This comprehensive guide to the historical and cultural context of English literature covers the core periods of literature, and history, from the English Renaissance to the present. Peter Widdowson introduces and outlines key terms, concepts and developments and provides a series of timelines showing political, social, cultural and literary events for each year. Together, this indispensable reference work offers a concise history of Britain for literature students at all levels and provides readers with the context for any literary work from 1500 to 2000. The Palgrave Guide to English Literature and its Contexts, 1500-2000 - covers a wide range of canonical British authors and works but also provides contextualising examples of works from other countries - each chapter focuses on a key period in English Literature and History, gives a brief overview of that period, and defines the main terms and ideas of the age - contains easy-to-follow timelines which may be viewed either horizontally or vertically, allowing readers to track a chronological history, or single out the developments and events of a specific year

These novels map the evolution of a relatively new literary genre: the British speculative future war novel. They forecast invasions from the land, sea, air, and ultimately, outer space. They can be interpreted in many ways: as fin-de-siecle paranoia, as critiques of British imperialism, as xenophobic tirades, or as fear of the advances of technology. Taken together they illustrate the development of the genre that cultimated in The War of the Worlds and which afterwards overshadowed the whole of the twentieth century.

This open access book includes forty-one chapters about foreign observers’ discourses on Japan. These include a wide range of perspectives from the travelogues of curious visitors to academic theses by scholars, which offer us a broad spectrum of contents, reflecting a variety of attitudes toward Japan. The works were written during the period from the 1850s to the 1980s, a timespan during which Japan became, in stages, more open to the outside world after a long isolation under the Tokugawa shogunate. From the perspective of “Japanology,� one can discern three distinct periods of rising interest in the country from abroad. The first tide of such interest came shortly after the opening of Japan, when various foreign travelers, including those who could not be included in this book, came over and wrote down their impressions of the country—which was, for them, a land of mystery and mystique, which had just opened its doors to them. The second wave arose at the beginning of the twentieth century, just after the Russo-Japanese War, when Japan again generated a remarkable surge of interest as a “miracle� in Asia that had pulled off the wondrous feat of defeating a white superpower. The third wave was more recent, which took place from the late 1960s to the 1980s, a period of high economic growth when the “miracle� of Japan’s remarkable economic recovery from the defeat of World War II attracted enthusiastic and curious attention from the outside world once again. It is not the intention of this book to directly highlight such historical transitions, but these forty-two brilliant mirrors (forty-one chapters, including forty-two discourses), even when looked in casually, provide us with unexpected insights and various perspectives.   Sh�ichi Saeki (1922–2016) was Professor Emeritus, the University of Tokyo. T�ru Haga (1931–2020) was Professor Emeritus, International Research Center for Japanese Studies. 

By tracing the traditional progression of rhetoric from the Greek Sophists to contemporary theorists, this textbook gives students a conceptual framework for evaluating and practicing persuasive writing and speaking in a wide range of settings and in both written and visual media. The book's expansive historical purview illustrates how persuasive public discourse performs essential social functions and shapes our daily worlds, drawing on the ideas of some of history's greatest thinkers and theorists. The seventh edition includes greater attention to non-Western rhetorics, feminist rhetorics, the rhetoric of science, and European and American critical theory. Known for its clear writing style and contemporary examples throughout, The History and Theory of Rhetoric emphasizes the relevance of rhetoric to today's students. This revised edition serves as a core textbook for rhetoric courses in both English and communication programs covering both the historical tradition of rhetoric and contemporary rhetoric studies. This edition includes an instructor's manual and practice quizzes for students at www.routledge.com/cw/herrick

For centuries, African and Irish people have traversed the Atlantic, as slaves, servants, migrants, exiles, political organizers and cultural workers. Their experiences intersected; their cultures influenced one another. These essays explore the connections that have defined the 'Black and Green Atlantic' in culture, politics, race and labour.

Maku: A Comprehensive Grammar is a comprehensive reference grammar of the Maku language, spoken by the jukudeitse who once lived in Venezuela and Brazil. Based on fieldwork with the final two speakers of the language, it describes all core aspects of the grammatical system as they have been recorded; presented through lexical items, example sentences and texts. This book offers a description of the now-extinct language. It was written in response to the loss of linguistic information generally and the significance this language has for the study of the sociolinguistic history of the region specifically. This information contributes to our understanding of linguistic diversity and the indigenous linguistic ecologies in the Americas. Also included is data about language contact via loanwords with other indigenous language spoken in the Northern Amazonian region. The resources in this book are essential for language comparisons and language histories in Venezuela and Brazil. Maku: A Comprehensive Grammar is an important reference for researchers and students in the fields of linguistics, anthropology, sociology, history and the study of Amazonian languages.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics. Combining essays from over 20 internationally renowned contributors, this text offers a critical examination of key terms which have become increasingly central to educational discourse. Each essay considers the etymological foundation of each term, the context in which they have evolved, and likewise their changed meaning. In doing so, these essays illustrate the transformative potential of language to express or challenge political, social, and economic ideologies. The text's musings on the language of education and its implications for the current and future role of education in society make clear its relevance to today's cultural and political landscape. This exploratory monograph will be of interest to doctoral students, researchers, and scholars with an interest in the philosophy of education, educational policy and politics, as well as the sociology of education and the impacts of neoliberalism.

