In mid twentieth century Britain, after the experience of total war, evil was not an abstract concept but a palpable reality. How was evil understood, and how did this understanding influence notions of English national identity? This book examines the lives and works of C. S. Lewis, Charles Williams, and J.R.R. Tolkien, members of the British literary club Inklings. It probes representations of evil, Englishness, gender and the erotic in their fiction and shows specifically how their science fiction, horror, and fantasy was a response to the moral and human devastation of two world wars. The book suggests that the Inkling's middle brow literature opens a window on a wider sense of uncertainty and longing about Englishness in the eve of decolonization and decline, while showing that the philosophical and theological make up of the group was more diverse than has been previousely represented.

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

Inspire your middle school readers with these awesome reading motivation programs and proven book recommendations! * Written by a seasoned middle school librarian who knows what kids love to read * Step-by-step directions for battle of the books and other sure-fire reading motivation programs * Chocked full of titles to turn middle-schoolers into avid readers * Includes bonus reproducibles for your very own reading promotion programs * Annotated genre bibliographies to motivate middle school readers Meet the reading needs of a diverse school population, one in transition between elementary and the high school years and learn to have fun while getting serious about promoting Voluntary Free Reading (VFR) in your school. Frustrated librarians and teachers will get excellent examples of reading motivation programs and recommended, sure-to-please reading lists for hard-to-motivate middle grade students. This book is meant to be a resource for the librarian who must respond to the student who asks, "Do you have any good books?"

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.

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.

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.

Those who do not know history are condemned to repeat it. Yet that truism is never remembered when our functional illiteracy disaster is being discussed by "experts," and so the same errors are repeated, decade after decade, and even century after century. The Case for the Prosecution and the two papers following it were originally published in 1981, 1982, and 1983. They reported on the author's extensive library and oral-reading-accuracy research which turned up the historical causes for functional illiteracy and the proven solution for it, and also why that proven solution has so often been mislabeled as poison. In the intervening decades since these three papers came out, they have never been cited in any of the enormously expensive U.S. Government reading research programs or in any publications by so-called "experts" in the reading instruction "establishment." However, since these papers contain much historical detail which is not repeated in the author's more recent works, they are being re-issued for those non-Governmental and non-"establishment" readers who are interested in learning the real facts.

This is the first book on health literacy specifically for and by librarians.Nearly a quarter of the U.S. population struggles with low literacy - and low health literacy. The inability to read, understand, and effectively utilize health information is linked to higher levels of chronic disease, more frequent emergency room visits, and early mortality. The cost and quality of care implications are enormous, and health literacy is a hot topic for policy makers and researchers - and for libraries struggling to respond to patrons' unmet health information needs.This authoritative MLA guide will help you understand the vital role that medical, hospital, public, and health libraries are uniquely qualified to play in improving health literacy. You will learn innovative ways to use collection development, the reference interview, community health information, and Web resources, as well as strategies for working with special needs populations, including seniors, the disabled, ESL groups, and people of diverse social and cultural backgrounds. Case studies illustrate best practices, including ways to partner with health care providers and other organizations to create and fund health literacy programming in your community and make your library a vital player in this increasingly important information needs area.

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.

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.

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.

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.

Traditional printed texts and hypertexts are not fundamentally different. Actually they have more in common than is commonly assumed, and they thus can be analysed well within the parameters of established categories of literary theory. Against this background it seems striking that a number of theoretical treatises by early hypertext theorists such as Landow, Bolter, or Joyce refer to the revolutionary character of this kind of writing, the amazing technological development that lies behind it, and the almost miraculous convergence of postmodern literary concepts and hypertext. These treatises can be criticised for foregrounding technological innovations to a disproportional extent, while lacking both elaborate theoretical foundation and support from actual close analyses of hypertextual narratives. Especially hypertexts which are published on the internet have not been accounted for in a substantial way. Therefore, the present dissertation aims to provide the necessary theoretical framework for a close literary analysis of hyperfiction on the internet.

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.

Offering a comparative analysis of "community-literacy studies," COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS traces common values in diverse accounts of "ordinary people going public." Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a "local" public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference. COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS also examines pedagogies that educators can use to help students to go public in the course of their rhetorical education at college. the concluding chapter adapts local-public literacies to college curricula and examines how these literate moves elicit different kinds of engagement from students and require different kinds of scaffolding from teachers and community educators. A glossary and annotated bibliography provide the basis for further inquiry and research. ABOUT THE AUTHOR After completing a postdoctoral fellowship through Pittsburgh's Community Literacy Center and Carnegie Mellon University, Elenore Long continued to direct community-literacy initiatives with Wayne Peck and Joyce Baskins. With Linda Flower and Lorraine Higgins, she published LEARNING TO RIVAL: A LITERATE PRACTICE FOR INTERCULTURAL INQUIRy. They recently published a fifteen-year retrospective for the COMMUNITY LITERACY JOURNAL. She currently directs the composition program and Writers' Center at Eastern Washington University. ADVANCE PRAISE . . . "COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS is the perfect entry to the exuberant practice of literacy in community. It brings contemporary research to life-in people, stories, and purposes. And it documents the amazingly diverse ways ordinary people go public. Moreover, Elenore Long's imaginative theoretical framework lets us understand and critically compare alternative images of local public life-from the literate worlds of church women, writing groups, and street gangs to the performances of community organizing, street theater, and local think tanks. Long's analytical and profoundly rhetorical insight is to compare community literacies in terms of their framing metaphors, privileged practices, and processes of rhetorical invention. And that is perhaps what makes the final chapter such a pedagogical powerhouse-a brilliantly critical and concrete guide to supporting our students and ourselves in local literate action." -Linda Flower, Carnegie Mellon "Elenore Long's COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS begins to articulate a history for community literacy studies, and such a history is essential for helping us figure out where we are going with this area of inquiry. Long provides a new set of tools as well, and her local publics framework, in particular, will prove valuable to researchers and teachers alike." -Jeff Grabill

