The main interest of many readers is in the gradual emergence of Stephen's conviction that in order to survive as an artist he must shake himself free from the fetters of Church, Country and Family. I am going to show how Joyce deals with this theme of estrangement in his novel A Portrait of the Artist as a Young Man and I shall explain the Role of Women and Sexuality in Stephen Dedalus' Creative Process. In conclusion, I shall present the Daedalus Myth and its role in the book.

The book provides an overview of major works in 20th century Glasgow literature presenting fundamental changes in the way of working-class people saw and see themselves. The works analysed, written exclusively by writers from within the working classes, employ various narrative techniques to convey the changing perception of working-people themselves in a century that saw many fundamental social changes. Formalist methods of analysing these narrative methods combined with a detailed presentation of the cultural background make sure that the reader is kept informed and engaged throughout. The focus is on works by such influential writers as James Kelman and Alasdair Gray, but short stories by less known authors make this book also a starting point for further research.

Thomas More finished writing his Utopia originally in Latin in 1516. This scholarly masterpiece describes an imaginary society in two separate books, together with its various social-political institutions and everyday customs. Through the words of the experienced and over-intelligent sailor, Raphael Hythloday, we have the opportunity to get a profound insight into the mechanisms of the lives of the Utopians in a way that, even from the remoteness of almost five hundred years, it tells us something immensely fundamental about the constantly changing nature of human affairs. In the present book we endeavor to have a closer look upon the characteristics of political freedom in the Utopian society, besides continually being aware of the fact that this very concept has undergone the most influential and diverse interpretations ever since More's own time. Bearing this in mind, our ultimate aim with the book is to continue More's own belief to go on with the neverending struggle to find the optimal condition of man.

This book concentrates on the main question regarding the picaresque novel: What is a picaresque novel? Since generations of scholars have come to no agreement the author uses a working definition. The (Spanish) forefathers of the genre provide the basis for the real point of interest, viz. the neglected, partly even forgotten early European picaresque works. These books are discussed with regard to similarities and differences, the working definition of the picaresque novel being the main point of reference at all times. The analysis of these works focuses on the following questions: Can the distinctive features of the picaresque be applied and how has the picaresque novel changed throughout the years? This book aims at those people who show a profound interest in the picaresque phenomenon, from its very beginnings to the eighteenth century. The author, of course, is very well aware of the fact that the phenomenon does not end in the eighteenth century but the classics of Defoe, Fielding and Smollett seemed to be the perfect works to round off this very personal picture of the picaresque novel.

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.

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.

Cicero, Quintilian and the anonymous author of the ad Herennium each describe the art and practice of using an artificial memory system to help aid remembrance. Each of the authors' respective treatises offers an exploration of how both loci (places) and imagines (images) were used to facilitate remembrance of both res (things) and verba (words). The methods delineated by each author provide valuable insight into the visual process, used by educated Romans to retrieve and recall information stored in their memories. By understanding how remembering and recollection were inherently important to the Romans the modern reader can apprehend how Virgil, as a member of the Roman elite, either consciously or subconsciously, would portray his characters as being familiar not only with the system of artificial memory, but also with the Roman process of using different spaces and places to stimulate remembrance. This book looks at the rhetoricians' discussions of the art of memory and posits that Virgil uses the artificial memory system features of sequential order, discriminability, and distinctiveness when describes the way his characters look at various images in the Aeneid.

This work examines the reconstruction of cultural and historical myths by selected postcolonial writers of fiction from Indigenous Australia and South Africa. It explores summarily how these myths were used to define the colonial space, define the indigenes and how they in turn have chosen to define and represent themselves in a post-colonial world. This work also brings the postcolonialism debate back to the table by exploring its implications in using the theory to examine indigenous works of literature. The prodominant concerns of this work are Representation and Historiography situated within the context of postcolonialism. The achievement of this work is one of the canonical expansions recommended by postcolonial criticism which stresses the need for and the appreciation of differences that exist in postcolnial fictions even when they seek to achieve the same goals.

