This book is a self-analysis of Shelley Robinson's own act of creative writing. In a (modified) think-aloud protocol, Robinson metacognitively reflects upon her own act of writing, working in three rhetorical forms of writing: 1) a poem (imaginative); 2) a journal entry (expressive); and 3) an article (transactional). During this research, she expands the concept of metacognition to become "meta-processing" in order to better communicate her reflexive experience. She broadens metacognition (thinking) to include four other meta-learning domains: (meta-conative motivational], meta-affective feeling], meta-spiritual inspirational]) and meta-kinaesthetic body connection]). As well, there appear to be ideas about writing that are representative of both process and post-process writing (and related) theories. These contrasting schools of thought about writing do not appear to be mutually exclusive in her encounters with text and in the writing and reflections of other published writers. This research is a work that considers many theories of writing and resonates with other writers.

Virginia Woolf's works and extraordinary figure not only made her known and respected as one of the leading Modernists of her time, but she also proved to be an exciting challenge for Postmodern literature and art. Reinterpretations and adaptations of her works have emerged, most importantly the adaptations of her novel Mrs Dalloway, which have contributed to a great extent to Woolf's growing popularity among the larger audience. This short study analyzes the most important Mrs Dalloway-adaptations, these being Michael Cunningham's novel The Hours and Stephen Daldry's film version based on it. Further on, it explores the relations between the elements that link Virginia Woolf, her Mrs Dalloway and both the novel and the film The Hours together, with emphasis on the representation of women. This work will hopefully convey useful information for those who are interested in the so-called Woolf-studies and for those who are fond of adaptations.

Truman Capote became a controversial and much debated personality in the 20th century. The themes he elaborated in his works, the 'other' Gothic characters and motifs he presented in the short story collection as well as 'Other Voices, Other Rooms' are as fascinating in the present as they were in his era. Numerous readers rediscovered the sublime and ingenious universe Capote created. Today when the borders of surprise and cruelty were broadened to extremes cinematographic productions portraying Capote and his process of creating 'In Cold Blood 'enjoy international fame and admiration. This book offers a profound analysis as well as interpretation of the Gothic elements that pervaded the works of Capote as well as their possible source of inspiration rooted in the author's frustrated childhood and controversial adulthood. This study sheds light on the vivid imagination of the writer and his indisputable contribution to the enrichment of both American and world literature with numerous biographical references.

This book presents a study that explored the metacognitive reading strategies used by Arabic native speakers when reading in Arabic and English. The study aimed at finding out 1)the strategies that Arabic native speakers report using in English and Arabic,2)the strategies they actually use in reading the two languages, and 3)the conditions under which the use of these strategies vary across the two languages. The participants' metacognitive reading strategies was assessed by using the Survey of Reading Strategies(SORS) (Mokhtari & Sheorey, 2002) while their actual strategies use was identified through the use of a think-aloud protocol. The results revealed five major findings. First, all the participants reported using all the SORS strategies.Second, there were statistically significant differences in the strategies reported in English and Arabic. Third, some strategies were actually used more often than others. Fourth, think- aloud showed that the participants actually used more than half of the strategies when they read in English. Finally, the variations in reported use revealed that more strategies were used in English than in Arabic.

Deleuze's film philosophy takes Italian neorealism as the inaugural moment of modern cinema: the cinema of the time-image. Although many see neorealism as innovative in terms of its social content, Deleuze emphasizes specific qualities of the cinematic image in neorealist films. Examining four exemplary neorealist films by Rossellini (Roma citt aperta), De Sica (Ladri di biciclette), Visconti (Bellissima) and Fellini (Le notti di Cabiria), Kelso illustrates and explains why Deleuze sees this as such a pivotal moment for the cinema. In turn, Deleuze's philosophy allows one to see these films in a new light. From the perspective implied by a philosophy of becoming, the political and social agendas of neorealist films are not evaluated according to either their reflection of given historical/social realities or retrospective judgements regarding the efficacy of their politics. Instead, the political and aesthetic import of the films is shown to be a direct consequence of their ability to restructure perception and to revitalize thought, even at the expense of traditional modes of cinematic enunciation.

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.

