This thesis explores the continuing aesthetic, philosophical, and social influences of Romantic and Modernist poetics. I trace the influence of Romanticism and Modernism as one that allows for a medium of expression that more clearly interprets both the act of reading and writing. These artistic periods and styles mutually serve to establish and validate enlightened ways of thinking that are currently lacking in the present day. I look to the poetry, philosophy, and prophecy of artists from both eras as they fuse and diffuse demonstrating the unique points of connection and disconnection for each of the poets whose texts are analyzed. The poets included in this inquiry into modes of thought that are explored and revealed during these two periods are: Schlegel, Blake, Coleridge, Hulme, Eliot, and H.D. I use this unique, and perhaps unexpected blend, to demonstrate how it is both the likenesses and differences in each of these poets' aesthetics that render them equally reflective of enlightened thought. The idea that the individual is and remains whole, while also reaching for unity with a greater more infinite whole affects all these writers.

Why a person like Sylvia Plath, who had so much going for her, should have committed suicide is an intriguing question that might never be solved. The human mind is still a largely unexplored frontier. She was known to suffer from bi-polar problems and from the debilitating circumstances of an unsuccessful marriage. Sabina Shah has looked at some of her poems to trace the course of her mentation at different times in her short life. The age of psychoanalysis might be over, but that does not mean that all of its insights should be abandoned. Ms Shah suggests possibilities in the development of a suicidal mind-path leading to the moment of decision when Plath finally gassed herself. This work would best be read by people with some background in the works of Freud and Jung. However, it is not a treatise on psychoanalysis. It is an attempt to apply some of the tools developed by the great psychoanalysts to a great poet's writings in the hope of understanding things better. Ms Shah is acutely aware that a lot has been left unsaid, so she has confined her vision to just one small area of Sylvia Plath's poetic output.

In the midst of an epochal shift in the communications environment, rapid cultural change and transformations in knowledge, there is an urgent need for bold educational responses. While responsibility for educational resourcing belongs to the broader community, the extent and quality of pedagogical change ultimately rests with teachers. Student learning is dependent on teachers developing knowledge and pedagogical practices. Central to our educational response to the changed environment is teacher professional learning. This scholarly book draws on research which investigated the impact on teachers of their engagement with the New London Group's multiliteracies theory. Four Australian teachers of primary school students committed themselves to exploring multiliteracies theory and to putting their learning into practice in diverse classroom settings. Anne Cloonan, then a literacy policy and project officer at a state Education Department, explores the context, processes and impact of film-driven participatory action research action learning, in which the teachers researched their learning and practice over a period of eight months. She describes new ways of working shoulder to shoulder with teachers to develop resources and policy advice while deepening their professionalism. She offers contextualised examples of teachers extending their print-based literacy pedagogies to incorporate multimodal literacy practices. This book will be of interest to teachers, educational consultants, policy makers, and researchers concerned with: agentive collaborative teacher learning; innovative policy and resource development; enhancing teachers' professionalism; and the operationalisation of multiliteracies theory.

Over the past years, there has been increased pressure on South African universities to produce more graduates in the natural sciences. However, due to (amongst other factors) students' poor academic literacy levels, few end up graduating. This book focuses on an academic literacy intervention for first-year natural sciences students at an Open and Distance Learning (ODL) institution. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study would be especially useful to academic literacy practitioners interested in developing English for Specific Purposes interventions, with the ultimate aim of equipping students with the tools they will need to succeed in their studies. Lecturers at ODL institutions would also benefit by considering some of the insights gained in this study.

Mythology gives shape to experience and provides a framework in which to locate oneself. However, women, in classical mythology, were either denied a representation and, thus, a history and genealogy, or they were portrayed ambiguously, making it difficult for women to find their own identity. Katrin M. Fennesz focuses on the representation of women in novels by the Canadian author Aritha van Herk and analyzes how she transports women's fictional lives into our postmodern world by using and abusing classical, biblical, and indigenous mythology. Ultimately, she demonstrates that van Herk succeeds in creating a new mythology by digging deep to discover women's original strengths and powers. In the end, mythological characters are given new life, women a voice, the landscape is granted its own identity, and the city of Calgary its own face. This study is aimed at students and scholars in the field of Canadian Literary Studies.

