Pearson - Instructor's Edition, 2/E - Jonathan Silverman & Dean Rader

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Instructor's Edition, 2/E
Jonathan Silverman, Pace University
Dean Rader, University of San Francisco

ISBN-10: 0131680463
ISBN-13: 9780131680463

Publisher: Longman
Copyright: 2006
Format: Paper; 864 pp
Published: 07/21/2005

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Description

For courses in Freshman Composition, Sophomore or advanced component, and writing intensive cultural study courses.

The Instructor's Edition includes a built-in instructor's manual containing entries that address the questions in the text and also provide a general response about ideas for writing that might stem from the reading. It provides model syllabi for different types and levels of undergraduate courses and includes additional "Worldnotes" which contain off-the-record teaching ideas and experiences.

This cultural studies reader directly engages the process of writing about the “texts” one sees in everyday life. Its comprehensive and inclusive approach focuses on the relationship between reading traditional works–such as short stories, and poems–and other less-traditional ones–such as movies, the Internet, race, ethnicity, and television. More importantly, the book teaches students the usefulness of learning to actively read their surroundings. The new edition features a greatly expanded section on writing, editing, and making arguments.

Features

NEW–New chapter, “Reading and Writing about Relationships”–Examines relationships as a text–full of all the codes, trappings, and intentions of any other kind of text.

~Provides instructors some additional “personal-focus” material for students and helps students think more intentionally about their college lives.

NEW–Focus on poetry as a hybrid text–Altered the focus of the literature chapter from literature generally to poetry specifically. The visual nature of poetry often coincides (or vies) with its literary content.

~Help students and teachers make a transition between what is familiar as a writing subject to subjects less familiar.

NEW–A reader-rhetoric–Added a significant amount of material on how to write about culture, more student writing, more visual material, and an added chapter on reading relationships.

~Makes the reader friendlier to freshman composition.

NEW–Updated or changed readings and suites–Keeping with the changes in popular culture.

~Keeps material fresh and relevant, engaging and exciting.

A built-in instructor's manual

~containing entries that address the questions in the text and also provide a general response about ideas for writing that might stem from the reading. It provides model syllabi

for different types and levels of undergraduate courses and includes additional "Worldnotes" which contain off-the-record teaching ideas and experiences.

A focus on instruction in both reading and writing throughout–Looks at the acts of reading and writing as they apply to a particular medium.

~Help students learn and teachers teach about how to engage popular culture.

~Guides students directly with worksheets, strategies, and possible topics for writing and discussion.

A link to experiences outside the classroom–Lends itself to a more natural relationship between time inside and outside the classroom.

~Promotes active reading of texts inside the classroom, as well as trips outside the classroom, to engage particular mediums.

An emphasis on accessible and critical works–Features a variety of reading levels that range from student written to theoretical works, with a large portion from magazines and newspapers.

~Gives instructors more flexibility in choosing material and allows for a wider range of appeal. Enables students to understand the variety and depth of writing about popular culture so that their interest in culture is sustained after college.

An interdisciplinary perspective–Features chapters with a variety of approaches to a particular medium: historical, cultural, and relating different types of texts to one another.

~Helps students understand the way multiple disciplines can enhance their understanding of the world.

A flexible format–Means the chapters on race and gender can be used for argumentative papers; the chapters on film and literature for analytical essays; and students can research themes evoked by the suites for research papers.

~Allows instructors the freedom to tailor their courses and assignments to various kinds of texts.

New To This Edition

NEW–New chapter, “Reading and Writing about Relationships”–Examines relationships as a text–full of all the codes, trappings, and intentions of any other kind of text.

~Provides instructors some additional “personal-focus” material for students and helps students think more intentionally about their college lives.

~Help students and teachers make a transition between what is familiar as a writing subject to subjects less familiar.

NEW–A reader-rhetoric–Added a significant amount of material on how to write about culture, more student writing, more visual material, and an added chapter on reading relationships.

~Makes the reader friendlier to freshman composition.

NEW–Updated or changed readings and suites–Keeping with the changes in popular culture.

~Keeps material fresh and relevant, engaging and exciting.

Table of Contents

1. Reading and Writing about Poetry.

Pablo Neruda, Ode to My Socks. Naomi Shihab Nye, Blood. James Tate, Goodtime Jesus. William Shakespeare, My Mistress’ Eyes Are Nothing Like the Sun (Sonnet 130). Wanda Coleman, American Sonnet. Shel Silverstein, Bear in There. Carolyn Forche, The Colonel. Langston Hughes, Harlem. Donald Rumsfeld, (and Hart Seely), the Unknown. Campbell McGrath, Capitalist Poem #5. Emily Dickinson, Because I Could Not Stop For Death. Billy Collins, Taking Off Emily Dickinson’s Clothes. Edward Hirsch, How to Read a Poem (from How to Read a Poem and Fall in Love With Poetry). James Longenbach, The Resistance to Poetry (from The Resistance to Poetry).