This is the story of Maggie, in Tennessee Williams' Cat on a Hot Tin Roof. Since several different versions of Maggie exist on page, stage and screen, this essay investigates the step by step changes and improvements in the shaping of one of the main characters. The 1974 drama version of Maggie was picked and analysed in details while the character was then compared to her versions among them the one in the famous 1958 film. This is done partly with the help of the appropriate quotations. Through this work a very profound insight can be gained into the working method of the author, how he shaped and formed the character of Maggie. It highlights how Maggies personality had to be altered in the film and what were the reasons for that. The conclusion emphasises how sympathetic she initially was and how even more likeable she became in later versions. This work may appeal to those interested in the working process of a playwright, who love this play of Williams and for anyone caring for literature.

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

The essays in NEW MEDIA/NEW METHODS: THE ACADEMIC TURN FROM LITERACY TO ELECTRACY pose an invention-based approach to new media studies. Representing a specific school of theory emergent in graduates of the University of Florida and working from the concept of electracy, as opposed to literacy, contributors present various heuristics for elaborating new media rhetoric and theory. NEW MEDIA/NEW METHODS challenges literacy-based understandings of new media, which typically pose such work as hermeneutics or textual interpretation. Rather than grounding their work in hermeneutics, contributors rely on heuretics, or invention, to outline new modes of scholarly discourse reflective of and adapted to digital culture. Contributors include Ron Broglio, Elizabeth Coffman, Denise K. Cummings, Bradley Dilger, Michelle Glaros, Michael Jarrett, Barry Jason Mauer, Marcel O'Gorman, Robert Ray, Jeff Rice, Craig Saper, and Gregory L. Ulmer. ABOUT THE EDITORS JEFF RICE is Assistant Professor of English and Director of the Campus Writing Program, at the University of Missouri-Columbia. He is the author of THE RHETORIC OF COOL: COMPOSITION STUDIES AND NEW MEDIA (Southern Illinois University Press, 2007) and the textbook Writing ABOUT COOL: HYPERTEXT AND CULTURAL STUDIES IN THE COMPUTER CLASSROOM (Longman) as well as numerous essays on new media and writing. He blogs at Yellow Dog (http: //www.ydog.net). MARCEL O'GORMAN is Associate Professor of English at the University of Waterloo and Director of the Critical Media Lab. His published research, including E-CRIT: DIGITAL MEDIA, CRITICAL THEORY AND THE HUMANITIES (University of Toronto Press, 2006), is concerned primarily with the fate of the humanities in a digital culture. O'Gorman is also a practicing artist, working primarily with physical computing inventions and architectural installations.

The American Dream Reconsidered addresses readers of Shakespearean and American literature alike. This study aims to re-position William Shakespeare's The Tempest in world literature, using and re-interpreting Leo Marx's thesis that The Tempest may be considered "a prologue to American literature." Focusing on The Tempest in the first half of her work, the author points out novel aspects of the play that may be connected to the European experience of the New World, prefiguring even the concept of the later American dream. The chapters that follow the analysis of the Shakespearean play take a glimpse at American literary history and outline how the previously examined three major components-time, nature and magic-appear in the American literary heritage up to the present. The examples presented are by authors from Washington Irving to Sandra Cisneros, and include a profound analysis of Linda Hogan's Power, the novel that, as Limpr argues, indicates the start of a new process in American literature by opposing the intense myth destruction of the past two centuries and re-creating the myth.

Voices of teachers participating in an abrupt curricular change over two years shed light on the complexities of teacher change processes, tracing the interplay of issues of teachers' knowledge and experience on change. Qualitative analysis revealed that teachers\ experience of change was mediated by: their instructional biographies, the amount of control they held over their teaching, how teachers' prior practices and understandings were valued and, the varying levels of support provided. Findings reinforce the complexity of the change process which is mediated by an interplay of factors and deviate from current literature portraying teachers as resistant to change. Rather, the ways in which teachers reacted and responded to the changes are highlighted. Findings suggest teachers' change processes are mediated by the way in which their own knowledge and experiences are respected. Teachers, rather than resisting change, want support and time to develop deeper understandings of the change and literacy development. The focus must shift from teaching teachers to implement a particular method to increasing their understandings of how literacy develops.

