Author: David H. Richter
Publisher: John Wiley & Sons
ISBN: 1118958756
Category : Literary Criticism
Languages : en
Pages : 606
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Book Description
Introduces readers to the modes of literary and cultural study of the previous half century A Companion to Literary Theory is a collection of 36 original essays, all by noted scholars in their field, designed to introduce the modes and ideas of contemporary literary and cultural theory. Arranged by topic rather than chronology, in order to highlight the relationships between earlier and most recent theoretical developments, the book groups its chapters into seven convenient sections: I. Literary Form: Narrative and Poetry; II. The Task of Reading; III. Literary Locations and Cultural Studies; IV. The Politics of Literature; V. Identities; VI. Bodies and Their Minds; and VII. Scientific Inflections. Allotting proper space to all areas of theory most relevant today, this comprehensive volume features three dozen masterfully written chapters covering such subjects as: Anglo-American New Criticism; Chicago Formalism; Russian Formalism; Derrida and Deconstruction; Empathy/Affect Studies; Foucault and Poststructuralism; Marx and Marxist Literary Theory; Postcolonial Studies; Ethnic Studies; Gender Theory; Freudian Psychoanalytic Criticism; Cognitive Literary Theory; Evolutionary Literary Theory; Cybernetics and Posthumanism; and much more. Features 36 essays by noted scholars in the field Fills a growing need for companion books that can guide readers through the thicket of ideas, systems, and terminologies Presents important contemporary literary theory while examining those of the past The Wiley-Blackwell Companion to Literary Theory will be welcomed by college and university students seeking an accessible and authoritative guide to the complex and often intimidating modes of literary and cultural study of the previous half century.
Author: Peter J. Rabinowitz
Publisher:
ISBN: 9780814140895
Category :
Languages : en
Pages : 173
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Book Description
Author: John V. Knapp
Publisher: Associated University Presse
ISBN: 9780874130263
Category : Education
Languages : en
Pages : 316
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Book Description
Using the teaching of John Milton as a case study, this book describes how a university English professor teaches an undergraduate course over a semester. Employing a 'situated learning' model, the author describes the details of literary learning and student development.
Author: Stan Harstine
Publisher: A&C Black
ISBN: 0826460267
Category : Religion
Languages : en
Pages : 209
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Book Description
Did first century Mediterranean readers of the Fourth Gospel have comparable literary examples to inform their comprehension of Moses as a character? In addressing this question, Harstine's study falls into two parts. The first is an analysis of the character Moses as utilized in the text of the Fourth Gospel. The second is an examination of other Hellenistic narrative texts, in which the character of Homer is also considered, as another important legendary figure with whom the readers of the Fourth Gospel would have been familiar.
Author: Terry A. Osborn
Publisher: Routledge
ISBN: 1135609853
Category : Education
Languages : en
Pages : 209
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Book Description
Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
Author: Michael W. Smith
Publisher: Corwin Press
ISBN: 1483333531
Category : Education
Languages : en
Pages : 224
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Book Description
Let’s face it, weak rivets notwithstanding, the Titanic wouldn’t have sunk if the iceberg had been spotted in time. And let’s face it, the CCSS won’t be classroom-worthy unless practitioners chart our course. Depend on Michael Smith, Deborah Appleman, and Jeff Wilhelm to help you navigate through some potentially treacherous waters. Uncommon Core puts us on high-alert about some outright dangerous misunderstandings looming around so-called "standards-aligned" instruction, then shows us how to steer past them—all in service of meeting the real intent of the Common Core. Smith, Appleman, and Wilhelm counter with teaching suggestions that are true to the research and true to our students, including how: Reader-based approaches can complement text-based ones Prereading activities can help students meet the strategic and conceptual demands texts place on them Strategy instruction can result in a careful and critical analysis of individual texts while providing transferable understandings Inquiry units around essential questions can generate meaningful conversation and higher-order thinking about those texts Selection criteria that consider interpretive complexity can take us so much farther than those that consider textual complexity alone Given the number of strategies, lesson ideas, and activities in the book, Uncommon Core is really less about the standards and more about timeless, excellent teaching and how to use it like never before to meet the Core ideals. Let’s put instruction where it belongs: back in the hands of the experts. "Finally! A book with more light than heat on the issue of standards and their implications for learning." --GRANT WIGGINS Coauthor of Understanding by Design
Author: Theresa Lillis
Publisher: Parlor Press LLC
ISBN: 1602357633
Category : Language Arts & Disciplines
Languages : en
Pages : 442
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Book Description
The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.
Author: L. Lamar Nisly
Publisher: Mercer University Press
ISBN: 0881462144
Category : Literary Criticism
Languages : en
Pages : 270
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Book Description
Flannery O'Connor, Tim Gautreaux, and Walker Percy, are all Catholic writers from the South-and seem to embody very fully both parts of that label. Yet as quickly becomes clear in their writing, their fiction employs markedly different tones and modes of addressing their audience. O'Connor seems intent on shocking her reader, whom she anticipates will be hostile to her deepest beliefs. Gautreaux gently and humorously engages his reader, inviting his expected sympathetic audience to embrace the characters' needed moral growth. Percy satirically lampoons an array of social ills and failings in the Church, as he tries to get his audience laughing with him while he makes his deadly serious point about the flaws he finds in the church and larger culture. Why do these three writers assume such divergent images of their audience? Why do texts by three writers who each embrace their Southern locale and their Catholic beliefs seem to have so little in common? To answer these questions, Nisly helps readers understand these authors' fiction by examining the role that place and time had in shaping each author's idea of an audience-and, by extension, his or her manner of addressing that audience. More specifically, Nisly focuses on each author's experience of Catholic community and each author's placement in relation to the Second Vatican Council. Linking together biographical information and a reading of their fiction, Nisly argues that O'Connor's, Gautreaux's, and Percy's sense of audience has been shaped in significant ways by each author's own local experience of Catholicism in his or her home region as well as the larger, global changes of Vatican II that transformed Roman Catholicism.
Author: R. Bradford
Publisher: Springer
ISBN: 0230304729
Category : Literary Criticism
Languages : en
Pages : 214
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Book Description
Teaching Theory offers a selection of essays on the pragmatics, benefits and shortcomings of Theory as a key aspect of literature teaching in universities. They range from reflective discussions of Theory as an intellectual challenge for undergraduates to accounts of the day-to-day problems of planning and teaching courses and implementing Theory.
Author: Deborah Appleman
Publisher: Teachers College Press
ISBN: 0807773557
Category : Education
Languages : en
Pages : 273
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Book Description
Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
