This book explores how recollections and traces of the reign of Richard III survived a century and more to influence the world and work of William Shakespeare. In Richard III, Shakespeare depicts an era that had only recently passed beyond the horizon of living memory. The years between Shakespeare's birth in 1564 and the composition of the play in the early 1590s would have seen the deaths of the last witnesses to Richard's reign. Yet even after the extinction of memory, traces of the Yorkist era abounded in Elizabethan England - traces in the forms of material artefacts and buildings, popular traditions, textual records, and administrative and religious institutions and practices.

First published in 1983, this book focuses on the twentieth-century writer as both a product, and an interpreter, of his or her society. It explores the social basis of our conceptions of literature and the ways in which writing is affected by the media, institutional and technical, through which it reaches readers. The text looks at experiences of the period in terms of domestic and world affairs, sexuality, and philosophical and religious attitudes. It discusses the social and economic structures which specifically affect the act of writing, and considers the dominant developments of the period in three genres: novels, poetry and writing for theatre.

Shakespeare and Modern Culture

From one of the world's premier Shakespeare scholars comes a magisterial new study whose premise is "that Shakespeare makes modern culture and that modern culture makes Shakespeare."

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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.