Intention plays a complex role in human utterances. The interpretation of literary texts is a strong case in point: for about two hundred years there have been conflicting views about whether, and how much, authorial intention should matter when professional readers interpret literature. These debates grew increasingly fierce during the post-World War II period, the landmarks of which were the notions of intentional fallacy and the death of the author. Seventy-odd years later, there is still no consensus in sight. What has always been neglected in the debates around authorial intention, however, is a reflection on the historical dimension of the debate and how historically bound each of the theoretical positions in the debate were. This book focusses precisely on the historical dimension of authorial intention, providing a systematic historical reconstruction of the importance ascribed to it in literary texts from Classical Greece to the present day, and including a chapter on authorial intention in jurisdiction and legal interpretation from a historical perspective. The book reconstructs a typology of the most important concepts of intention in interpretation for diachronic and synchronic use. At the same time it offers insights from a field-theoretical perspective into how literary studies as a discipline works over time and how notions of intention and interpretation help create forms of literary knowledge.

Persian literature, translation studies Translation of modern Persian literature, Persian literary translation in practice.

A clear organized structure that allows for one chapter's lessons to build on another, assisting in supporting and scaffolding students' knowledge Clear visuals and charts that take into account the learner's language level. Support for the instructor with transcripts of materials and ideas for activities both in the textbook and the manual. Diverse video, audio, reading, and web activities that engage the students at their level, thereby supporting their participate in communicative activities. The program has been the best seller as a college Russian textbook through five editions since 1993.

The International Companion Encyclopedia answers these questions and provides comprehensive coverage of children's literature from a wide range of perspectives. Over 80 substantial essays by world experts include Iona Opie on the oral tradition, Gillian Avery on family stories and Michael Rosen on audio, TV and other media. The Companion covers a broad range of topics, from the fairy tale to critical theory, from the classics to comics.
Structure The Companion is divided into five sections:
1) Theory and Critical Approaches
2) Types and Genres
3) The Context of Children's Literature
4) Applications of Children's Literature
5) The World of Children's Literature
Each essay is followed by references and suggestions for further reading. The volume is fully indexed.

eBook available with sample pages: 0203168127

"The object of this book," writes William C. Dowling in his preface, "is to make the key concepts of Paul Ricoeur's Time and Narrative available to readers who might have felt bewildered by the twists and turns of its argument." The sources of puzzlement are, he notes, many. For some, it is Ricoeur's famously indirect style of presentation, in which the polarities of argument and exegesis seem so often and so suddenly to have reversed themselves. For others, it is the extraordinary intellectual range of Ricoeur's argument, drawing on traditions as distant from each other as Heideggerian existentialism, French structuralism, and Anglo-American analytic philosophy. Yet beneath the labyrinthian surface of Ricoeur's Temps et recit, Dowling reveals a single extended argument that, though developed unsystematically, is meant to be understood in systematic terms. Ricoeur on Time and Narrative presents that argument in clear and concise terms, in a way that will be enlightening both to readers new to Ricoeur and those who may have felt themselves adrift in the complexities of Temps et recit, Ricoeur's last major philosophical work. Dowling divides his discussion into six chapters, all closely involved with specific arguments in Temps et recit: on mimesis, time, narrativity, semantics of action, poetics of history, and poetics of fiction. Additionally, Dowling provides a preface that lays out the French intellectual context of Ricoeur's philosophical method. An appendix presents his English translation of a personal interview in which Ricoeur, having completed Time and Narrative, looks back over his long career as an internationally renowned philosopher. Ricoeur on Time and Narrative communicates to readers the intellectual excitement of following Ricoeur's dismantling of established theories and arguments-Aristotle and Augustine and Husserl on time, Frye and Greimas on narrative structure, Arthur Danto and Louis O. Mink on the nature of historical explanation-while coming to see how, under the pressure of Ricoeur's analysis, these ideas are reconstituted and revealed in a new set of relations to one another.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