This book tries to investigate the application of major narrative techniques used in Achebe's novels. The main objectives of the book are identifying the narrative techniques used in Achebe's novels and pointing out the strengths and weaknesses of the novels in relation to the use of narrative techniques. In accomplishing the aforementioned objectives, the writer of this study tries to review relevant literatures in relation to narrative techniques. Then an attempt is made to go through Achebe's five novels in accordance with the reviewed literatures by focusing on point of view and narrative time.This book tries to give insights about narrative techniques to the students of literature. In addition, the study may also provide some important points, which can serve as a springboard for other in depth analysis on similar literary techniques

Rebel Literacy is a look at Cuba's National Literacy Campaign of 1961 in historical and global contexts. The Cuban Revolution cannot be understood without a careful study of Cuba's prior struggles for national sovereignty. Similarly, an understanding of Cuba's National Literacy Campaign demands an inquiry into the historical currents of popular movements in Cuba to make education a right for all. The scope of this book, though, does not end with 1961 and is not limited to Cuba and its historical relations with Spain, the United States, and the former Soviet Union. Nearly 50 years after the Year of Education in Cuba, the Literacy Campaign's legacy is evident throughout Latin America and the 'Third World.' A world-wide movement today continues against neoliberalism and for a more humane and democratic global political economy. It is spreading literacy for critical global citizenship, and Cuba's National Literacy Campaign is a part of the foundation making this global movement possible. The author collected about 100 testimonies of participants in the Campaign, and many of their stories and perspectives are highlighted in one of the chapters. Theirs are the stories of perhaps the world's greatest educational accomplishment of the 20th Century, and critical educators of the 21st Century must not overlook the arduous and fruitful work that ordinary Cubans, many in their youth, contributed toward a nationalism and internationalism of emancipation.

This comprehensive, spirited, and often laugh-out-loud funny handbook will help you start, maintain, or enhance a science fiction and fantasy book group. Bring fantasy and science fiction readers together for scintillating discussions with Fellowship in a Ring: A Guide for Science Fiction and Fantasy Book Groups. Providing everything you need to get started, the book offers detailed guidelines for some 50 fantasy and science fiction titles, plus guides for some 40 popular speculative fiction themes. For each of the featured titles, the book provides bibliographic information, author background, a plot summary, notes on appeal points, discussion questions, other resources to consult, and suggested read-alikes. You'll find instructions on how to get a group started, tips for helping fantasy and sci-fi readers get along, hints for understanding the genres and subgenres, and more. The book also offers materials useful to collection development, display building, and programming. Featuring books that run the gamut from literary genre novels to classic pulp stories, Fellowship in a Ring can help you avoid common pitfalls and build a flourishing community of satisfied book group adherents. Provides discussion questions for 50 specific fantasy and science fiction titles and materials and booklists for 40 different themes of fantasy and science fiction Offers 100 additional recommended books for discussion Includes a chronology of science fiction and fantasy history Presents a glossary of science fiction and fantasy discussion terms Provides a bibliography of print and online resources for further studies of book groups and the science fiction and fantasy genres

When I read Heart of Darkness for the first time, I had never though that I would ever write a book about it. I think I am not the only one who found Heart of Darkness indigestible and incomprehensible for the first time. Joseph Conrad is a kind of writer whose works need be read at least three times or even more to understand not only the gist or main message but the importance of each detail. The more times you read Conrad's works the more you understand them, you discover that every little thing has meaning and significance. In this book I am focusing on the opposition between darkness and light, black and white, their role both in Heart of Darkness and Lord Jim. Conrad seems to use the colours in a conscious way, he emphasizes, expresses, suggests or refers to something or sometimes he simply plays with them. I wish everyone as much pleasure as I had while proceeding "deeper and deeper into the heart of darkness" (Heart of Darkness, p. 62.)

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.

