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.

This book seeks to demonstrate how the experience of exile was reflected in the work of 20th century Czech writers. It does so by way of an examination of the respective responses of Jan Drabek and Jaroslav Vejvoda to two historical traumas: the 1948 Communist Coup and the failure of the Prague Spring in 1968. It argues that while both Drabek and Vejvoda employ typical aspects of exilic literature in their work, each of them provides a different reflection on exile according to the distinct social and political condition of his time. By analyses of these responses to historical trauma, this work emphasizes the transition from the external, social, and political approach of Drabek to the internal, private, and strictly non political position of Vejvoda.

F. Scott Fitzgerald's The Great Gatsby and Orson Welles's Citizen Kane have been renowned for capturing the contradictory features of the American dream through their authentic and fascinating stories of two legendary fictitious American citizens. However, few studies have commented on how similar reporting techniques bridge the genre-specific differences of two of the most iconic pieces of 20th century American literature and cinematography. This book is the first of its kind: It offers a comparative analysis of the reporting techniques on the American dream, unfolding complex semiotic structures. The book casts light on the interplay between the three levels of reporting and the detective-style quest for the personality of Jay Gatsby and Charlie Kane, analyzing the ways the reporters' attitudes and twists of time and space manipulate the perception of the audience. The book can be as useful for scholars in American literature and cinematography as for psychologists and communications professionals, who might feel challenged to observe complex human interactions, while creating the missing pieces of the highly fragmented puzzle in The Great Gatsby's and Citizen Kane's storylines.

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

Germany's first democracy, the Weimar Republic, affected every aspect of life, particularly for women, who were granted such rights as the right to vote and equal pay for equal work. These rapid advancements combined with a strong economy and an increasing interest in popular culture, such as movies and sports, made possible the media creation of the New Woman. This book discusses four major works of the period--two dramas by Ernst Toller and two novels by Irmgard Keun--in terms of their portrayal of gender, both of traditional masculinity and femininity and of newer attitudes brought out in the period of the Neue Sachlichkeit. The analysis will explore what made the New Woman "new" and the reasons why she was never a reality for most German women. This book should be useful to those interested in German history, literature, and women's studies.

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.

Saying 'no' might be an ordinary thing for women nowadays, however, it did not use to be like that for women of renaissance times. The book describes female unruliness portrayed by Shakespeare through Katherina and Cordelia, two of the most prominent manifestations of rebellious women. The first two chapters deal with Cordelia's and Katherina's words and their consequences with regard to their fate. It is also examined whether and how the playwright embosses the renaissance woman through them. The final chapter contains more of the mythological background through the archetypal characters 'witch' and 'goddess'. Renaissance and medieval aspects of life are also compared. Moreover, the patriarchal system is examined as to its aspects regarding the barriers of manifestation to the playwright. The book should help shed some light on how the age restricted or freed the mind, and more precisely, how Shakespeare interwove this aspect into the dramas in question. It should also be especially useful to university students or anyone else who may be considering doing research into the field of the English literature of the Renaissance.

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

Award-winning storyteller Dianne de Las Casas offers a primer on how to tell a spooky story, with 25 tales organized by age appropriateness and tips on how to effectively tell each tale. In Scared Silly: 25 Tales to Tickle and Thrill, Diane de Las Casas shares the methods and processes she uses in her own performances, workshops, and artist residencies, including how to effectively encourage audience participation. A brief section explains the benefits of sharing scary stories and offers expert opinions on the subject. The 25 stories included here, many of them storytellers' classics, can be used by elementary teachers, librarians, storytellers, and camp counselors. The tales are adapted from around the world and range from suspenseful to comical to thrilling. Each story is annotated with suggestions on how to tell the tale, and each is rated by a "Spook-O-Meter" that illustrates how scary the story is for what audience it's intended. Grades 1-5. Includes 25 stories appropriate for children in grades 1-5 A "Spook-O-Meter" illustrates how scary each story is for what audience it's intended

