Focusing on the efforts of nine European intellectuals, including Tocqueville, Flaubert and Marx, to make sense of 1848, Jonathan Beecher casts a fresh and engaging perspective on the experience and impact of the Revolution, and on why, within two generations, a democratic revolution had twice culminated in the dictatorship of a Napoleon.

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.

This is a hard-hitting and sometimes scathing critique of the current educational system that not only gives a hands-on method for learning how to write, but also a lesson on how to connect to the core of our creative selves.

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.

This book challenges our current critical understanding of the relations between gender, genre, and literary authority in this period.

In the politically volatile period from the 1960s through the end of the twentieth century, Latin American authors were in direct dialogue with the violent realities of their time and place. Writing Revolution in Latin America is a chronological study of the way revolution and revolutionary thinking is depicted in the fiction composed from the eye of the storm. From Mexico to Chile, the gradual ideological evolution from a revolutionary to a neoliberal mainstream was a consequence of, on the one hand, the political hardening of the Cuban Revolution beginning in the late 1960s, and, on the other, the repression, dictatorships, and economic crises of the 1970s and beyond. Not only was socialist revolution far from the utopia many believed, but the notion that guerrilla uprisings would lead to an easy socialism proved to be unfounded. Similarly, the repressive Pinochet dictatorship in Chile led to unfathomable tragedy and social mutation. This double-edged phenomenon of revolutionary disillusionment became highly personal for Latin American authors inside and outside Castro's and Pinochet's dominion. Revolution was more than a foreign affair, it was the stuff of everyday life and, therefore, of fiction. Juan De Castro's expansive study begins ahead of the century with José Martí in Cuba and continues through the likes of Mario Vargas Llosa in Peru, Gabriel García Márquez in Colombia, and Roberto Bolaño in Mexico (by way of Chile). The various, often contradictory ways the authors convey this precarious historical moment speaks in equal measure to the social circumstances into which these authors were thrust and to the fundamental differences in the ways they themselves witnessed history.