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1. Literature Readers are from classes 1 to 8. 2. The stories are an interesting mix of selections, ranging from classics to contemporary covering the diversity of writers. 3. Reading selections emphasise values of inclusivity, gender neutrality, equality, cultural sensitivity and patriotism.
Voices, a multi-skill course in English, is an integrated and innovative approach to the teaching and learning of English language skills.
"At last, a scrupulous and sustained--'earsighted'--study of that shadowy yet vital intersection of sound and sense without which literary reading remains a disembodied exercise. . . . Stewart immerses us brilliantly in the poststructural method of a 'phonemic' analysis."--Geoffrey H. Hartman, author of Saving the Text "Stunningly articulate. . . . Alongside brilliant exegeses of passsages from the major English poets, Stewart offers new and dazzling interpretations of the 'poetics of prose' in such novelists as Dickens, Lawrence, Joyce, and Woolf. The book is a tour de force, no doubt about it. In my opinion, Reading Voices will have not only a wide but a lasting reception."--Hayden White, author of Metahistory "This is exciting, virtuoso work in a playfully imaginative hermeneutic mode. Stewart's ear hears fascinating and compelling things, things which have a delightfully rich and thematically complex bearing on much larger textual issues."--Paul Fry, author of The Reach of Criticism "A truly original book. . . . The first work in years to bring together linguistically informed criticism with more philosophically oriented literary theory. The resulting vision of literature is odd, personal, passionate, even outlandish. Not only is Stewart himself and extraordinary stylist, but his work suggests a breakthrough in stylistic criticism so radical as to revitalize the entire field."--Jay Clayton, author of Romantic Vision and the Novel
1. Literature Readers are from classes 1 to 8. 2. The stories are an interesting mix of selections, ranging from classics to contemporary covering the diversity of writers. 3. Reading selections emphasise values of inclusivity, gender neutrality, equality, cultural sensitivity and patriotism.
1. It is a series of English Coursebooks, Workbooks and Literature Readers for classes 1 to 8. 2. Wall of Fame : At the beginning of the book is a gallery of famous authors and characters that the child will meet inside. 3. The use of Graphic Organisers, Timelines and Graphic retelling of stories help develop critical thinking and study skills in learners—two vital tools for learning. 4. Based on the NCF, the series guides learners through the seven stages of a brain-based approach to learning i.e. Pre-exposure, Preparation, Initiation & Acquisition, Elaboration, Incubation & memory encoding, verification & Confidence check, celebration & Integration. 5. The 5Ps address the above stages as follows : Ponder: aids the learners in pre-acquisition of concepts by setting the context, while preparing them to read the text with the aid of the glossary and in-text questions. Prepare: immerses the learners into the context and initiates holistic learning. It helps in the acquisition of newer perspectives through task-based activities. Practise: lays out the canvas for the stage of elaboration, in which the learners analyse and evaluate the text while applying their understanding of it. Perfect: aids memory encoding through drilling of vocabulary and grammar topics. It helps with incubation of concepts. Perform: functions as a confidence check for learners and ensures verification of their performative skills. This stage of summing up allows a functional integration of acquired concepts, leading to a celebration of learning. 6. Cross-curricular (CC) links weave references from other subjects through the chapters. 7. Task-Based Learning (TBL) activities present learners with real-life situations within the classroom. 8. Life Skills (LS) are enhanced through challenging texts and value-based concept checking questions (CCQs). 9. Tense Timelines (5-8): On the last page of the book is a graphic representation of Tenses. 10. Full page Illustrations and Double-spreads in lower classes make learning fun and interesting.
1. Literature Readers are from classes 1 to 8. 2. The stories are an interesting mix of selections, ranging from classics to contemporary covering the diversity of writers. 3. Reading selections emphasise values of inclusivity, gender neutrality, equality, cultural sensitivity and patriotism.
Voices, a multi-skill course in English, is an integrated and innovative approach to the teaching and learning of English language skills.
From a bestselling and award-winning husband and wife team comes an innovative, beautifully illustrated novel that delivers a front-row seat to the groundbreaking moments in history that led to African Americans earning the right to vote. "Right here, I'm sharing the honest-to-goodness." -- Loretta "I'm gon' reach back, and tell how it all went. I'm gon' speak on it. My way." -- Roly "I got more nerve than a bad tooth. But there's nothing bad about being bold." -- Aggie B. Loretta, Roly, and Aggie B., members of the Little family, each present the vivid story of their young lives, spanning three generations. Their separate stories -- beginning in a cotton field in 1927 and ending at the presidential election of 1968 -- come together to create one unforgettable journey. Through an evocative mix of fictional first-person narratives, spoken-word poems, folk myths, gospel rhythms and blues influences, Loretta Little Looks Back weaves an immersive tapestry that illuminates the dignity of sharecroppers in the rural South. Inspired by storytelling's oral tradition, stirring vignettes are presented in a series of theatrical monologues that paint a gripping, multidimensional portrait of America's struggle for civil rights as seen through the eyes of the children who lived it. The novel's unique format invites us to walk in their shoes. Each encounters an unexpected mystical gift, passed down from one family member to the next, that ignites their experience what it means to reach for freedom.
Voices and Books in the English Renaissance offers a new history of reading that focuses on the oral reader and the voice- or performance-aware silent reader, rather than the historical reader, who is invariably male, silent, and alone. It recovers the vocality of education for boys and girls in Renaissance England, and the importance of training in pronuntiatio (delivery) for oral-aural literary culture. It offers the first attempt to recover the voice—and tones of voice especially—from textual sources. It explores what happens when we bring voice to text, how vocal tone realizes or changes textual meaning, and how the literary writers of the past tried to represent their own and others' voices, as well as manage and exploit their readers' voices. The volume offers fresh readings of key Tudor authors who anticipated oral readers including Anne Askew, William Baldwin, and Thomas Nashe. It rethinks what a printed book can be by searching the printed page for vocal cues and exploring the neglected role of the voice in the printing process. Renaissance printed books have often been misheard and a preoccupation with their materiality has led to a focus on them as objects. However, Renaissance printed books are alive with possible voices, but we will not understand this while we focus on the silent reader.