Over six hundred years before John Milton's Paradise Lost, Anglo-Saxon authors told their own version of the fall of the angels. This book brings together various cultural moments, literary genres and relevant comparanda to recover that version, from the legal and social world to the world of popular spiritual ritual and belief. The story of the fall of the angels in Anglo-Saxon England is the story of a successfully transmitted exegetical teaching turned rich literary tradition. It can be traced through a range of genres - sermons, saints' lives, royal charters, riddles, devotional and biblical poetry - each one offering a distinct window into the ancient myth's place within the Anglo-Saxon literary and cultural imagination. -- .

Over six hundred years before John Milton's Paradise Lost, Anglo-Saxon authors told their own version of the fall of the angels. This book brings together various cultural moments, literary genres and relevant comparanda to recover that version, from the legal and social world to the world of popular spiritual ritual and belief. The story of the fall of the angels in Anglo-Saxon England is the story of a successfully transmitted exegetical teaching turned rich literary tradition. It can be traced through a range of genres - sermons, saints' lives, royal charters, riddles, devotional and biblical poetry - each one offering a distinct window into the ancient myth's place within the Anglo-Saxon literary and cultural imagination. -- .

This book reviews the shifting conceptions of writing and revision, noting the ways in which views of knowledge and knowing shape teaching and research. Fitzgerald, as a reading and writing researcher, recognizes that how we revise is shaped by how we read and respond to our unfolding texts. She argues that how we write and read is ultimately shaped by how we know-that is, how we seek to make sense of the world. How and why do we revise when we write? How do we differ in the extent or level of revisions due to differences in our purpose, mode of writing, perceptions of audience, or phase of development of our writing? What motivates us to revise-a need to clarify our expression, to rethink or alter our ideas, to influence our reader in certain ways, or to fulfill our own purposes? These questions have always intrigued composition theo rists and researchers; however, it is only in the past 15 years that researchers have seriously and systematically sought answers to these questions."

The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also Best Practices in Writing Instruction, Third Edition, edited by Steve Graham, Charles A. MacArthur, and Michael Hebert, an accessible course text and practitioner's guide.