The present research paper may be an excellent guide for those readers who are interested in John Fowles' outstanding narrative techniques and unique view of life. His well-known book The Collector brings together two totally different world-views and unique elements in many ways. Thus, this book has the aim of providing a general analysis of the Fowlesian art, covering different themes and topics, as well as writing techniques. As most of the authors, Fowles also puts 'himself' in his books in different ways, like dreams, concerns and emotions, which also serve as a point of analysis of this research paper. The odd relationship between the author and the film version of the novel, as well as the filming process are also examined in the book. As Fowles' outstanding book enchants the readers from page to page, thus this book does the same by providing an overall analysis on the unique world created by John Fowles.

A Paleya is a type of historical and exegetical writing compiled by Byzantine and Orthodox Slavic authors, and in some redactions taking on a strong anti-Judaic polemic character. This research deals with the Paleya in general, and with the Hilandar manuscript of the Tolkovaya Paleya of 1633 in particular, which so far has been completely neglected. The author presents all types of the Paleya, and offers an overview of the scholarly research to date with some critical remarks. He demonstrates how the Paleya served as the substitute for the Old Testament and was helpful in the liturgical field. It was an encyclopaedic companion that offered a comprehensive worldview and guidelines for further reflection, rather than a handbook for the fight against the Jews and Judaism. The second chapter is the edited Slavonic text of the story of original sin with a parallel English translation, while the third chapter is a commentary on it, exploring its relation to the Bible, genre aspects in the text, and its sources, including the apocrypha and the patristic tradition. Researchers of Old Slavonic literature and medieval anti-Semitism, as well as Biblicists will find the book truly absorbing.

Wang Shuo established a new discursive space written from the perspective of the liumang or "player" within the burgeoning pop culture of the late 1980s. Wang Shuo"s roles as a cultural mirror and a social agent are not mutually exclusive, but interact with each other in a complex dialogue involving a number of social and political actors. Re-articulating Literary Dissent seeks to explore the implications of the term "literary dissent" during the late-1980s in China by examining Wang Shuo"s 1989 novel, Playing for Thrills. After an extensive examination of the novel, the analysis concludes that it is subversive of the ideology of the literary and the political establishment, arguing for the fickle use of the term "literary dissent" and the inconsistency with which it is used. Labeling something as literary dissent - a rhetorical move to transform artists into political pawns - illuminates more the political motives of the powers who use it than the potentially subversive nature of the works which the term is used to describe. Inconsistent politicization of the term destabilizes its authority and makes visible the political manipulations of representation that inform its use.

Reading culture has a dual meaning: the way in which people read (make sense of) images of culture and the reading culture of a community (the conditions in which readers and texts exist together). In the contemporary reading environment, understanding of the depictions of culture found in a novel is influenced by publicity and promotion, educational institutions, book stores, funding bodies and other links between the reading public and the production and sale of books. This study draws on translation theory to show that all of these interested parties act as translators of the text, making it available and comprehensible to new readers. Using contemporary Australian fiction, this examination of the movement of culturally-specific texts from their places of origin into other cultural markets will show that no text is read without some form of translation. This highlights hitherto unexplored aspects of the marketing of fiction, and the nature of reading cultures, which will interest authors, readers, publishers and translators, along with the many funding bodies who support them.

Bob Dylan's mastery of the pen is a perennial source of intrigue to fans and scholars alike. Here, the author explores various functions of figurative language in Dylan's 1960s lyrics. Focusing on the period in which the artist rose to fame as a critically acclaimed performer and songwriter, this book reveals matters of metaphor and tropology to be at the very heart of the constant changes and artistic metamorphoses so characteristic of Dylan's career. Founded on influential modern accounts of metaphor in literary theory, the study follows certain key recurring metaphors as the usage evolves through Dylan's 1960s works. Through the book, the author traces these changes in the deployment of metaphor, from its origins as a foremost rhetorical tool in Dylan's "topical" lyrics, towards functioning as a self-reflective literary device in his later "psychedelic" phase. As an academic approach to a popular theme, the work should be of interest to scholars interested in the workings of metaphor in literature, and song lyrics in particular, as well as to those who crave further insight into the lyrical universe of one of the most acclaimed lyricists in popular music.