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.