Browse by title

You are looking at 1 - 10 of 966 items for :

  • English Literature and Culture x
Clear All Modify Search
Restricted access

Agata Handley

When, in 1948, Tony Harrison entered Leeds Grammar School as a scholarship boy, he found himself, as Richard Hoggart saw, “at the friction point of two cultures”. His schooling introduced him to the “classics”; but it also deprived him of a clear identification with the place where he grew up. His work reflects and explores this tension; and it may be seen, in some ways, as a form of “identity construction.”

The book examines key texts such as v. and the School of Eloquence sequence, where this “construction” takes different forms—oscillating between identity as a state, or a process; as continuity, or change; or as the outcome of conformity, or revolt.

This second edition has been extensively revised and includes a new chapter on Harrison’s Elegies.

Restricted access

Series:

Kenneth J. Yin

Dungan Folktales and Legends is a unique anthology that acquaints English-speaking readers with the rich and captivating folk stories of the Dungans, Chinese-speaking Muslims who fled Northwest China for Russian Central Asia after failure of the Dungan Revolt (1862–1877) against the Qing dynasty. The most comprehensive collection of Dungan folk narratives, available now in English for the first time, this volume features translations of oral narratives collected in the former Soviet Central Asian republics of Kyrgyzstan and Kazakhstan in the twentieth century, and first published in Dunganskie narodnye skazki i predaniia (1977), which was edited by the internationally renowned Russian sinologist Boris L. Riftin and compiled by his prominent Dungan colleagues Makhmud A. Khasanov and Ilʹias I. Iusupov. The Dungan folk narrative tradition is a vibrant and fascinating tapestry of Chinese, Islamic, and various Central Asian cultural elements.

The present volume is comprised of a chapter introducing the Dungan tale and three chapters containing 78 folk stories organized in the following categories: wonder tales and animal tales; novelistic tales, folk anecdotes, and adventure stories; and legends, historical tales, and narratives. Also included are appendixes, a glossary, an index, the original notes to the texts, and translator’s notes aimed at an English-reading audience. This volume will be of interest to general readers, as well as students and scholars of folklore, ethnography, anthropology, comparative literature, Chinese studies, and Central Asian studies.

Restricted access

Reflections on Syntax

Lectures in General Linguistics, Syntax, and Child Language Acquisition

Series:

Joseph Galasso

The lectures in this book are immensely Chomskyan in spirit, recursive-syntactic in nature, and tethered to a framework which takes as the null hypothesis the notion that language is an innate, pre-determined biological system—a system which by definition is multi-complex, human-specific, and analogous to a philosophy highly commensurate of Descartes’ great proverbial adage which announces the calling for a ‘ghost-in-the-machine’. The book begins with a gradual assessment of the kinds of complex constructs students of syntax need to work-up. Leading to the classic ‘Four-Sentences’—each of which bears as a kind of post-mark its own decade of Chomskyan analysis—we trace the origins of generative grammar from the fields of child language acquisition (of the 1960s), to psycholinguistics (of the 1970s), to where we stand today within the Minimalist Program. Various spin-off proposals have been spawned by envisioned analyses which treat syntactic movement as the quintessential human processing—a processing which would give rise to human language. Such spin-offs include ‘Proto-language’ and a new treatment of the so-called morpho-syntactic ‘Dual Mechanism Model’.

Restricted access

Invisible Effects

Rethinking Writing through Emergence

Series:

Chris Mays

Invisible Effects directly engages systems and complexity theory to reveal how the effects of writing and writing instruction work in deferred, disguised, and unexpected ways. The book explains how writing and language that exist in "writing systems" can indirectly (though powerfully) affect people and environments in sometimes distant contexts. In so doing, the book takes on a question central to rhetoric and writing throughout its long history but perhaps even more pressing today: how do we recognize and measure the effects of writing when those effects are so tangled up with our complex material and discursive environments? The surprisingly powerful effects explored here suggest new ways of thinking about and teaching writing and the applications, lessons, and examples in the text precisely model what this thinking and teaching might look like.

This book is primed to serve as an important addition to reading lists of scholars and graduate students in Writing Studies and Rhetoric and should appear on many syllabi in courses on writing and writing instruction and on rhetoric, both introductory and advanced. As well, the book’s advocacy for the unrecognized potential impact of writing instruction makes it appealing for writing program directors and any potential university faculty, administrators, and non-academics interested in the importance and the efficacy of writing instruction. This book is also a useful resource for scholars and graduate students specializing in Writing Across the Curriculum, as the text provides a useful way to shift the conversation and communicate about writing across disciplines.

