Elliott demonstrates how America's first men of letters--Timothy Dwight, Joel Barlow, Philip Freneau, Hugh Henry Brackenridge, and Charles Brockden Brown--sought to make individual genius in literature express the collective genius of the American people. Without literary precedent to aid them, Elliott argues, these writers attempted to convey a vision of what America ought to be; and when the moral imperatives implicit in their writings were rejected by the vast number of their countrymen they became pioneers of another sort--the first to experience the alienation from mainstream American culture that would become the fate of nearly all serious writers who would follow.

This book is a study of the role of writers in social revolutions. It explores how writing and writers have shaped revolutions, and how they continue to do so. It also investigates the connection between writers and radicals, outlining some of the historical, political, social, and intellectual connections between writers and revolution. Overall, this is a book of political theory, literary theory, and political action; it is a call for writers to work towards Socialism.

British Women Writers and the French Revolution provides an overview of a wide range of British women's writings on the French Revolution, from writers sympathetic to the Revolution like Mary Robinson, Helen Maria Williams, and Charlotte Smith, to anti-revolutionary writers like Hannah More and Jane West. Based on new research in French and British archives and libraries, the book uncovers little-known writings by British women, and argues that these writers developed a distinct antinationalism, in some cases even a feminist cosmopolitanism, in their responses to the European revolutionary crisis.

This study investigates German and English revolutionary literary discourse between 1819 and 1848/49. Marked by dramatic socioeconomic transformations, this period witnessed a pronounced transnational shift from the concept of political revolution to one of social revolution. Writing the Revolution engages with literary authors, radical journalists, early proletarian pamphleteers, and political theorists, tracing their demands for social liberation, as well as their struggles with the specter of proletarian revolution. The book argues that these ideological battles translated into competing "poetics of revolution." (Series: Kulturgeschichtliche Perspektiven - Vol. 10)

Revolutionary and writer: how do they fit together in one person’s work? Using literary texts from French, German, Russian and American pro-revolutionary writers, Sheila Delany examines the synergy of politics and rhetoric, art and social commitment. The writers she considers gave voice to the hopes of their time. Some led the events in person as well as through their writing; others worked to build a movement. Marx, Engels, Lenin, Trotsky, Luxemburg, Mao, Sylvain Maréchal, Boris Lavrenov, Bertolt Brecht and others are here: consummate rhetoricians all, not necessarily on the same page politically but for the revolutions of their day.

The 1910 Mexican Revolution saw Francisco "Pancho" Villa grow from social bandit to famed revolutionary leader. Although his rise to national prominence was short-lived, he and his followers (the villistas) inspired deep feelings of pride and power amongst the rural poor. After the Revolution (and Villa's ultimate defeat and death), the new ruling elite, resentful of his enormous popularity, marginalized and discounted him and his followers as uncivilized savages. Hence, it was in the realm of culture rather than politics that his true legacy would be debated and shaped. Mexican literature following the Revolution created an enduring image of Villa and his followers. Writing Pancho Villa's Revolution focuses on the novels, chronicles, and testimonials written from 1925 to 1940 that narrated Villa's grassroots insurgency and celebrated—or condemned—his charismatic leadership. By focusing on works by urban writers Mariano Azuela (Los de abajo) and Martín Luis Guzmán (El águila y la serpiente), as well as works closer to the violent tradition of northern Mexican frontier life by Nellie Campobello (Cartucho), Celia Herrera (Villa ante la historia), and Rafael F. Muñoz (¡Vámonos con Pancho Villa!), this book examines the alternative views of the revolution and of the villistas. Max Parra studies how these works articulate different and at times competing views about class and the cultural "otherness" of the rebellious masses. This unique revisionist study of the villista novel also offers a deeper look into the process of how a nation's collective identity is formed.

This work examines the role of language in forging the modern subject. Focusing on the idea of the "New Man" that has animated all revolutionaries, the present volume asks what it meant to define oneself in terms of one's class origins, gender, national belonging or racial origins.

Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.