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These books have won the American Pulitzer Prize for Biography or Autobiography. For articles about the prize-winning writers, see Category:Pulitzer Prize for Biography or Autobiography winners. See also Category:Pulitzer Prize for History–winning works.
Category:Literary autobiographies This is a category for autobiographies or memoirs by literary figures (known for works other than the autobiography), or those in large part concerned with them, for example as partners.
The Autobiography Of Goethe: Truth And Poetry, From My Own Life: 1848 William Wordsworth: The Prelude: 1850 Leo Tolstoy: Childhood, Boyhood, and Youth: 1856 Alexandre Dumas: Mes Mémoires: 1856 John Neal: Wandering Recollections of a Somewhat Busy Life: An Autobiography: 1869 Sara Coleridge: Memoir: 1874 Thomas Carlyle: Reminiscences: 1881 ...
6. Texas Tragedy: The Story of Priscilla Davis: A True Story of Money, Murder and Survival by Greg Brown. Priscilla Davis' oil heir second husband shot and killed her daughter and her boyfriend ...
Provincial titles are those with authority over a constituent state, such as a United States governor. Regional titles are those with authority over multiple constituent states, such as a federal judge. Courtly titles have no sovereign power of their own but are granted high prestige by, and are possibly able to exert influence over, a head of ...
The title of the book emerges from his second day of teaching at McKee Vocational High School, when one student both asked a question that framed McCourt's teaching style for the next 30 years, and then would not pick up on and use McCourt's name, but called him, "yo, teach" and then "yo, teacher man", when asking his question.
Each volume is illustrated by relevant drawings, paintings, or photographs of the authors as well as title pages of their works. [4] As of 2006, the series had 375 volumes, which included 23 yearbooks and 45 documentary volumes. Altogether, the series included 13,500 author biographies. [1] The DLB exists in both print and electronic versions. [1]
Highlander used the principles of democratic education - where students were the authorities in the classroom, the teacher is a facilitator, and the focus of education is teaching collective action for social change - to play a key role in the labor movement of the 1930s and the civil rights movement of the 1950s and 1960s.