This dissertation provides a study of the anticipatory signs of the emerging postcolonial consciousness in three mid-century novels of the African Diaspora: Camara Laye's The Dark Child, Margaret Walker's Jubilee, and Orlando Patterson's Die the Long Day. Inspired by Genevive Fabre and Robert O'Meally who have highlighted how African-American cultural producers revise history through lieux de mmoires, this analysis argues that these three transnational writers- respectively from West Africa, the United States and Jamaica - reclaim in their "willfully" constructed sites their past that had been marginalized and distorted in documents authorizing history. Paying careful attention to the context of their utterances and their intertextual relationships with antecendent Euro-centered traditional histories and fictions, this study attempts to show how these writers of the African Diaspora supplant the representational practices, counter the ideological discourses, and correct the misrepresentations embedded in "colonial" textuality. In addition, it examines the various tools these three writers employ to reclaim effectively their history. Whereas Laye utilizes narrative voice to shape his autobiographical novel into a lieu de mmoire, Margaret Walker employs music as an unassailable tool of reconstructive history, and Orlando Patterson crafts sociological data into his literary structure

Although new historical scholarship on trauma has expressed great interest in exploring the role of metaphor and modernist figurative language in writing about trauma, there has so far been relatively little systematic scrutiny of the links between modernist aesthetics and the shocking and unresolved nature of traumatic history. This book, therefore, seeks to remark on a modernist vision of history as trauma shared by both Freud and modernist writers. Bringing a historical vision to modernism and reading modernist literature as a literature of trauma, this book aims to show that the mad and schizophrenic nature of modernist narrative has both aesthetic and historical justification. Such a reading helps add a historical dimension to modernist stylistic devices in which modernist writers employ a peculiar form of non-linearity and a circular textual referentiality to represent history through the symptomology of trauma. This book will be particularly useful to professionals in modern literature and trauma studies, or anyone else who is interested in reading literature against/with history.

The nineteenth century was a time of fundamental changes in British society. The great Victorian writer Thomas Hardy reflects upon this time of transition by creating a setting for his regional novels which is much more than a mere background to the narration. Over the years his perception and representation of nature and landscape changes, partly influenced by the findings of Charles Darwin, partly caused by the effects of the Industrial Revolution. This book analyses regional elements in three of Hardy's novels, namely Far from the Madding Crowd (1874), The Mayor of Casterbridge (1886) and Tess of the d'Urbervilles (1891). It shows why and how he moves away from the pastoral to a more realistic depiction of rural English society. Aspects that will be looked at in greater detail are the oppositions of country and town, tradition and change, social acceptance and exclusion, dialect speech and standard English and the relationship between external and internal nature. This book is of interest to scholars of Thomas Hardy and English literature but it also appeals to anyone wanting to gain some deeper insight into the development of the novel in the nineteenth century.

The Lord of the Rings has evoked serious debates among practically all levels of literary society from mere reader to literary critic, tutor to biographer, devoted admirer to simple imitator. J. R. R. Tolkiens masterpiece has been provoking endless disputes about the possible literary origins of its elements, just as well as about the literary category with which it may be characterise, since it was published . In this work, the reader may discover the way and the extent to which certain character-level elements of the literary affiliates of myths, legends and fairy-tales effected the creation of such important characters in Tolkiens classic as Dwarves, Elves, Hobbits, and Wizards. Besides, the most prominent features of The Lord of the Rings based on which this book can be characterised as fantasy will also be presented, together with a comprehensive description of this literary mode.

Nation and identity are two of the catchwords of cultural politics. Discourses related to these concepts have ever been especially pertinent to Scotland, owing to the nations complex relationship with England. Throughout the intricate political affairs that bound these nations to one another, Scotland has looked for distinctive ways to express itself, resulting in displays of national identity peppered with Scottish images. While their representations vary, their continued use proves them to be vital to the nations imagination. This study examines the concept of national identity in Scottish literature of the twentieth century by focusing on the portrayal of aspects of national relevance and their contribution to the creation of Scottishness in selected novels by Lewis Grassic Gibbon, Muriel Spark and Alasdair Gray. The representations of Scottish identity that are explored in the texts are not the images of a common national ideal, nor are they standards to which the images must conform in order to be Scottish. This study rather evaluates various facets which provide the space of the discourses that constitute national identity.

