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This book aims to help readers interpret, and reflect on, their
reading more effectively. It presents doctrines of ancient and
renaissance rhetoric (an education in how to write well) as
questions or categories for interpreting one's reading. The first
chapter presents the questions. Later chapters use rhetorical
theory to bring out the implications of, and suggest possible
answers to, the questions: about occasion and audience (chapter 2),
structure and disposition (3), narrative (4), argument (5), further
elements of content, such as descriptions, comparisons, proverbs
and moral axioms, dialogue, and examples (6), and style (7).
Chapter eight describes ways of gathering material, formulating
arguments and writing about the texts one reads. The conclusion
considers the wider implications of taking a rhetorical approach to
reading. The investigation of rhetoric's questions is interspersed
with analyses of texts by Chaucer, Sidney, Shakespeare, Fielding
and Rushdie, using the questions. The text is intended for
university students of literature, especially English literature,
and rhetoric, and their teachers.
This book provides examples of the best modern scholarship on
rhetoric in the renaissance. Lawrence Green, Lisa Jardine, Kees
Meerhoff, Dilwyn Knox, Brian Vickers, George Hunter, Peter Mack,
David Norbrook and Pat Rubin look at the reception of Aristotle's
Rhetoric in the renaissance; the place of rhetoric in Erasmus's
career, Melanchthon's teaching, and sixteenth century protestant
schools; the rhetoric textbook; the use of rhetoric in Raphael,
renaissance drama, Elizabethan romance, and seventeenth century
political writing. It will become essential reading for advanced
studies in English, rhetoric, art history, history, history of
education, history of ideas, political theory, and reformation
history.
A wide-ranging exploration of the creative power of literary
tradition, from Chaucer to the present In literary and cultural
studies, "tradition" is a word everyone uses but few address
critically. In Reading Old Books, Peter Mack offers a wide-ranging
exploration of the creative power of literary tradition, from the
middle ages to the twenty-first century, revealing in new ways how
it helps writers and readers make new works and meanings. Reading
Old Books argues that the best way to understand tradition is by
examining the moments when a writer takes up an old text and writes
something new out of a dialogue with that text and the promptings
of the present situation. The book examines Petrarch as a user,
instigator, and victim of tradition. It shows how Chaucer became
the first great English writer by translating and adapting a minor
poem by Boccaccio. It investigates how Ariosto, Tasso, and Spenser
made new epic meanings by playing with assumptions, episodes, and
phrases translated from their predecessors. It analyzes how the
Victorian novelist Elizabeth Gaskell drew on tradition to address
the new problem of urban deprivation in Mary Barton. And, finally,
it looks at how the Kenyan writer Ngu gi wa Thiong'o, in his 2004
novel Wizard of the Crow, reflects on biblical, English literary,
and African traditions. Drawing on key theorists, critics,
historians, and sociologists, and stressing the international
character of literary tradition, Reading Old Books illuminates the
not entirely free choices readers and writers make to create
meaning in collaboration and competition with their models.
A wide-ranging exploration of the creative power of literary
tradition, from Chaucer to the present In literary and cultural
studies, "tradition" is a word everyone uses but few address
critically. In Reading Old Books, Peter Mack offers a wide-ranging
exploration of the creative power of literary tradition, from the
middle ages to the twenty-first century, revealing in new ways how
it helps writers and readers make new works and meanings. Reading
Old Books argues that the best way to understand tradition is by
examining the moments when a writer takes up an old text and writes
something new out of a dialogue with that text and the promptings
of the present situation. The book examines Petrarch as a user,
instigator, and victim of tradition. It shows how Chaucer became
the first great English writer by translating and adapting a minor
poem by Boccaccio. It investigates how Ariosto, Tasso, and Spenser
made new epic meanings by playing with assumptions, episodes, and
phrases translated from their predecessors. It analyzes how the
Victorian novelist Elizabeth Gaskell drew on tradition to address
the new problem of urban deprivation in Mary Barton. And, finally,
it looks at how the Kenyan writer Ngu gi wa Thiong'o, in his 2004
novel Wizard of the Crow, reflects on biblical, English literary,
and African traditions. Drawing on key theorists, critics,
historians, and sociologists, and stressing the international
character of literary tradition, Reading Old Books illuminates the
not entirely free choices readers and writers make to create
meaning in collaboration and competition with their models.
This book is available as open access through the Bloomsbury Open
Access programme and is available on www.bloomsburycollections.com.
Shakespare and Montaigne are the English and French writers of the
sixteenth century who have the most to say to modern readers.