Though the term Ciceronianism could be applied to Cicero's influence and teaching in the field of politics, philosophy, or rhetoric, it is limited in the present study to the technical department of rhetoric. In addition, it represents the trend of literary opinion in regard to accepting Cicero as a model for imitation in composition. The history of Ciceronianism, thus interpreted, has been written with more or less emphasis upon the controversial aspect of the subject in various languages.
This work is particularly valuable because the author presents not only her clear analysis of the issues involved, but also translations of key texts by major Renaissance humanists who were involved in the controversy. These include a set of letters between the Italians Pietro Bembo and Gianfrancesco Pico della Mirandola and, more importantly, "The Ciceronian" of the Dutch humanist Desiderius Erasmus. The issues were complex. At one end of the spectrum were the "ultra Ciceronians," mainly Italian, who believed that no Latin word or syntactical structure should be used that was not in Cicero's works. At the other end of the spectrum were those who felt that a number of authors -- Cicero included -- were worthy of emulation. It was not however a mere quibbling about literary style, since the debate came to involve charges of paganism versus Christianity, and challenged the basic concept of humanism developed first in Italy and then in France during the 15th and 16th centuries.
The work falls into three divisions:
* an introductory chapter on the influence of Cicero from his own time to that of Poggio and Valla when men of letters began a series of controversial writings on the merits ofCicero as a model of style,
* a series of chapters treating of these controversies, and
* a study of the connection between the entire movement and the history of education.

Though the term Ciceronianism could be applied to Cicero's influence and teaching in the field of politics, philosophy, or rhetoric, it is limited in the present study to the technical department of rhetoric. In addition, it represents the trend of literary opinion in regard to accepting Cicero as a model for imitation in composition. The history of Ciceronianism, thus interpreted, has been written with more or less emphasis upon the controversial aspect of the subject in various languages.
This work is particularly valuable because the author presents not only her clear analysis of the issues involved, but also translations of key texts by major Renaissance humanists who were involved in the controversy. These include a set of letters between the Italians Pietro Bembo and Gianfrancesco Pico della Mirandola and, more importantly, "The Ciceronian" of the Dutch humanist Desiderius Erasmus. The issues were complex. At one end of the spectrum were the "ultra Ciceronians," mainly Italian, who believed that no Latin word or syntactical structure should be used that was not in Cicero's works. At the other end of the spectrum were those who felt that a number of authors -- Cicero included -- were worthy of emulation. It was not however a mere quibbling about literary style, since the debate came to involve charges of paganism versus Christianity, and challenged the basic concept of humanism developed first in Italy and then in France during the 15th and 16th centuries.
The work falls into three divisions:
* an introductory chapter on the influence of Cicero from his own time to that of Poggio and Valla when men of letters began a series of controversial writings on the merits ofCicero as a model of style,
* a series of chapters treating of these controversies, and
* a study of the connection between the entire movement and the history of education.

In the process of assembling this collection, the editors quickly realized that no group of a dozen and a half articles can adequately represent the developments in modern rhetorical invention, even when the choices are restricted to articles on invention in writing. The articles selected for inclusion are probably best seen as synecdochic -- as representatives, albeit particularly notable ones, for whole categories of efforts to address particular questions associated with invention in writing. Each marks in the development of modern invention, if not the first major expression of the position, at least an especially significant moment in an on-going conceptual process. One useful way of thinking about these papers and their relationships is to see them as representing basic issues that run like motifs through the recent history of rhetorical invention, in particular invention in writing.
This collection presents a heteroglossia of perspectives on, models of, and insights into invention in writing. As such, the possible relationships among the articles that can be considered with profit are numerous and varied. The landmarks in this collection are not merely fossils nor is the inquiry into invention in writing a kind of antiquarian exercise. Each of the articles has useful things to say, stimulating discussions that are ongoing today. All combine to challenge scholars to continue what they began -- a copious, diverse, and fruitful effort to reinvent "inventio."

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book: introduces a topical global issue that is central to the higher education research agenda; identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts; captures university lecturers' experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

This is the first book to offer a philosophical engagement with microaggressions. It aims to provide an intersectional analysis of microaggressions that cuts across multiple dimensions of oppression and marginalization, and to engage a variety of perspectives that have been sidelined within the discipline of philosophy. The volume gathers a diverse group of contributors: philosophers of color, philosophers with disabilities, philosophers of various nationalities and ethnicities, and philosophers of several gender identities. Their unique frames of analysis articulate both how the concept of microaggressions can be used to clarify and sharpen our understanding of subtler aspects of oppression and how analysis, expansion, and reconceiving the notion of a microaggression can deepen and extend its explanatory power. The essays in the volume seek to defend microaggressions from common critiques and to explain their impact beyond the context of college students. Some of the guiding questions that this volume explores include, but are not limited to, the following: Can microaggressions be established as a viable scientific concept? What roles do microaggressions play in other oppressive phenomena like transphobia, fat phobia, and abelism? How can epistemological challenges around microaggressions be addressed via feminist theory, critical race theory, disability theory, or epistemologies of ignorance? What insights can be gleaned from intersectional analyses of microaggressions? Are there domain-specific analyses of microaggressions that would give insight to features of that domain, i.e. microaggressions related to sexuality, athletics, immigration status, national origin, body type, or ability. Microaggressions and Philosophy features cutting-edge research on an important topic that will appeal to a wide range of students and scholars across disciplines. It includes perspectives from philosophy of psychology, empirically informed philosophy, feminist philosophy, critical race theory, disability theory, philosophy of language, philosophy of science, and social and political philosophy.