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.

Librarians can stay relevant in the twenty-first century when they build on those areas where they have excelled. Service to children is one of those, and a hot topic is emergent literacy, the earliest phases of literacy development. Because parents are a child's first teacher, they need to understand that children who enter school with a larger vocabulary are more likely to succeed in school and that they can offer experiences for their pre-school children to prepare them for school. This book provides six sessions for a children's librarian to use to introduce literacy skills to parents of preschool children. These sessions teach parents how to give their child an opportunity to explore and experience new things. Designed to be conducted in two simultaneous units, one for parents and one for children, handouts and activities are included. These are especially helpful for helping parents who will be able to make most of the teaching devices rather than purchasing expensive commercial items. The hot topic for children's librarians building their pre-school programming is emergent literacy, the earliest phases of literacy development. A brief introduction to the research in emergent literacy and some examples of successful programs are given. Because parents are a child's first teacher, they need to understand that children who enter school with a larger vocabulary are more likely to succeed in school and that they can offer experiences for their pre-school children to prepare them for school. This book provides six sessions for a children's library to use to introduce literacy skills to parents of preschool children. These sessions teach parents how to give their child an opportunity to explore and experience new things. Designed to be conducted in two simultaneous units, one for parents and one for children, handouts and activities are included. These are especially helpful for parents who will be able to make the most of the teaching devices rather than purchasing expensive commercial items. This would be especially helpful as a training manual for solo children's librarians who must use volunteers to conduct the children's workshop.

Memory is not a thing that we call upon, it is an event that we experience. Each time we speak, we do not access a memory, but create a new memory - we compose a new memory event. Our memory is a constant decomposition and recomposition process, and this process, in many ways, is who we are. Our everyday communication is governed by a complex cognitive process so innate in our neurological composition that we rarely pause to consider it. Their Synaptic Selves examines the cognitive shifts that memory events force in our everyday language. It explores how authors like Samuel Beckett and James Joyce interpret these types of events, specifically discussing how spatialization and mapping affect memory. For these authors, it is the failure of memory (and its linguistic manifestation) that teaches us how we think. By looking at these moments of failure or slippage in light of philosophers like Henri Bergson and Gilles Deleuze we can come to understand more fully the complex and elusive approaches through which these authors deal with memory and its role in language. Only then can we begin to examine the way we actually use language and read texts today.

The Colonial Book in the Atlantic World carries the interrelated stories of publishing, writing, and reading from the beginning of the colonial period in America up to 1790. Three major themes run through the volume: the persisting connections between the book trade in the Old World and the New, evidenced in modes of intellectual and cultural exchange and the dominance of imported, chiefly English books; the gradual emergence of a competitive book trade in which newspapers were the largest form of production; and the institution of a ""culture of the Word,"" organized around an essentially theological understanding of print, authorship, and reading, complemented by other frameworks of meaning that included the culture of republicanism. ""The Colonial Book in the Atlantic World"" also traces the histories of literary and learned culture, censorship and ""freedom of the press,"" and literacy and orality.

Journal prompts that are appropriate for junior and senior high students are sometimes difficult to find. Equally difficult to find are writing prompts that also strengthen vocabulary. "Journal Prompts for Secondary Students" does both. This resource includes a variety of age-appropriate topics for each week of the school year, vocabulary terms, and weekly and quarter assessment devices.

"Journal Prompts for Secondary Students" is a great Language Arts supplemental resource. Teachers can use the prompts to transition into the day's lesson, to motivate reluctant writers, and to strengthen writing and vocabulary skills. Any writer can benefit from the thought-provoking prompt challenges.

Whether you are a teacher needing a writing and vocabulary text to supplement your curriculum or you are a writer looking for inspiration, this book is for you.

Get solid learning results with phonics! Teach students in grades K-1 the basics of phonemic awareness to increase reading skills
- These lessons include playful story hour rhymes and activities to provide direct instruction in phonics and phonemic awareness targeted to get solid learning results
- The lessons are easy-to-implement and correlated to national standards. They are a perfect resource for helping your students make Adequate Yearly Progress (AYP)
- Included in the book are original, instructional, reproducible black line masters!