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Volume of 10 family letters, 5 March [18]35, and 22 May 1863-6 August 1887, written from Lee family members in California, Georgia, and Texas with comments on the Civil War, value and price of cotton, and community affairs 8 letters, 30 July 1854-27 May 1876 and undated, are chiefly of Andrew Lee to his sister, Mrs. E[lizabeth] E[leanor] Boyd, regarding his employment as a bank clerk in Columbia, South Carolina; collection includes typed volume of genealogical notes on the Lee family of South Carolina dated approximately 1953.
This collection of approximately 110 letters consists mainly of letters written and received by Sir William Lee of Hartwell (Buckinghamshire), 4th baronet (1726-1799). A small number of letters received by other family members and some related materials are also present. The correspondence covers topics such as county and national politics (elections); family; social and financial relationships; and estate management (agriculture, building, tithes and enclosures). Correspondents include members of the Harcourt, Grenville, and Stanhope families.
This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. We have represented this book in the same form as it was first published. Hence any marks seen are left intentionally to preserve its true nature.
Recasts the Reformation as a battleground over memory, in which new identities were formed through acts of commemoration, invention and repression.
For about two decades, say Johnson and Pace, the discussion of how to address prose style in teaching college writing has been stuck, with style standing in as a proxy for other stakes in the theory wars. The traditional argument is evidently still quite persuasive to some—that teaching style is mostly a matter of teaching generic conventions through repetition and practice. Such a position usually presumes the traditional view of composition as essentially a service course, one without content of its own. On the other side, the shortcomings of this argument have been much discussed—that it neglects invention, revision, context, meaning, even truth; that it is not congruent with research; that it ignores 100 years of scholarship establishing composition's intellectual territory beyond "service." The discussion is stuck there, and all sides have been giving it a rest in recent scholarship. Yet style remains of vital practical interest to the field, because everyone has to teach it one way or another. A consequence of the impasse is that a theory of style itself has not been well articulated. Johnson and Pace suggest that moving the field toward a better consensus will require establishing style as a clearer subject of inquiry. Accordingly, this collection takes up a comprehensive study of the subject. Part I explores the recent history of composition studies, the ways it has figured and all but effaced the whole question of prose style. Part II takes to heart Elbow's suggestion that composition and literature, particularly as conceptualized in the context of creative writing courses, have something to learn from each other. Part III sketches practical classroom procedures for heightening students' abilities to engage style, and part IV explores new theoretical frameworks for defining this vital and much neglected territory. The hope of the essays here—focusing as they do on historical, aesthetic, practical, and theoretical issues—is to awaken composition studies to the possibilities of style, and, in turn, to rejuvenate a great many classrooms.