Shakespeare certainly drew on Montaigne's essay 'On Cannibals' in
writing The Tempest and debates have raged amongst scholars about
the playwright's obligations to Montaigne in passages from earlier
plays including Hamlet, King Lear and Measure for Measure. Peter
Mack argues that rather than continuing the undeterminable quarrel
about how early in his career Shakespeare came to Montaigne, we
should focus on the similar techniques they apply to shared
sources. Grammar school education in the sixteenth century placed a
special emphasis on reading classical texts in order to reuse both
the ideas and the rhetoric. This book examines the ways in which
Montaigne and Shakespeare used their reading and argued with it to
create something new. It is the most sustained account available of
the similarities and differences between these two great writers,
casting light on their ethical and philosophical views and on how
these were conveyed to their audience.
AYANA CHERRY & THE TABERNACLE GLORIOUS Includes Rev. Mathias
Lovejoy's sermon, "Satan's Whisper" *** Ayana Cherry's education in
the power of seduction will be put to the test when she is taken in
by Rev. Mathias Lovejoy and given a place to live and work at The
Tabernacle Glorious. Her stride of seduction is on full display as
she navigates the inner sanctum of a church that is rife with
blackmail, sex, secrets and lies, all pitted against a reverend who
has plans to build a grand cathedral to rival the biggest in the
nation. When Rev. Mathias Lovejoy calls on Ayana's help she has a
perfect opportunity to get her friend Peaches released from jail in
the process. --*-- After seducing the reverend, satisfying a
judge's request to be sexually dominated, and exposing a thieving,
adulterous, blackmailing deacon, Ayana Cherry is a half-a-million
dollars richer and on her way to California to find love. ---***---
Peter Mack is the highly acclaimed author of A Neighborly Affair.
His follow- up novel, The Seduction of Ayana Cherry, was also met
with high praise. Peter Mack was born in Los Angeles, California.
www.petermackpresents.comfackbook.com/petermackpresents
Seduction can be a useful tool for giving pleasure and to secure
love, money and power. In the wrong hands, especially those of a
young woman who has not yet learned to use the power of seductions
with purpose, this gift can cause a great amount of pain and
heartache.Ayana Cherry soon learns that her new home in a quiet
wealthy suburb of Indianapolis has just as many opportunities for
sexual intrigue and deception as the raw streets of Los Angeles.
She never imagined that she would be exposed to a secret world of
strippers and pimps, and the lies, infidelity, and voyeuristic lust
of the family and otherwise respectable neighbors she'd at first
believed were simple squares living the good life. Realizing her
natural powers of seduction in this place of sexual decorum could
cost her more than she can handle.
Seduction can be a useful tool for giving pleasure and to secure
love, money and power. In the wrong hands, especially those of a
young woman who has not yet learned to use the power of seductions
with purpose, this gift can cause a great amount of pain and
heartache.Ayana Cherry soon learns that her new home in a quiet
wealthy suburb of Indianapolis has just as many opportunities for
sexual intrigue and deception as the raw streets of Los Angeles.
She never imagined that she would be exposed to a secret world of
strippers and pimps, and the lies, infidelity, and voyeuristic lust
of the family and otherwise respectable neighbors she'd at first
believed were simple squares living the good life. Realizing her
natural powers of seduction in this place of sexual decorum could
cost her more than she can handle.
It describes the amazing transformational journey of a young female
patient in a hospital environment who had depression, insomnia,
dissociative amnesia, suicidal thoughts, auditory hallucinations
and flashbacks. When the traditional medical approached did not
work she underwent regression therapy with one of the surgeons in
the hospital. This rapidly brought her out of the depths of despair
and helped her to move on in life. It is a story of hope,
inspiration and the dedication of a doctor's courage in facing the
medical community with his beliefs of the power of regression
therapy
Shakespare and Montaigne are the English and French writers of the
sixteenth century who have the most to say to modern readers.
Shakespeare certainly drew on Montaigne's essay 'On Cannibals' in
writing The Tempest and debates have raged amongst scholars about
the playwright's obligations to Montaigne in passages from earlier
plays including Hamlet, King Lear and Measure for Measure. Peter
Mack argues that rather than continuing the undeterminable quarrel
about how early in his career Shakespeare came to Montaigne, we
should focus on the similar techniques they apply to shared
sources. Grammar school education in the sixteenth century placed a
special emphasis on reading classical texts in order to reuse both
the ideas and the rhetoric. This book examines the ways in which
Montaigne and Shakespeare used their reading and argued with it to
create something new. It is the most sustained account available of
the similarities and differences between these two great writers,
casting light on their ethical and philosophical views and on how
these were conveyed to their audience.
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