From Library Journal This three-volume work is a clever and serviceable repackaging of the eight-volume Critical Survey of Long Fiction, second revised edition (LJ 10/1/00). Rollyson, who also supervised the Critical Survey, offers 104 up-to-date essays, primarily by U.S. scholars, maintaining the same thorough analysis and consistent tone as the original. Each essay lists the principal works by the author and describes his or her achievements and biography, analyzing the overall body of work and each novel individually. The updated annotated bibliography at the end of each essay provides excellent sources for further research, and over half the essays include a photo or drawing of the author. The writers, a few of whom were born in Ireland but have close associations to Great Britain, were chosen because their works are often studied in high school and college. A wide range of styles and genres, notably gothic, mystery, and sf, are represented. A nine-page glossary of terms and techniques and a time line, which begins in the early 15th century, ends in 1950, and notes each author's date and place of birth, precedes an index consisting mainly of author and title references. The volumes seem well bound, but the type is smaller and the paper thinner than in the original series. A complete list of contents appears at the beginning of each volume, making the set easy to browse. The compact size and focus on one country of origin will appeal to less sophisticated scholars. Highly recommended for small public and college libraries.
The author:
The book has six chapters and investigates a variety of forms of translation. My intent with this variety was to underline that the translation process is not simply a relationship between a source text and a target text, or a translator and an author, but is a central meeting point for a mixture of relationships that are textually, culturally or personally bound.
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers.
Where other works of literary criticism are absorbed with the question--How to read a book?--Imagining Virginia Woolf asks a slightly different but more intriguing one: how does one read an author? It answers the question by undertaking an experiment in critical biography. The subject of this work is not Virginia Woolf, the person who wrote the novels, criticism, letters, and famous diary, but a different being altogether, someone or something Maria DiBattista identifies as "the figment of the author." This is the Virginia Woolf who lives intermittently in the pages of her writings and in the imagination of her readers. Drawing on Woolf's own extensive remarks on the pleasures and perils of reading, DiBattista argues that reading Woolf, in fact reading any author, involves an encounter with this imaginative figment, whose distinct stylistic traits combine to produce that beguiling phantom--the literary personality.
The purpose of this book is to help doctors and other health professionals with their writing problems. It consists of several hundred topics, from the process of writing to authorship, and from the use of semi-colons to the law of late literals. These are arranged alphabetically, with extensive cross referencing and, where appropriate, lists of books that the author has read and recommends. The book will provide concise, practical information about how to tackle any form of writing required of health care professionals.
