Roots is more than the saga of Alex Haley's family, by means of his novel the author has managed to put slavery in a new light as well. With the help of his protagonist, Kunta Kinte, he was able to highlight such aspects of slavery which were not mentioned before. While analysing Haley's brilliant work, my aim was to focus on the American-born and the African-born slaves' relationship, which is tensioned during the whole novel though both of them live under the same oppression. I have tried to investigate what is the source of the lack of understanding each other and their common disrespect, which usually characterises the African born and the American born slaves' relationships. Besides this interesting point of the novel, my work also elaborates another remarkable aspect of the slaves' character, which seems to be a great burden for them; the American-born slaves' rootlessness and the African-born slaves' double identity. I would recommend this book for those who are interested in the history of slavery and in Haley's work as well and they would like to know not only the surface but also the underlying reasons and motivations of the slaves' behaviour and actions.

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.

More than 20 years before his death, Beat poet Bob Kaufman (1925 - 1986) took a vow of silence that he honored for all but a handful of his remaining years. Unfortunately, this silence has seemingly made it easy to dismiss Kaufman in favor of self-promoting Beats such as Allen Ginsberg and Jack Kerouac. A growing number of scholars, however, are taking the time to reexamine the poetry of Bob Kaufman. As they do, they propose various explanations for his silence, which infects both his poetry and his biography. This book offers a new theory. It argues for a historical reading. It posits that Kaufman uses silence to respond to the oppressive conformity of the mid-twentieth century. By remaining obscure, Kaufman rejects the suburban middle-class value system of the time and prohibits the reader from placing him within taxonomies based on class, race, and gender. As such, Kaufman forces the reader to start from scratch when asking questions about identity. Jazz, then, becomes the ideal tool for Kaufman because it works through spontaneity and improvisation and the defeat of embedded forms and structures.

Human nature has always been a mystery. Whether we are conducted by individual impulses or subject to a greater force called destiny? We have our assumptions but no one knows the answer indeed. Christopher Marlowe lived in a time when religious dogmas overwhelmed society - nevertheless, the rebellious playwright raised some of the burning questions we would never dare to ask about. He realised that the case should not be simply about original sin but it has to say something about our wavering nature and inherent possibilities as well. The rumours and taboos left the people in a quandary but at the same time, the Elizabethan era was labelled by the increasing power of self-consciousness. Marlowe gives an analysis about this dual characteristic in his play Doctor Faustus confronting the basic tenets of Calvin, Luther, Erasmus and such. Whether Faustus is guilty or not? He is not attempting to give an overall answer - all he does is depicting a great personality who is destroyed by his own passion and ambition. Marlowe detects the pros and cons just as we do if we seek after self-knowledge. This book is for those who are the same.

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 provides a useful account of the reception of John Ford in the Romantic Period. It argues that the three fundamental causes of the revival of Shakespeare - that is, the rise in historical criticism, the influence of Longinus, and the endeavour to reinforce Englishness - were echoed in the revival and reception of Ford in the period.

Kazuo Ishiguro's book The Remains of the Day (1984) and its film adaptation's story is about a respectful British butler who travels across Britain in 1956. This journey is his first expedition in England. While he fights with his feelings and affections and tries to dig under his conscious mind, he is oppressed and worried. We can read this story as a romantic novel as James Ivory, the director of The Remains of the Day, saw it. His film is more romantic than Ishiguro's book. It is really exciting to see how good directing can change a story, how the lights and colours can show new aspects of a text, how paralinguistic features can show more than an unbelievable description. The director, cast, and crew must be dependent on the tools of filmmaking to reproduce what is felt, thought, and described on the page. Emotions can be expressed more easily in a film, or at least differently, since the actors' play can give more to it with their experience of life. The filmmakers' production would be their ideas about the book. Comparing these differences between film adaptations and the readers' particular view might be very challenging and rewarding in an English language classroom.