Restricted access

Composing Legacies

Testimonial Rhetoric in Nineteenth-Century Composition

Series:

Christopher Carter and Russel K. Durst

In 2015, Professor Emerita Lucille M. Schultz donated to the University of Cincinnati her set of composition materials gathered from fifteen libraries and collections around the country. With 350 entries ranging from 1785 to 1916, the collection includes picture books for early primary schools, grammar textbooks, student writing, and advanced rhetoric textbooks for undergraduates. The documents afford a thrilling glimpse into nineteenth-century ways of thinking and teaching, highlighting practices we would today identify as prewriting, collaborative invention, freewriting, and object-oriented pedagogy. Composing Legacies relates these pedagogies to expressions of social class, nationalism, and public engagement that run throughout the Victorian era and the Gilded Age. Early chapters show how writing and grammar handbooks aimed to reproduce social hierarchies; later ones show how textbook authors aimed to mitigate lecture-style pedagogy with attention to student backgrounds, personal interests, economic aspirations, and presumed audiences. Often, those authors demonstrated a pronounced interest in national unity, but not without exception. Little-known Confederate textbooks took the ideology of unity to be a form of Northern aggression, promoting the maintenance of state and local traditions through their classroom exercises and sample passages. Composition scholars who see the nineteenth-century as a period of skills-and-drills teaching, devoid of explicit political concern, will find surprises in the archival texts’ testimonies about national crises and civic participation. Those scholars will also find that the “social turn” in writing and rhetoric, however recent as a historical framework, has been underway for more than two hundred years.
Restricted access

Literacy Heroines

Women and the Written Word

Series:

Alice S. Horning

Literacy Heroines is about twelve amazing women who lived and worked in the period 1880-1930 who used their literacy abilities to address major issues in the country in those years, including some we still face today: racism, sexism, voting rights, educational and economic inequality, health disparities and others. They used their exemplary literacy skills to teach, to bring issues to light, to right wrongs, to publish books, articles, pamphlets and other materials to reach their goals. They benefited from focused help in the form of sponsorship from others and provided sponsorship in many forms to others to foster literacy in people young and old. They stand as Literacy Heroines, working in a variety of roles, using their literacy abilities in heroic efforts to serve as respected exemplars and sponsors of literacy for others. They used their grit and willingness to stand up for their principles, took small steps, worked collaboratively, hospitably inviting people to literacy. Ultimately, it should be clear that in one way or another, the Heroines were addressing the many forms of inequality in American society; their lives and work show that literacy is thus a key tool in the struggle for social justice, then and now. Suitable for courses in the history of literacy or writing studies, history of feminism, history of education and related areas.

Restricted access

The Conflict Revisited

The Second World War in Post-Postmodern Fiction

Marco Malvestio

Restricted access

Bearing Liminality, Laboring White Ink

Pregnancy and Childbirth in Women's Literature

Edited by Francisco José Cortés Vieco

Literature has been a bastion of male creativity, not of female procreativity, which has traditionally inhibited the voices of women and disempowered their self-expression. This book explores the underestimated legacy of women’s fiction and (semi-)autobiographical works about pregnancy and childbirth in Great Britain and North America during the nineteenth and twentieth centuries, highlighting the symbiosis between the processes of childbearing and writing, problematizing female subjugation to the patriarchal institution of motherhood, and compensating for the silence around the experience of becoming a mother in literature.

Drawing on the anthropological concept of liminality, controversies about maternity within women’s liberation movements, and milestones in French feminist theory, this book discusses pregnancy and childbirth as transformative events that can engender both women’s imaginative responses to procreation and re-creations of memories about their prenatal/natal episodes, as well as therapeutic narratives of self-discovery and recovery from pain. Examining the works of authors such as Mary Shelley, Emily Brontë, Jean Rhys, Anaïs Nin, Margaret Drabble, and Toni Morrison, this book posits a literary corpus of procreativity, written by women with an empowering white ink to defend their (un)maternal freedom and (life-)writings.

Restricted access

Romantic Escapes

Post-Millennial Trends in Contemporary Popular Romance Fiction

Series:

Edited by Irene Pérez Fernández and Carmen Pérez Ríu

Romance continues to stand as the most profitable literary genre and the second most read book category. The developments reshaping the conventions and marketing practices of popular fiction, both inside and beyond the books themselves, have affected the romance genre in specific ways that demand critical attention. This book brings together a collection of twelve chapters on postmillennial developments in contemporary popular romance fiction produced in different countries in order to prove how the genre, which has always been sensitive to customer demands and market trends, has continued to evolve accordingly. The chapters focus on how traditional formulae are being reshaped and adapted to meet readers’ expectations and market demands within this thriving transnational industry.

Restricted access

Determining Wuthering Heights

Ideology, Intertexts, Tradition

María Valero Redondo

Recent criticism on Emily Brontë and her novel has tried to correct the deep-rooted belief that Emily Brontë was a literary "genius" isolated in the moors of Haworth. Indeed, an overview of recent Brontë scholarship indicates that two important critical shifts have lately cropped up: an increasing sociological attention to cultural studies on the one hand and an emphasis on interdisciplinarity. The present book is an unprecedented and groundbreaking study on Wuthering Heights. It detaches itself from the current productive vogue for sociological approaches to narrative texts which has contributed to obscure the focus on anomalous intertextual relations, and prioritizes the literary context over any other biographical, historical, or cultural context. Determining Wuthering Heights postulates a determinate intertextual meaning of Emily Brontë’s novel, enriching its heterogeneity by examining its dialogic relation with previous, contemporary and subsequent texts in order to confirm that Emily Brontë’s novel is not sui generis.

The target audience of the book would be members of the academic community interested in Victorian literature in general (researchers, scholars…) and in Wuthering Heights in particular. However, since Wuthering Heights has become a classic novel which is today read and discussed in universities around the world, the subject may also appeal to students who have to take a course on Victorian Literature and/or on the Brontës.