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Since 1974, the Florence Howe Award has honored distinguished feminist literary criticism written by scholars in the fields of language and literature study. Seventeen winning essays—many never before published—are collected in one volume, Courage and Tools. Written by leading scholars and theorists, these groundbreaking essays discuss topics such as resistance to the patriarchal order and the development of a feminist literary theory and explore the works of writers such as Margaret Atwood, Elizabeth Barrett Browning, George Eliot, Henry James, Herman Melville, Toni Morrison, Sylvia Plath, and Alexander Pope.
Computers, this collection of essays suggests, are transforming texts, language, and literacy itself. In easy-to-understand language, Literacy and Computers discusses computer-related issues within several larger contexts: the politics, social implications, and economics of literacy education; the roles of authors and readers; the nature of interpretation and subjectivity; and the ways in which human beings construct meaning. The first three parts of the volume examine
The fourth part pulls together the multiple voices of the previous contributions and urges readers to venture beyond early studies of computers in composition classrooms. Addressed to novice and expert computer users alike, Literacy and Computers describes the possibilities—and the difficulties—posed by the new technologies.
Why do people speak the way they do? And why does the way they speak make so much difference? This collection of essays on language variation offers fascinating answers to these intriguing questions and explores key issues in the field. Designed to help teachers and students in high school and college investigate the scope and implications of language variation in North American English, thirty-nine essays, all original, offer a wealth of practical advice and provide exercises and assignments as well as suggestions for classroom projects and fieldwork. The authors approach their subjects from a variety of fields, including dialectology, historical linguistics, sociolinguistics, and lexicography. Teachers, students, and language buffs alike will find an engrossing array of insights and ideas in this up-to-date study of a topic that has never been more pertinent than it is today.
In this collection of thirty-nine essays on classroom advocacy in theory and practice, educators from a range of disciplines and political persuasions explore the possibilities and limitations of the influence teachers have over students.
This collection of essays and materials aims to help teachers design courses in which students use out-of-print books, autobiographies, letters, diaries, memoirs, and oral testimonies by the women of their region.
This book celebrates “the arrival of a national literature on the international stage.” As the editor, Arnold E. Davidson, writes, “Books by Canadian authors are being read outside Canada in greater numbers than ever before. . . . Canadian studies (in its various aspects) is now taught in many countries, and many of those countries have their own academic associations to further Canadian studies.”
Intended primarily for nonspecialists, the twenty essays in the volume suggest the breadth of Canadian literature and illustrate the range and variety of contemporary Canadian criticism. The first section contains eight essays on Canadian writing in English; the second, eight essays on Canadian writing in French. Each section begins with an overview essay on the historical development of the literature. In the third section, four comparative essays “cross and conjoin the linguistic divide.” The volume concludes with annotated bibliographic guides to Québec literature and English-Canadian literature, a list of contributors, and an index.
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