Traditional instruction in the social studies has been content rather than process oriented, concentrating on the lower level thinking skills. With coverage of the culture and history of the fifty United States, "Reading the Fifty States" offers librarians and teachers the tools to encourage higher order thinking skills. Students read novels set in each of the states and participate in targeted reader-response activities that are process oriented, develop higher cognitive skills, and spark creativity. Helpful tools include 200 booktalks (4 for each state), lists of other recommended titles for each state, a fact sheet, a listing of the national standards covered, and a plethora of reproducible, reader-response activities directly linked to national standards in language arts and social studies. Grades 3-6

'The Case for Cummings' shows how E.E. Cummings has become fixed in criticism due to a misreading of his work by critics. Many critics in the 1920s were hostile to Cummings, forcing Cummings supporters to either defend or apologise for him. Thus, in the 1920s pro-Cummingsian critics defined and fixed the battleground' - collectively collating Cummings themes - love, spring, satire, individualism, and transcendence yet these areas became the very source of attack from anti-Cummingsian critics. This investigation, utilizing the literary theories of Derrida, Bakhtin, Foucault, Bloom, and Cixous, among others, aims to show how both sides have misread Cummings work and in doing so sees a new Cummings emerge, a Cummings who appears less fixed in criticism, who is more complex and richer in scope than first thought, and whose work demands major re-evaluation.

Do they ""get it""? Are students mastering information literacy? ACRL's standards for information literacy provide a solid foundation to help faculty and librarians establish the context for learning. Neely, a top information literacy expert, frames these ACRL standards as benchmarks and provides a toolbox of assessment strategies to demonstrate students' learning. Sharing best practices and actual sample assessments, these proven materials and programs: represent best practices from 27 institutions (US, Canadian, Australian); exemplify the best library-related assignments to strengthen information literacy skills; offer proven tips for incorporating the five ACRL standards into instruction; go beyond the classroom, with insights on partnering with teachers and administrators; and, explain the basics of automating assessments.

This book aims at investigating whether teaching literature and teaching grammar can be integrated in second language teaching. In the literature review part of the work the first aim is to provide a summary of the studies that have dealt with the questions of why literature and grammar should be taught in the language classroom and especially how teachers should teach them. Since there is hardly any literature on how these two areas can be integrated, the aim is to find those points where the two language teaching areas can be combined. In the second part of the book four activities are introduced to show possible ways how theory can be put into practice in the language classroom. They are also implemented and, as the results show, they are regarded by the students as effective and motivating ways of teaching grammar through literature. The work should help shed some light on this new and exciting teaching area, and should be specially useful to teachers of English who may consider utilizing teaching grammar for teaching literature.

Through a balance of pedagogy and practice, Ellis gives teachers the skills and confidence they need to become better storytellers. The book includes dozens of great stories and classroom-tested lesson plans to help students improve reading fluency, comprehension, and vocabulary. With better reading skills, students' ability to learn content will also improve. By telling their own stories students will also learn creative writing strategies.

The preface and introduction recount current research, while providing inspiration for teachers to learn and tell stories. Each subsequent chapter explores one content area, Reading, Math, Science, etc. There is also a series of interdisciplinary units. What makes this project unique is that each chapter offers several exciting, easy-to-learn stories and reproducible pages for a ready-to-use handouts. Lesson plans include detailed strategies for their application, as well as links to national learning standards. Grades K-6

Join Piggy Rae and her silly friends Bernie Bear, Tommy Turtle, Alistair McMoose and others in these engaging and interactive puppet skits that encourage both laughter and learning. This guide gives you everything you need for lively storytimes. In addition to ten complete scripts, you'll find literacy tips, preparatory checklists of materials and props needed, patterns, lists of books for literacy building displays, activities that relate to the story and promote early literacy, and take-home reproducibles for caregivers that help them reinforce the six early literacy skills. Designed for PreK-Grade 3, the puppet plays are perfect for in-house storytime settings and for community outreach projects. Grades PreK-3.