Drug, alcohol, sex, relationships, togetherness, loneliness, literature, obscenity, homosexuality, wandering, homelessness, art, thousands of corrupted angels, freedom, limitation, liberation, friendship, poetry, a movement. The spell that Beat literature still casts upon us originates in the elementary: our human wish for being free from human limitations. Is spiritual liberation a state that can be reached at all? Howl has the answer in it. After presenting a historical, social and literal glimpse into the era of the American Beat generation, this book offers a guide to the Beat bible that is Howl by Allen Ginsberg. The main motif along which the work analyzes Ginsberg's poem is spiritual liberation. Though apparently the Beats seem to be free from for example society, it is quesionable whether they could find their wished state of perfect freedom. The spell of Ginsberg is especially powerfull in our world of apparently no limits where all the fights had already been fought instead of us. If only we could be our own freedom fighters, too.

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

From the death of the last great medieval monarch, Henry V, until the ascendancy of Henry Tudor as Henry VII, England underwent a long and bloody transition from feudal kingdom to early modern state. Shakespeare's minor tetralogy is the story of this metamorphosis and 1 Henry VI is its beginning chapter. The language and action of 1 Henry VI reflect the legal foundations of feudal England at the point when those underpinnings were beginning to disintegrate. This dissolution is represented through four subplots that emphasize the characters as personae mixtae - private individuals and legal entities - within feudal England's socio-political structure. This study is the first of its kind to analyze Shakespeare's English history plays in terms of medieval and early modern theories of jurisprudence. Exploring how and why Shakespeare deviated from his historical source materials, this work focuses on 1 Henry VI's unhistorical scenes and examines details of characterization, dialogue and diction in context of legal and political works that would have been familiar to most educated Elizabethans.

The pleasure of reading digital narrative fiction resides in our sense of being immersed in a fictional universe populated by life-like characters, and where situations and events unfold in a plot allowing us to reenact the vicissitudes of the story in our minds as we read. What happens to this sense of immersion when the narrative consists of animated, interactive, multimodal text, is displayed on a computer screen, and when we click on hyperlinks and scroll with a computer mouse, instead of leafing through the pages of a print book while reading unyielding text on paper? This study explores the impact of technical and material features of the reading device - the computer and the print book - on our sense of being emotionally, cognitively, and phenomenologically immersed in a narrative fiction. Far from being transparent displays of narratives, the medium and technology in question play a crucial role for our reading experience.

Promote some of today's best and most popular YA books-both fiction and nonfiction- with these ready-to-use booktalks and creative learning extension ideas. Whether you are a public or school librarian, teacher, or teen group leader, you'll find this guide helpful in motivating teens to read, and keeping them engaged. It features background information on the books, booktalks, and related activities for more than 100 titles released between 2003 and 2008, but focusing especially on those published in the past 3 years. New to this volume are indicators for titles with strong appeal to teen boys and teen girls, as well as those that cross genders in their appeal. Grades 6-12.

The Self-Fashioning of Oliver Cromwell provides a close analysis of Cromwell's letters and speeches. It assesses the influence of Cromwell's Puritan faith, and evaluates Cromwell's role in the main public arenas of his life. The work also examines the significance of the title 'Lord Protector', and discusses Cromwell's acceptance of that title. Self-fashioning theory is employed to highlight the ways in which Cromwell fashioned himself in opposition to threatening Others. The book also discusses the ways in which the parameters of Cromwell's time, such as the religious and political environment, influenced his self-fashioning. The final chapter explores the relationship between Cromwell's self-fashioning and his public image. This book will be of interest to historians, to literary scholars, for those concerned with self-fashioning, and to the general reader.

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.