The “Is It Poetry” Suite.

2. Reading and Writing about Television

Ariel Gore, “TV Can Be a Good Parent.” Harry Waters, “Life According to TV.” Michelle Cottle, “How Soaps are Integrating TV.” Student essay: Archana Mehta, “Society’s Need For A Queer Solution: The Media’s Reinforcement of Homophobia Through Traditional Gender Roles.” Peter Parisi, “‘Black Bart’ Simpson: Appropriation and Revitalization in Commodity Culture.” Katherine Gantz, “Not That There’s Anything Wrong with That.” Student Assignment: Hillary West, Media Journal: The Rosie O’Donnell Show.

The Reality TV Suite. Henry Goldblatt and Ken Tucker, “Reality TV Bites—Or Does it: The New Soap Opera or the End of Civilization. A Point-Counterpoint.”Justin T. P. Ryan, “Reality Dating.”Francine Prose, “Voting Democracy off the Island: Reality TV and the Republican Ethos.”

3. Reading and Writing about Space: Public and Private.

Daphne Spain, Spatial Segregation and Gender Stratification in the Workplace. Kenneth Meeks, “Shopping in a Group While Black: A Coach’s Story.” Robert Bednar, “Caught Looking.” David Chuenyann Lai, “The Visual Character of Chinatowns.” Student Essay: Matt King, “Reading the Nautical Star.”

Space: The Suburban Suite. William L. Hamilton, “How Suburban Design is Failing Teenagers.” William Booth, "A White Migration North from Miami." Sarah Boxer, “A Remedy for the Rootlessness of Modern Suburban Life.” Whitney Gould, “New Urbanism Needs to Keep Racial Issues in Mind.”

4. Reading and Writing about Race and Ethnicity.

Tamar Lewin, "Growing Up, Growing Apart." Michael Omi, "In Living Color: Race and American Culture." Amy Tan, "Mother Tongue." Jim Mahfood, "True Tales of Amerikkkan History Part II: The True Thanksgiving." Beverly Daniel Tatum, “Why Are All the Blacks Sitting Together in the Cafeteria?” Malcolm Gladwell, "The Sports Taboo." Zebedee Nungak, “Qallunaat 101: Inuits Study White Folks in this New Academic Field.” Teja Arboleda, "Race is a Four-Letter Word." Betty Shameih: Censoring Myself.

The Native American Mascot Suite. Ward Churchill, “Let’s Spread the Fun Around.” C. Richard King and Charles Fruehling Springwood, “Imagined Indians Social Identities and Activism.” S. L, Price, “The Indian Wars.”

A Suite of Cartoons. "Dude, I'm honoring you." "Way Cool Outfit." "Can you imagine."

5. Reading and Writing about Movies.

Roger Ebert, “Great Movies: The First 100.” Michael Parenti, “Class and Virtue.” bell hooks, "Mock Feminism." Freya Johnson, “Holy Homosexuality Batman!: Camp and Corporate Capitalism in Batman Forever.” Louise Erdrich, "Dear John Wayne." Sherman Alexie, "My Heroes Have Never Been Cowboys." (Jason Silverman, “Deciphering I: Robot- Random Thoughts from an Evolving Film Critic” Student Essay: Whitney Black, Star Wars and America.

The Passion of the Christ Suite. Roger Ebert, “The Passion of the Christ.” David Denby, “Nailed.” Charity Dell, “An African-American Christian’s View of Passion.” David Edelstein, “Jesus H. Christ.”

Interchapter: Reading and Writing about Images. America, Cowboys, The West, and Race. The Images of Gender. The Semiotics of Architecture. Landscape, Earth, and Excavation. Laundry. Two Flags. Neighborhoods. Cars. Signs. Private Symbol/Public Space: The Virgin of Guadalupe. Two Photos by Diane Arbus. Diners. Maps. Advertisements. “Primitive” Art? Signs?: Two Murals by Rigo. Texas Postcards.

The American Signs on Route 66 Suite.

6. Reading and Writing about Gender.

Deborah Tannen, "Marked Women, Unmarked Men." Holly Devor, “Gender Role Behaviors and Attitudes.” Paul Theroux, "Being a Man." Alfonsina Storni, “You Would Have Me White.” Alice Rutkowski, “Why Chicks Dig Vampires: Sex, Blood and Buffy.” Student Essay: Elizabeth Greenwood, “Unreal City: Gender and War.”