William Shakespeare's plays reflect Elizabethan society.By manipulating our senses of what constitutes reality, plays/texts evoke people and culture for us.By telling us tales of the Orient and the Orientals, Shakespeare actually represents them.He speaks 'for' Orientals rather than letting Orientals speak for themselves.In the process he 2orientalizes" them in the sense indicated by Edward Said in Orientalism.The Merchant of Venice, Othello, and The Tempest show how Orientals are portrayed as the "Other" by Shakespeare and throw light on the sixteenth century's hegemonic representations of Orientals.The Merchant of Venice demonstrates how Shylock and the Prince of Morocco are considered and treated as the "Other" and are alienated from the mainstream society because one is a Jew and the other is a Moor.Othello presents Othello trapped in a cultural stereotype of the black and seen by many Englishmen as ugly, cruel, lustful, and dangerous, a near cousin to the devil himself. And The Tempest represents Caliban as the "Other" because of his ignoble birth.These characters represent the oppressed minority in different corners of the world.

Functioning Fantasies explores the functionality as well as the ideological underpinnings of C. S. Lewis' The Lion, the Witch and the Wardrobe and J. R. R. Tolkien's The Hobbit. Perhaps more than any other genre of literature, fantasy texts attempt to represent, challenge, and even modify individual and cultural ideologies. As the classic works of Lewis and Tolkien demonstrate, fantasy literature allows for a multidimensionality of personal and social meanings meant to work against and alongside one another. Both C. S. Lewis and J. R. R. Tolkien demonstrate the social and conceptual functions of fantasy literature. Lewis presents a theological fantasy, in which he depicts foundational tenets of Christian doctrine through a fantastic narrative. Tolkien's children's text, The Hobbit, also reflects and recasts aspects of childhood against the backdrop of a specific social context-a post World War I society.

The present reading of James Joyce's Dubliners follows the path of a postcolonial critical trend in Joycean studies. In the light of ideas and theories of the Indian literary critic, Gayatri Chakravorty Spivak, this book takes a postcolonial feminist stand in reading Joyce. Firstly, it deals with the notion of linguistic subordination and collective silence among Dubliners in general and female Dubliners in particular. Secondly, it explores the extent to which male characters are responsible for their own plight and that of their female counterparts. Finally comes an analysis of the Othering process in play among Dubliners with the aim of decoding colonial silences and uncovering their often untold stories. This comparative study of male and female characters of Dubliners in a contextual framework lights upon a unique aspect of the work's narrative technique and form which is often unfairly regarded as unoriginal in comparison with Joyce's later more innovative forms. Interestingly though, Joyce's narration of the stories of Dubliners proves to be revolutionary in that it provides a third space through which Spivak's subaltern can be heard.

Gender stereotyping is a cross cultural phenomenon prevalent across boarders regardless of religion, ethnicity or color. The nature and the negative impact of such stereotyping are more pronounced in poorest countries like Africa where development, education, access to media and awareness are scarce. The prevalence of such stereotyping in the continent is the reason which compelled the researcher to engage in studying the contribution of feminist African writers in this regard. This study primarily focuses on investigating the extent of the reflection of embedded gender stereotyping and the degree of females' resistance to such stereotyping by feminist African writers, also tries to asses the significance of the novels in eliminating this stereotyping. This study has shown that the availability of novels which address the most important problems of femininity like economic dependency, societal rejection, non political participation, etc. However important raising these issues in the novels and the writer is a feminist one is for feminists, the novels have some embedded patriarchal touches which have been exemplified the characters.

Philologists have been attracted by the language and literature of the Anglo-Saxons; among them are counted earlier scholars, such as Archbishop Parker, William Lambarde, Lawrence Nowell, Francis Junius. They have handed down the torch of Anglo-Saxon studies to the modern scholars. Prior to discussion of the language and literature of the Anglo-Saxons, this book gives a very brief survey of Anglo-Latin authors; Aldhelm, Bede and Alcuin produced marvelous works written in Latin. A great number of manuscripts were copied from the works of those authors, and glosses were often added to them, sometimes interlinearly. The typical example of Old English interlinear glosses are found in the Lindisfarne Gospels and the Rushworth Gospels. Anglo-Saxon poets devoted themselves to Old English paraphrase of Scriptural narratives. King Alfred, lfric and Wulfstan made sometimes literal and sometimes free translation in order to enhance morality and intellectuality of the people. This book also includes two chapters on studies of proper nouns.