Islands periodically manifest themselves within cultural texts as locations for fantasy and the exotic. Through this process they function as a literary trope. Most often they are served up as blank slates, much like early visions of the western United States, where we meet cultural 'others' or encounter exotic experiences. Island narratives depict conflicts between dominant and margial cultures and are driven by exotic and resistant voices as much as dominant ones. Narratives such as The Tempest, Robinson Crusoe, and The Island of Dr. Moreau depict these conflicts, frequently representing these social conflicts between different kinds of spaces. There is a jump that comes when the island becomes reused in science fiction narratives, such as Star Wars, where it can be replaced by a spaceship or planet. Michael Foucault, Philip Fisher, Gilles Deleuze, and Felix Guattari's models of space help us understand these competing spatial and socio-spatial regimes, as well as premodern, modern, and postmodern organizations of space. This book is meant to address an academic audience and develops a new understanding of island spaces and the integral role they play.

This book evaluates a sample of New Zealand Poetry Anthologies covering the 1940s to the 1980s. It assesses how the intentions, knowledge and tastes of the anthology editors have influenced the representation of New Zealand poetry. Changes in the content of the poetry are observed, as well as the techniques that were used. Allen Curnow's influential anthologies of 1945 and 1960 were concerned mostly with the topic of literary nationalism. From the mid-1960s, trends emerged linked to possibilities offered by American poetry and perhaps to a search for greater freedom of expression in general. By the mid-1970s, New Zealand's poetic canon was well established on the strength of publications from Penguin and Oxford University Press, but poetry by women seemed under-represented. Despite increased publication of writing by women poets from the late 1960s onwards, many years passed before women's writing was fully acknowledged in major anthologies. A new bias emerged in the late 1970s and 1980s in favour of work from the University Presses, but, in recent years, anthologies that present some alternative point of view of New Zealand's literary history have proliferated.

Literacy discourses is an ethnographic study concerned with people's use and representations of literacy in two residential quarters in Distrito Federal, the federation district within which is the capital city of Brazil. It is a detailed description of situated literacies in particular domains such as home and community, and it involves knowing literacy practices at both individual and social level. Besides, it is a critical explanation of how these literacies relate to other domains such as work and school. Informal ways of learning literacy are also given attention as part of the everyday use. An integration between the New Literacy Studies and Critical Discourse Analysis is made for the study of literacy as discourse in the link between local settings and global practices. As a main proposition, these situated literacies are classified as lifeworld and systems literacies, derived from Habermas's theory. This classification is meant to show the advantage of providing ways to understand relationships between vernacular and dominant literacies, which do not figure as discrete elements but exist in hybrid practices.

You hold a book of good intensions in your hand. The problem is that the realization of these intensions, namely, reaching the Ideal determines the destiny of others in some cases. How far can go a scientist in reaching his ambitious strives? Is he allowed to use human beings as objects of his experiments? Can we accept the isolation imposed on innocent victims for the sake of scientific development? Should we agree with the fact that anything can be sacrificed in favour of a higher goal without any painful loss? You can have the chance to decide if you take a closer look into the tragical stories The Birthmark and Rappaccini's Daughter. Whatever conclusion you may come to, do not miss to pay attention to The Artist of the Beautiful and to his harmless handlings through the power of imagination and observation. Maybe it is more noble to admire the creatures of nature as he does. The question sounds like this: Is the artist able to reach his goal or will he remain a hopeless dreamer? Check it

Several studies exist on the topic of absurd dramas of the 20th century, but this book brings a new viewpoint, from which the reader can see the problem of menace from a different side. My book deals with the origin, the direction and the experience of menace in five of Harold Pinter's plays comparing with Franz Kafka's The Trial. In Pinter's plays menace comes from the outside world, from different places, disturbing the characters' safe lives in the room. The direction of the way of menace is convergent: from different places to a certain point, to the room. While in Kafka's novels menace comes from a certain invisible place and ensnares the village. The direction of menace is divergent: from a certain point to everywhere. This monograph should be useful to professionals and students in the field of English literature in the 20th century, or anyone else who is interested in the appearance of menace in literature.

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.

In this final primer book, your learner will practice all 59 sounds and 400+ spellings in the English language. Even the most rare and peculiar spellings are explored here, giving students all the tools they need to become master readers and spellers. Students will also learn about proper capitalization and punctuation on their way to becoming excellent writers.

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.