The Myths of Gender Suite. Jill Birnie Henke, Diane Zimmerman Umble, and Nancy J. Smith, “Construction of the Female Self: Feminist Reading and Writing about of the Disney Heroine.” Jane Yolen, "America's Cinderella." Maxine Kingston, “No Name Woman.”

7. Reading and Writing about Art.

John Berger, “Ways of Seeing.” Alan Pratt, “Andy Warhol: The Most Controversial Artist of the Century?” “This Will Be Fun: Four Curators Share Their Top 10 Picks and Reasoning behind the Most Influential Visual Artworks of the Past 1,000 Years” (2000). E. G. Chrichton, “Is the NAMES Quilt Art?” Scott McCloud, "Sequential Art." Diana Mack, "It Isn't Pretty But Is It Art?" Student essay: Anne Darby, “#27: Reading and Writing about Cindy Sherman and Gender.”

The Censorship Suite. J. S. G. Boggs, Life Size & In Color/American Supreme Justice. Andres Serrano, Piss Christ. Mapplethorpe, Joe. Dread Scott, What is the proper way to display a US Flag. Avalos, Hock and Sisco, Welcome to America’s Finest Tourist Plantation. Grany Fury, Kissing Doesn’t Kill. Serrano, Klanswoman. Andy Cox, Citybank posters. Kara Walker, Camptown Ladies. Chris Ofili, The Holy Virgin. Alma Lopez, Our Lady. Renee Cox, yo Mama’s last supper.

“The Boondocks Cartoon”

8. Reading and Writing about Advertising and Journalism.

Malcolm Gladwell, “The Coolhunt.” Clint C. Wilson and Felix Gutierrez, "Advertising and People of Color." William Lutz, "Weasel Words." David McGowan, “The America the Media Don't Want You to See.” Student Essay: Brittany Gray, “Hanes Her Way.” Douglas Rushkoff, “They Say” in Douglas Rushkoff, "They Say" from Coercion: Why We Listen to What "They" Say, Riverhead Books 2000. Student Essay: Arianne Galino, “Sister Act: A Destructive Form of Writing.”

The Baylor University Journalism Suite.

9. Reading and Writing about Relationships.

Margaret Atwood, “Fiction: Happy Endings” in "Happy Endings." Andrew Sullivan, “If Love Were All” in Andrew Sullivan, "If Love Were All." Willie Morris, “My Dog Skip.” David Sedaris, “To Make a Friend, Be A Friend.” Phillip Levine, “You Can Have It.”

The College Relationship Suite. Student Essay: Emily Littlewood, “Can You Handle the Commitment?: Three Types of College Relationships.” Libby Copeland, “Boy Friend; Between those Two Words, A Guy Can Get Crushed.” Laura Kipnis, “Off Limits: Should Students Be Allowed to Hook Up with Professors?” Kathleen Dean More and Lani Roberts, “Case Study #11: Harmful Hug?” Deni Elliot and Paul Martin Lester, “When Is It OK to Invite a Student to Dinner?”

10. Reading and Writing about Music.

Kevin J.H. Dettmar and William Richey, "Musical Cheese: The Appropriation of Seventies Music in Nineties Movies" (to be condensed). Student Essay:Fouzia Baber, “Is Tupac Dead?” Student Essay:Sarah Hawkins, "Right on Target: Revisiting Elvis Costello’s My Aim is True."

The Song Suite. Chuck Berry, “Johnny B. Goode,” by Dave Marsh. Bob Dylan, "Like a Rolling Stone," by Robert Shelton. Nirvana, "Smells Like Teen Spirit," by Michael Azerrad. Student Essay:“Smells Like Teen Spirit,” by Matt Compton. Alessandro Portelli, “Coal Miner’s Daughter.” Ice-T, “Cop Killer,” by Christopher Sieving.

11. Reading and Writing about Technology.

Donald A. Norman, "Infuriating By Design: Everyday Things Need Not Wreak Havoc On Our Lives." Steven Johnson, “How the Computer Changed My Writing” in Interface Culture: How New Technology Tranforms the Way We Create and Communicate. Lisa Nakamura, “Where Do You Want to Go Today?” Heidi Pollock, “Confessions of an Online Journalist.” John Leo, “Kill-for-Kicks Video Games Desensityzing Our Children.” Student Essay: Dan Walsh, “Hungry for a Scapegoat: A Rebuttal to John Leo’s ‘Kill-for-Kicks Video Games Desensitizing our Children.’”

Technology and Communication Suite. Deborah Tannen, “Connections.” Camille Sweeny, “In A Chat Room you can be NE1” in "In a Chat Room, You Can Be NE1: Constructing a Teenage Life On Line." Student Essay:Virginia Colwell, “Internet-Order Brides.”

Courses

First-Year Composition - Reader [THEMATIC --- CULTURAL STUDIES] (Composition)

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Instructor's Edition, 2/E