Alessandro Baricco, a contemporary Italian writer, believes in the power of narrative as a form of resistance to the calls from a society that can no longer exchange experiences or see the essential, as it is a victim of certain dullness of words and senses, which is ultimately closely related to the current growing process of dehumanisation. Certainly, Baricco, a writer who is totally aware of his literary work, masters the art of telling stories and invests in all his fictional work intensiveness and passion, in the strategic position taken by narrators. Thus, although we readers are totally enchanted by the enunciation, we are at the same time reminded by the narrator that what really matters is to keep on travelling in the world of fantasy. Quoting Novecento, he points out: 'Non sei fregato veramente finch hai da parte una buona storia, e qualcuno a cui raccontarla.'that is, what really matters, most of all, is to have a good story and someone to listen. In this study, we aim to analyse the writer's procedures for reinventing the storyteller, particularly in Novecento and Castelli di rabbia, in order to revitalise the art of storytelling.

2010 Reprint of 1911 Edition. The Devil's Dictionary, by Ambrose Bierce, is a satirical book published in 1911. It offers reinterpretations of terms in the English language, lampooning cant and political doublespeak. What had started as a newspaper serialization was first reproduced in book form in 1906 under the dubious title Cynic's Word Book. The 1906 edition contained definitions of 500 words in the first half of the alphabet (A-L). A further 500 words (M-Z) were published in 1911 under the name of The Devil's Dictionary. This was a name much preferred by Bierce and he claimed the earlier 'more reverent' title had been forced upon him by the religious scruples of his previous employer.

"Here's Our Child, Where's The Village?" conveys that every child deserves the opportunity to flourish as happy, thriving and free spirited people regardless of race and the displacement factors governing their lives. The question isn't "Here's Our Child, Where's The Village?" The question is whose village will you be? "We must bear each others burdens. Though the village has been replaced by concrete and Roe v. Wade, there remains innocent children deserving of love and a safe haven. They may be parentless, but they are not Godless..." -Bruce George, Co-Founder of Def Poetry Jam
"Connecting kids to permanency is paramount."
Stacia C. Hammond- Executive Director/Founder
Adoption Support & Consultation Services of Florida, Inc. (ASCS)

"It gives me great pleasure to pen the foreword for "Here's Our Child; Where's the Village?" and participate in the efforts of the Gumbo for the Soul project. The joy one gets from a child is indescribable, but something everyone can enjoy in one capacity or another; especially if we believe in the old African Proverb, it takes a village to raise a child." -Tee C Royal, founder of RAWSISTAZ Literary Group

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Proverbs 10: 14
Wise people treasure knowledge, but the babbling of a fool invites disaster.

This book is for new faculty, graduate students, teachers, administrators, and other academics who want to write more clearly and have their work published. The essays focus on writing journal articles, dissertations, grants, edited books, and other writing in educational settings. The authors are educators who share their own first-hand experiences that provide novice writers with important knowledge and support in the quest for success in professional scholarly writing. A variety of authors discuss the writer's craft, including issues of voice, audience, planning, drafting, revision, conventions, style, submitting to journals, editorial review, and editing.

The book deals with the pastoral convention which emerged with many authors like Theocritus, Virgil, Shakespeare, wordsworth and last but not least Frost.This convention investigates the relationship between man and nature and the question of man's place in nature and in the universe in general.The pastoral remains a celebration of beauty and innocence of the shepherd's mode of living.The objective of this book is to identify the pastoral features in Frost's poems. The themes that Frost evokes in his text revolve around the relationship between humanity and nature, human loneliness and isolation.Equally important, Frost's poetic techniques are worth studying. Being two sides of the same coin, the pastoral tradition and the ecocritical theory are the main issues of this work. The book presents the idea of nature from an ecocritical perspective with a focus on the relationship between literature and the natural environment. This book can be classified as a reference in pastoral studies, ecocriticism and The analysis of Frost's poetry and techniques.