This book follows the interaction of "double-voicing" and "double-consciousness" in Native American literary history. It begins with the surviving records from the time of colonial contact and ends with works by Leslie Marmon Silko and Thomas King, two contemporary authors of the Native American Literary Renaissance. "Double-voicing" is a common feature found in many works preserved by early anthropologists from various Native American oral traditions. However, after colonial contact this feature largely disappears from literary works written by Native American authors, when it is replaced by the societal condition "double-consciousness." With the revitalization of cultural knowledge in the mid-twentieth-century, Native authors also revitalize their rhetorical techniques in their writing and the "double-voice" feature re-emerges coupled with a bicultural awareness that is carried over from "double-consciousness."

The idea and image of Englishness has changed a lot within the last decades. As Yasmin Alibhai-Brown has memorably observed, modern Britain is "more reflected in multiracial families, curry and the fiction of Zadie Smith than the Royal family, fish and chips, and Shakespeare?." This book analyses the works of two mixed-race English writers: Hanif Kureishi and Zadie Smith. Hanif Kurishi's novel The Buddha of Suburbia was published in 1990, Zadie Smith's debut novel White Teeth a decade later in 2000. Both authors deal with questions of identity, racism and cultural hybridity amongst second- and third-generation immigrants living in England. The aim of this book is to show how the images of Englishness and the attitude towards hybridity have changed between 1990 and 2000. Whereas Kureishi's novel focuses primarily on racism, Smith portrays millennial London as a city where hybridity - either by birth or by experience - is an integral part of everyday life.

This seminal work on what literacy truly means in the 21st century is filled with big, meaningful ideas. The purpose of this book is not to replace the three Rs, but to expand them to a model for literacy that applies to classrooms which are shape-shifting under the pressures of converging conditions. This is a must-read for all educators!

- Expose meaning from global interactive, multimedia, electronic cybraries

- Employ information for solving challenges and constructing information

- Express ideas compellingly and fluently through technology to a diverse audience

This resource features an associated Wiki web page where readers can access presentation slides, links to blog entries about redefining literacy from the edu-blogosphere, online handouts for conference presentations and workshops, various files associated with this book, and regularly updated web links that have started with Redefining Literacy for the 21st Century.

This brief book focuses on the Gothic elements that help to shape and define literature of the American South and on how these elements are incorporated into Southern literature through overt use of the grotesque. After exploring the foundations of what may be loosely termed the Southern Grotesque, this work analyzes two literary themes that have played major roles in the evolution of Southern fiction, which often centers on women and the roles they play in Southern society: coming-of-age themes and motherhood themes. Coming-of-age themes trace the lives of adolescent girls who grow up in Southern culture, come of age spiritually in the South, and search for identity, while motherhood themes track the influence (both productive and destructive) of Southern women who are thrust into motherhood. This book also examines the Grotesque and Gothic connections among the authors of Southern literature, in particular Zora Neale Hurston, William Faulkner, Carson McCullers, Flannery OConnor, Alice Walker, and Toni Morrison. These writers of the grotesque tradition have influenced my own novel-writing, to which I refer in the last chapter, a study of the creative process.

From the marble columns of the Parthenon, to the hardcover textbooks of today, the Prometheus myth has been told and retold to explain humanity's humble beginnings. The story is, on the surface, one about fire; a creation myth which accounts for humankind's evolution. But at the heart of the story are oppression and rebellion, defiance and revolution. Taken literally, every flame we tend to today can be seen as a descendent from that first torch of Prometheus; taken figuratively, we see that the light which Prometheus brought to us was enlightenment. The adult learners of The Learning Bank of C.O.I.L., Inc., in West Baltimore have come together to share their biographies, essays, poems, and stories. These accounts are accompanied by the stories of the people who work and volunteer at The Learning Bank exploring numerous perspectives on education and the privilege it brings.