato the Elder and Cicero includes all individuals for whom speech-making is attested and for whose speeches quotations, descriptive testimonia, or historiographic recreations survive.
Such an overview provides insight into the typical forms and themes of Roman oratory as well as its wide variety of occasions and styles. By including orators from different phases within the Republican period as well as men given high or low rankings by contemporaries and later ancient critics, the collection offers a fuller panorama of Roman Republican oratory than a selection guided simply by an orator’s alleged or canonical quality, or by the amount of evidence available.
This edition includes all the orators recognized by Malcovati and follows her numbering, but the texts have been drawn from the most recent and reliable editions of the source authors and revised in light of current scholarship; additional material has been included with its own separate numbering. Helping to guide readers through the material are faithful translations, informative introductions, and ample annotation.
Rhetorical remnants.
The Loeb Classical Library series Fragmentary Republican Latin continues with oratory, an important element of Roman life from the earliest times, essential to running public affairs and for advancing individual careers long before it acquired literary dimensions, which happened once orators decided to write up and circulate written versions of their speeches after delivery.
Beginning with Appius Claudius Caecus (340–273 BC), this three-volume edition covers the full range of speech-making—political, juridical, and epideictic (display)—and with the exceptions of Cato the Elder and Cicero includes all individuals for whom speech-making is attested and for whose speeches quotations, descriptive testimonia, or historiographic recreations survive.
Such an overview provides insight into the typical forms and themes of Roman oratory as well as its wide variety of occasions and styles. By including orators from different phases within the Republican period as well as men given high or low rankings by contemporaries and later ancient critics, the collection offers a fuller panorama of Roman Republican oratory than a selection guided simply by an orator’s alleged or canonical quality, or by the amount of evidence available.
This edition includes all the orators recognized by Malcovati and follows her numbering, but the texts have been drawn from the most recent and reliable editions of the source authors and revised in light of current scholarship; additional material has been included with its own separate numbering. Helping to guide readers through the material are faithful translations, informative introductions, and ample annotation.
Rhetorical remnants.
The Loeb Classical Library series Fragmentary Republican Latin continues with oratory, an important element of Roman life from the earliest times, essential to running public affairs and for advancing individual careers long before it acquired literary dimensions, which happened once orators decided to write up and circulate written versions of their speeches after delivery.
Beginning with Appius Claudius Caecus (340–273 BC), this three-volume edition covers the full range of speech-making—political, juridical, and epideictic (display)—and with the exceptions of Cato the Elder and Cicero includes all individuals for whom speech-making is attested and for whose speeches quotations, descriptive testimonia, or historiographic recreations survive.
Such an overview provides insight into the typical forms and themes of Roman oratory as well as its wide variety of occasions and styles. By including orators from different phases within the Republican period as well as men given high or low rankings by contemporaries and later ancient critics, the collection offers a fuller panorama of Roman Republican oratory than a selection guided simply by an orator’s alleged or canonical quality, or by the amount of evidence available.
This edition includes all the orators recognized by Malcovati and follows her numbering, but the texts have been drawn from the most recent and reliable editions of the source authors and revised in light of current scholarship; additional material has been included with its own separate numbering. Helping to guide readers through the material are faithful translations, informative introductions, and ample annotation.
Incomplete but invaluable excerpts from otherwise lost orations.
Cicero (Marcus Tullius, 106–43 BC), Roman advocate, orator, politician, poet, and philosopher, about whom we know more than we do of any other Roman, lived through the stirring era that saw the rise, dictatorship, and death of Julius Caesar in a tottering republic. In Cicero’s political speeches and in his correspondence, we see the excitement, tension, and intrigue of politics and the important part he played in the turmoil of the time.
Although Cicero’s oratory is well attested—of 106 known speeches, fifty-eight survive intact or in large part—the sixteen speeches that survive only in quotations nevertheless fill gaps in our knowledge. These speeches attracted the interest of later authors, particularly Asconius and Quintilian, for their exemplary content, oratorical strategies, or use of language, failing to survive entire not because they were inferior in quality or interest but due to factors contingent on the way Cicero’s speeches were read, circulated, and evaluated in (especially late) antiquity.
The fragmentary speeches fall, like Cicero’s career in general, into three periods: the preconsular, the consular, and the postconsular, and here are presented chronologically, numbered continuously, and their fragments arranged, insofar as possible, in the order in which they would have occurred, followed by unplaced quotations. Each speech receives an introduction and ample notation.
This edition, which completes the Loeb Classical Library edition of Cicero, includes all speeches with attested fragments, together with testimonia. Based upon Crawford’s edition of 1994, the sources have been examined afresh, and newer source-editions substituted where appropriate.
In an insightful assessment of the study and teaching of writing against the larger theoretical, political, and technological upheavals of the past thirty years, Fragments of Rationality questions why composition studies has been less affected by postmodern theory than other humanities and social science disciplines.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press