This book provides an annotated bibliography of age-appropriate literature and activities, showing children the importance of environmental issues and teaching them the skills to take action. In past years, teaching children about conservation and environmental issues might have been an optional side topic to complement an earth science curriculum, but in today's educational climate, "being green" is a subject with great relevance and importance. This book combines a wide variety of techniques to help students understand environmental issues and gain the skills needed to take action. The children's literature and classroom activities suggested in Think Green, Take Action: Books and Activities for Kids are appropriate for elementary school students from grades three through seven, covering three major environmental issues: endangered species, resource depletion, and pollution. After students have a grasp of the causes of these environmental problems, the final chapter presents ways to take easy action that can create ripples of change across the world. Educators in museums and nature centers, home-schooled children, and their parents comprise an appropriate secondary audience for this instructive text. Presents detailed instructions about how to teach environmental issues, including hands-on activities and projects for classroom, library, and outdoor settings Drawings introduce each new chapter An annotated bibliography of over one hundred children's books helps teach students about environmental issues Index helps readers quickly find the information for which are looking

Building on the work accomplished in Reading Primers R0 & R1, Reading Primer R2 gets your learner in prime shape for reading the most common spellings in English. Besides the dozens of new sounds and spellings, students will also get a chance to read paragraphs and short stories for the first time.

Paratexts turn a text into a book: they are those (textual and non-textual) 'thresholds' the reader comes across when entering the literary world. The preface, dedications, quotations (or 'motti'), cover illustrations, blurbs and of course the ever-present titles are among the most well-known ones. This thesis is of particular interest to all students and admirers of 18th-century English literature: the titles, motti, dedications and prefaces employed by the authors to present their work most favourably to the public not only provide a profound insight into a highly interesting literary field of study, but also give an idea of what the literary landscape was like in a century bustling with new ideas and (literary and other) activity.

The aim of this book is to present the biggest wonder in life - birth. But though one should think about life-birth at this point, the emphasis will not be on this kind of conception. Two kinds of creation are shown in these novels. In Frankenstein it is the scientist who would like to bring to life a creature, while in Brave New World society uses cloning to determine the number of inhabitants in society. Another similarity can be mentioned that these two methods simply leave out women of creation, men want to achieve their goal without women as partners. Why do they desire so? Why is it so important to attain the capability of creation solely by men? Nowadays, the two novels are mentioned together as the possible-near-future. And also the question arises: can human play the role of God?

This book presents findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government's $1.0 billion-per-year initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (P.L. 107-110) established Reading First (Title I, Part B, Subpart 1) and mandated its evaluation. This evaluation is being conducted by Abt Associates and MDRC with RMC Research, Rosenblum-Brigham Associates, Westat, Computer Technology Services, DataStar, Field Marketing Incorporated, and Westover Consulting under the oversight of the U.S. Department of Education, Institute of Education Sciences (IES). The present book is the first of two; it examines the impact of Reading First funding in 2004-05 and 2005-06 in 17 school districts across 12 states and one state-wide program (18 sites). The book examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction.

Many second language learners encounter challenges involved with acquiring the level of proficiency required to use the language as the medium of learning. The case studies in this volume explore the processes by which some English Language Learners (ELLs) at the university level develop literacy skills, and the strategies they use to comprehend subject matter in the mainstream curriculum. The two cases discussed are a Korean graduate student and a Panamanian undergraduate student at a southeastern university of the U.S.A. Strategies that the students use to succeed include: motivation, academic peer coaching, multi-media, and metacognitive behaviors such as self-solving, asking questions, and spending more time on task.

Each of the seven worksheets in Student Workbook 2 contains 16 different exercises. Students will have the opportunity to practice their reading and comprehension skills by drawing pictures, matching sounds, writing creative sentences, and discussing pages from their Book of Stories. Student Workbook 2 takes students all the way through Reading Primer R3 and all 59 sounds and 400+ spellings in the English language.

Each of the seven worksheets consists of eight types of challenges that will have students drawing, transforming words, and writing creative sentences. Student Workbook 1 starts at the beginning of Reading Primer R1 and finishes at the end of Reading Primer R2. Your learner will hop from beginning to read, to learning the basics of grammar, to expressing themself through writing.