This textbook provides a thought-provoking introduction to the practice of literary stylistics. It is based on extensive teaching experience, and makes new insights from linguistic and literary scholarship accessible to students in their daily practice of reading, analysing and evaluating literary texts. The twelve chapters, written by experts in the field, provide a firm foundation for the development of language and context-based literary criticism. The book allows students to increase their creative responsiveness to the interplay between text and context, and between language and social situation.
Charles Dickens is best known for his contributions to the world of literature, but during his young life, Dickens witnessed terrible things that stayed with him: families starving in doorways, babies being “dropped” on streets by mothers too poor to care for them, and a stunning lack of compassion from the upper class. After his family went into debt and he found himself working at a shoe-polish factory, Dickens soon realized that the members of the lower class were no different than he, and, even worse, they were given no chance to better themselves. It was then that he decided to use his greatest talent, his writing ability, to tell the stories of those who had no voice.
Where, when, and why did European Romantics take to Shakespeare? How about Shakespeare's reception in enduring Neoclassical or in popular traditions? And above all: which Shakespeare did these various groups promote? This collection of essays leaves behind the time-honoured commonplaces about Shakespearean translation (the 'translatability' of Shakespeare's forms and meanings, the issue of 'loss' and 'gain' in translation, the distinction between 'translation' and 'adaptation', translation as an 'art'. etc.) and joins modern Shakespearean scholarship in its attempt to lay bare the cultural mechanisms endowing Shakespeare's texts with their supposedly inherent meanings.
What was the purpose of representing foreign lands for writers in the English Renaissance? This innovative and wide-ranging study argues that writers often used their works as vehicles to reflect on the state of contemporary English politics, particularly their own lack of representation in public institutions. Sometimes such analyses took the form of displaced allegories, whereby writers contrasted the advantages enjoyed, or disadvantages suffered, by foreign subjects with the political conditions of Tudor and Stuart England. Elsewhere, more often in explicitly colonial writings, authors meditated on the problems of government when faced with the possibly violent creation of a new society.
To many academics, composition still represents typewritten texts on 8.5” x 11” pages that follow rote argumentative guidelines. In Toward a Composition Made Whole, Jody Shipka views composition as an act of communication that can be expressed through any number of media and as a path to meaning-making. Her study offers an in-depth examination of multimodality via the processes, values, structures, and semiotic practices people employ everyday to compose and communicate their thoughts.
The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns
Added by: Anonymous | Karma: | Literature Studies, Linguistics | 12 February 2015
Thomas P. Miller defines college English studies as literacy studies and examines how it has evolved in tandem with broader developments in literacy and the literate. He maps out “four corners” of English departments: literature, language studies, teacher education, and writing studies. Miller identifies their development with broader changes in the technologies and economies of literacy that have redefined what students write and read, which careers they enter, and how literature represents their experiences and aspirations.