The Woman Question served as a catalyst in Kate Chopin's, Nella Larsen's, and Willa Cather's portrayal of the eroticized female body. The question evolved, in part, from Herbert Spencer's 1873 article "Psychology of the Sexes" and centered around Spencer's "theories" on woman's nature, her function, and her differences-biological, sexological, and sociological-from man. Chapter one historicizes the Woman Question by examining its influence in these three areas. Chapters two, three, and four analyze one novel by each author. Chopin's The Awakening introduces the literary study because it operates as a transitional text challenging the Cult of True Womanhood while simultaneously introducing the sexualized New Woman. In Larsen's Quicksand, the New Woman is conceptualized within a black female body, a body that boldly confronts racist notions of woman. Lastly, Cather questions heteropatriarchal hegemony through her eroticized, feminized landscape in O Pioneers . Although each author develops her heroine differently, all three construct strong female characters who energize the Woman Question debate, forcing a re-examination of it in ways ignored or unrealized before.

"To give symphonic shape to verbal narrative"--this was the main target Anthony Burgess set for himself before writing the Napoleon Symphony. Himself being a composer, music played a prominent role in his life, and Burgess did not separate these two fields of art, rather tried to approximate them as much as possible. Burgess never deterred from experimenting, he was famous for his strong and original linguistic power with which he wrote his novels. One of his main sources for inspiration was music. In this book the author examines two novels, A Clockwork Orange and the Napoleon Symphony from Burgess's oeuvre from a special point of view. The book presents how music and especially how symphonic structure appear in the two novels and in Burgess's art. Can music teach anything to a novelist? What is a postmodern writer might learn from this art? These questions are being answered in this book.

The Length of Light reflects the predicament of everyday choices in life. The enigmatic gap between ordinary people and their dreams is dramatized in scenes that reveal severed roots, patriarchal intrusions, socio-economic impositions, inhuman cultural values, and hostility. Yet the redeeming qualities of each character give hope and faith as they hold on to their insurmountable will to survive. In their diverse themes and tenors, the narratives demonstrate a critical examination of a world in which most people, against their wishes, are chosen by the paths they follow: Kaito, the protagonist in Sirens puts his family in debt to achieve his desperate desire to migrate to the United States. He is, however, shocked to realize that America is far from the place he imagines it to be. Soka, in the story Idu, is on the other hand, haunted by a cultural belief she dismisses: she encounters the very mythical story she rebuffs, and in the process, history becomes her story.

Crime stories offer a great opportunity to observe gender confrontation in the issues of identifying and interpreting facts, and the questions of justice and morality. How women and men interpret actual situations is influenced by their learned behavioural patterns that subscribe to their stereotypical roles defined by their social realities, which inherently generates presumptions and the imposition of pre-existing patterns on the other gender. By examining Susan Glaspell's Trifles, the works of Wilkie Collins and Agatha Christie, and 21st century adaptations of Miss Marple, it can be seen, that women and the concept of trifles are linked in detective literature. In these crime stories female and effeminized characters are associated with definite personal characteristics, attitudes and behaviour, because of gendered stereotypes and culturally ascribed roles. Stereotypical gender differences are comprehensively presented in these works, and they illustrate the evolution of the concept of the female detective triggered by the changes in stereotypical gender roles.

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.

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.

This resource offers a series of grade-appropriate lessons that link storytelling in the classroom with the development of essential language skills. Literacy Development in the Storytelling Classroom shows just how powerful a tool storytelling can be for building vital language skills-not just reading and writing, but speaking, listening, visual literacy, and information literacy as well. It is an exceptionally rich and rewarding resource that helps teachers and tellers work together to focus story time on language development. Moving grade-by-grade from pre-K to middle school, Literacy Development in the Storytelling Classroom offers both research-based ideas and specific lesson plans for using storytelling to promote literacy learning. Lessons seamlessly integrate material from traditional domains of social studies, science, math, and language arts, while incorporating elements from the creative arts, such as music, visual arts, drama, dance, and folk crafts as both storytelling vehicles and curriculum extensions. The stories themselves in this collection are drawn from the full spectrum of the world's cultures-every child is represented, and every child will benefit from the concepts and lessons in this remarkable book. Specific lesson plans for each level from pre-K to 5th grade Contributions from a variety of professional educational storytellers and teachers who use storytelling in their classrooms Photographs of children engaged in storytelling lessons as well as original children's art and additional diagrams and charts An extensive bibliography of print, multimedia, and online resources on both the theoretical basis and practical applications of classroom storytelling An appendix of national standards and abbreviations

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.

