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Charles Baudelaire’s Flowers of Evil (Les Fleurs du Mal) may be the most influential, and perhaps the greatest, book of lyric poetry in French literature. At once Romantic and modernist, it belongs to both the nineteenth and twentieth centuries.
This volume in the MLA’s series Approaches to Teaching World Literature is the first devoted to a lyric poet who did not write in English, and it seeks to promote the study, teaching, and enjoyment of this intriguing and sometimes troubling French poet.
Essays describe general research works on Anglo-Irish writers, as well as specific works on nineteenth-century writers, the Irish Literary Revival, and modern drama. Several chapters are devoted to individual authors: James Joyce, George Moore, Sean O’Casey, Bernard Shaw, J. M. Synge, Oscar Wilde, and W. B. Yeats.
Recommended for all teachers of composition and rhetoric, this volume is the most comprehensive and detailed analysis of recent discourse theory available. In the first part of Discourse, “Analysis of Theories,” Crusius summarizes and analyzes the theories of Kinneavy, Moffet, Britton, and D’Angelo. “A Dialogical Synthesis—and Beyond,” the book’s second part, reveals connections between these seemingly disparate theories and synthesizes the most useful aspects into a view of rhetoric that moves discourse theory in the direction of hermeneutics rather than deconstruction.
This handbook was produced with the aim of providing students with an introduction to Old Irish literature as well as to the language. One of the notable Old Irish stories is used as the basic text. Examples of poems, and of the glosses, supplement it. All are thoroughly annotated. The grammatical information provided in these annotations is summarized in grammatical sections dealing with specific constructions and forms. The first fifty of these sections are descriptive; many of the same matters are discussed in the second fifty section from a historical point of view. A final glossary includes references to all words occurring in the texts. The apparatus was accordingly designed to permit a relatively easy approach to a very difficult language.
This handbook was written specifically for beginning students. It presents twenty-seven graded readings, each accompanied by a vocabulary and an explanation of grammatical details; the final chapter provides a sample of the Codex Argenteus. Among the readings, the first seven are in effect preliminary exercises. The remaining twenty readings represent the Gothic Bible and the Skeireins. The external history of the language is also outlined, as well as the elements of phonetics, and the essentials of phonologic and analogic change.
This volume explores disciplines that have evolved in the years since the publication of volume 1. It discusses fields ranging from art history to feminist studies to religion through the study of the radical press, publisher’s archives, periodicals of the 1890s, children’s periodicals, and Scottish and Welsh periodicals. The appendixes update the essays in the first volume.
Teaching Contemporary Theory to Undergraduates shows readers how theory can, in the words of William E. Cain, enable teachers and students “to illuminate anew the structure of texts, to write literary and cultural history with greater richness and depth, and to understand social and institutional relations more intricately.”
In twenty-one refreshingly readable essays, contributors discuss their techniques for introducing theory to students in classes on a range of levels. They describe how they overcame initial apprehensions about teaching theory to undergraduates and enumerate the ways that theory enriched both their and their students’ experiences. The theoretical methodologies covered include feminism, poststructuralism, deconstruction, African American criticism, new historicism, cultural studies, and film theory.
Intended for teachers who already use theory in their courses as well as for those who are teaching theory for the first time, the volume offers history, analysis, and practical advice.
What Is English? is Peter Elbow’s challenging and very personal “picture of a profession that cannot define what it is.” Written in a lively and accessible style, What Is English? contains Elbow’s reflections on the 1987 English Coalition Conference and on its implications for the profession as a whole. Elbow identifies and tackles the major areas addressed by the conference:
To include the voices of others who attended the conference, the book contains “interludes”—short pieces between chapters—in which teachers from all levels of instruction express their feelings and describe their experiences.
The thirteen essays that make up the first part of Teaching Children’s Literature highlight issues of canon, pedagogy, genre, and period. In part 2, fifteen course descriptions by experienced teachers offer a wealth of information on undergraduate courses, specific approaches to children’s literature, and workshops and graduate-level seminars. The remaining parts of the volume examine selected advanced programs of study throughout the United States and supply a variety of sources, including an extensive bibliography. The book concludes with a lively dialogue among Maurice Sendak, Dr. Seuss, and the volume editor.
“Literacy is a right and not a privilege: a right that has been denied to an extraordinary number of citizens.” Guided by this belief, the authors of the twenty-nine essays in The Right to Literacy discuss what literacy is, what keeps people from attaining it, and how we can help them attain it.
The essays in this volume were originally presented at the 1988 Right to Literacy Conference in Ohio, an event that brought together a wide variety of literacy workers—school and college teachers, superintendents, principals, tutors, lawyers, community volunteers, researchers, librarians, labor union officials, prison literacy project coordinators, and state humanities council members. Their analyses are provocative, scholarly, often witty, and—most of all—readable.
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