Robin Hood, whether riding through the glen, robbing the rich to pay the poor or giving the Sheriff of Nottingham his come-uppance, is one of the most captivating and controversial legendary figures. Was there a historical figure behind the legends? Did Robin and his Merry Men rampage through Sherwood Forest, or, as many scholars now believe, is it extremely unlikely that he ever set foot in Nottinghamshire, spending most of his time in Barnsdale Wood in Yorkshire?

How does reading fiction affect young people? How can they transfer fictional experience into real life? Why do they care about fictional characters? How does fiction enhance young people's sense of self-hood? Supported by cognitive psychology and brain research, this ground-breaking book is the first study of young readers' cognitive and emotional engagement with fiction.

In 2007 the French newspaper Le Monde published a manifesto titled "Toward a 'World Literature' in French," signed by forty-four writers, many from France's former colonies. Proclaiming that the francophone label encompassed people who had little in common besides the fact that they all spoke French, the manifesto's proponents, the so-called francophone writers themselves, sought to energize a battle cry against the discriminatory effects and prescriptive claims of francophonie.

Presents an introduction to the myths, legends, and folklore surrounding zombies, discussing how different cultures have depicted them throughout the ages and the rituals they have used to fight them. To capitalize on the fascination teens have with all kinds of monsters, from the mythological to the could-be-real varieties. Books in this series should include lots of stories and personal accounts.

This book offers foundations for a literary criticism which seeks to mediate between writers and readers belonging to different historical periods or social groupings. This makes it, among other things, a timely intervention in the postmodern “culture wars”, though the theory put forward will be of interest not only to students of literature and culture, but also to linguists.
Sell describes communication in general as strongly interactive, as very much affected by the disparate situationalities of “sending” and “receiving”, yet as by no means completely determined by them.