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.

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.

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 volume offers ready-made, standards-based, academically sound lessons and activities based on Coretta Scott King Award winning books. Teaching Literacy Skills to Adolescents Using Coretta Scott King Award Winners has everything teachers need to create lessons in core subjects using the very best of young-adult literature. It offers a rich compilation of classroom-proven reading, writing, and vocabulary activities for promoting strong literacy skills in adolescents. Each chapter focuses on a Coretta Scott King Award winner, offering a selection from the text, a biographical sketch of the author, complete bibliographic information, an annotation, suggested grade level, and discussion questions. These are followed by a series of research-based reading and writing strategies for the book, plus activities in a reproducible format, all targeted to middle or high school grade levels. In addition to chapters on individual titles, the book includes an introductory section that explores the purpose and legacy of The Coretta Scott King Award, as well as the latest developments in literacy research. Comprises individual chapters on prestigious Coretta Scott King Award winners Offers complete bibliographic data for each title Includes reproducible standards-based lessons ready for classroom use Presents vocabulary lessons that actively engage students

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.

If woman was already considered a baser being in medieval English literary culture, then what explains the monstrous women--part-animal, or magically-empowered--who function as typical romance heroines? If the monstrous women simply dramatize the conventions of medieval misogyny, then why do so many of them found dynasties, establish empires, and fill the royal seats across Europe with their offspring? A closer look at the figures of Constance, Medea, and Melusine in 14th, 15th, and early 16th-century English narratives reveals how metaphorical female monstrosity functions as a critical lens that allows authors, and audiences, to reflect on and re-examine misogynistic conventions, patriarchal authority, and the romance formula itself. Arguing that the Middle English romance constructs new possibilities for fiction, this study uses recent scholarship on monster theory and medieval women to theorize the presence of these monstrous women in medieval romance, discovering how they trace the formulation of a distinct gender ideology and expose the flaws of a literary rhetoric that, in defining the female as Other to the normative male, makes women into monsters.

This book investigates the complex genesis of the play printed in the Shakespeare First Folio of 1623 as 'The first Part of Henry the Sixt'. It begins by anchoring the present volume in the wider context of authorship theory and attribution studies before examining the external and internal evidence for the play's date. It is demonstrated that it is only by carrying out a full structural analysis of the play that we can hope to disentangle and accurately appraise the various revision theories put forward by scholars over the centuries. The author then conducts the first comprehensive assessment of Gary Taylor's groundbreaking 1995 authorship hypothesis for the play, and modifies it significantly before concluding that 'The first Part of Henry the Sixt' is Shakespeare's revision of the play that appears in Philip Henslowe's Diary as 'harey the vj'; a play written by Thomas Nashe (Act 1) and an anonymous playwright (Acts 2-5) for Lord Strange's company and first performed at the Rose theatre on 3 March 1592. This book will appeal to all students of Shakespeare, especially those interested in his earliest beginnings as a playwright.

Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarao, Santa Catarina, Brazil in August 2007-the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work. Contributors include John M. Swales, Paul Prior, Maria Antonia Coutinho, Florencia Miranda, Fabio Jose Rauen, Cristiane Fuzer, Nina Celia Barros, Leonardo Mozdzenski, Kimberly K. Emmons, Natasha Artemeva. Anthony Pare, Doreen Starke-Meyerring, Lynn McAlpine, Adair Bonini, Rui Ramos, Helen Caple, Debora de Carvalho Figueiredo, Charles Bazerman, Roxane Helena Rodrigues Rojo, Desiree Motta-Roth, Amy Devitt, Maria Marta Furlanetto, Salla Lahdesmaki, David R. Russell, Mary Lea, Jan Parker, Brian Street, Tiane Donahue, Estela Ines Moyano, Solange Aranha, and Giovanni Parodi. PERSPECTIVES ON WRITING Series Editor, Michael Palmquist The WAC CLEARINGHOUSE AND PARLOR PRESS

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.