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An introduction to literary theory unlike any other, Ten Lessons in Theory engages its readers with three fundamental premises. The first premise is that a genuinely productive understanding of theory depends upon a considerably more sustained encounter with the foundational writings of Hegel, Marx, Nietzsche, and Freud than any reader is likely to get from the introductions to theory that are currently available. The second premise involves what Fredric Jameson describes as "the conviction that of all the writing called theoretical, Lacan's is the richest." Entertaining this conviction, the book pays more (and more careful) attention to the richness of Lacan's writing than does any other introduction to literary theory. The third and most distinctive premise of the book is that literary theory isn't simply theory "about" literature, but that theory fundamentally is literature, after all. Ten Lessons in Theory argues, and even demonstrates, that "theoretical writing" is nothing if not a specific genre of "creative writing," a particular way of engaging in the art of the sentence, the art of making sentences that make trouble sentences that make, or desire to make, radical changes in the very fabric of social reality. As its title indicates, the book proceeds in the form of ten "lessons," each based on an axiomatic sentence selected from the canon of theoretical writing. Each lesson works by creatively unpacking its featured sentence and exploring the sentence's conditions of possibility and most radical implications. In the course of exploring the conditions and consequences of these troubling sentences, the ten lessons work and play together to articulate the most basic assumptions and motivations supporting theoretical writing, from its earliest stirrings to its most current turbulences. Provided in each lesson is a working glossary: specific critical keywords are boldfaced on their first appearance and defined either in the text or in a footnote. But while each lesson constitutes a precise explication of the working terms and core tenets of theoretical writing, each also attempts to exemplify theory as a "practice of creativity" (Foucault) in itself.
An introductory chapter on the anatomy of a novel deals with construction, characters, plots and convention, and is followed by seven main extracts from novels which include Conrad's Heart of Darkness, Lawrence's Women in Love, Fitzgerald's The Great Gatsby and Walker's The Colour Purple.
′It is scarcely possible to imagine a truly educated person who cannot read well. Yet it is not clear how or even if courses in literature actually work. How can teachers of English help students in their developmental journey toward becoming skillful readers and educated persons? This is the complex question that Chambers and Gregory address in Teaching and Learning English Literature. The authors consider practical matters such as course design and student assessment but do not shirk larger historical and theoretical issues. In a lucid and non-polemical fashion - and occasionally with welcome humor - Chambers and Gregory describe the what, why, and how of "doing" literature, often demonstrating the techniques they advocate. Veteran teachers will find the book rejuvenating, a stimulus to examining purposes and methods; beginning teachers may well find it indispensable′ - Professor William Monroe, University of Houston ′The transatlantic cooperation of Ellie Chambers and Marshall Gregory has produced an outstanding book that ought to be on the shelves of anyone involved in the teaching of English Literature, as well as anyone engaged in the scholarship of teaching and learning in general or in any discipline. As they say, "the teaching of English Literature plays a central role in human beings′ search for meaning" although others in other disciplines may make this claim for theirs too. If so, they will still learn a great deal from this book; anyone looking for no more than a means of satisfying the demands of governments that look for simplistic quality measures and economic relevance, let them look elsewhere. This is a book for now and for all times′ - Professor Lewis Elton, Visiting Professor, University of Manchester, Honorary Professor, University College London This is the third in the series Teaching and Learning the Humanities in Higher Education. The book is for beginning and experienced teachers of literature in higher education. The authors present a comprehensive overview of teaching English literature, from setting teaching goals and syllabus-planning through to a range of student assessment strategies and methods of course or teacher evaluation and improvement. Particular attention is paid to different teaching methods, from the traditional classroom to newer collaborative work, distance education and uses of electronic technologies. All this is set in the context of present-day circumstances and agendas to help academics and those in training become more informed and better teachers of their subject. The book includes: - how literature as a discipline is currently understood and constituted - what it means to study and learn the subject - what ′good teaching′ is, with fewer resources for teaching, larger student numbers, an emphasis on ′user-pay′ principles and vocationalism. This is an essential text for teachers of English Literature in universities and colleges worldwide. The Teaching & Learning in the Humanities series, edited by Ellie Chambers and Jan Parker, is for beginning and experienced lecturers. It deals with all aspects of teaching individual arts and humanities subjects in higher education. Experienced teachers offer authoritative suggestions on how to become critically reflective about discipline-specific practices.
The Transnational in English Literature examines English literary history through its transnational engagements and argues that every period of English Literature can be examined through its global relations. English identity and nationhood is therefore defined through its negotiation with other regions and cultures. The first book to look at the entirety of English literature through a transnational lens, Pramod Nayar: Maps the discourses that constitute the global in every age, from the Early Modern to the twentieth century Offers readings of representative texts in poetry, fiction, essay and drama, covering a variety of genres such as Early Modern tragedy, the adventure novel, the narrative poem, Gothic and utopian fiction Examines major authors including Shakespeare, Defoe, Behn, Swift, Coleridge, Wordsworth, Austen, Mary Shelley, the Brontës, Doyle, Ballantyne, Orwell, Conrad, Kipling, Forster Looks at themes such as travel and discovery, exoticism, mercantilism, commodities, the civilisational mission and the multiculturalization of England. Useful for students and academics alike this book offers a comprehensive survey of the English canon questioning and analysing the transnational and global engagements of English literature.
Early modern printed books are copiously illustrated with charts, diagrams, and other kinds of images that represent systems of thought and ways of doing things. Visual Rhetoric and Early Modern English Literature shows how these images fostered what Elizabeth Eisenstein called brainwork related to concepts of space, truth, art, and nature, and reveals their importance to poetry by Andrew Marvell and John Milton, and Aphra Behn’s Oroonoko. The genres of illustration considered in this book include military strategy and tactics, garden design, instrumentation, Bibles, scientific schema, drawing instruction, natural history, comparative anatomy, and Aesop’s Fables. The argument produces unique insights into the ways in which visual rhetoric affected verbal expression, and the book develops novel methods of using printed images as evidence in the interpretation of the rich, strange, and beautiful literature of early modern England.
Studying English Literature is a unique guide for undergraduates beginning to study the discipline of literature and those who are thinking of doing so. Unlike books that provide a survey of literary history or non-subject specific manuals that offer rigid guidelines on how to write essays, Studying English Literature invites students to engage with the subject's history and theory whilst at the same time offering information about reading, researching and writing about literature within the context of a university. The book is practical yet not patronizing: for example, whilst the discussion of plagiarism provides clear guidelines on how not to commit this offence, it also considers the difficulties students experience finding their own 'voice' when writing and provokes reflection on the value of originality and the concepts of adaptation, appropriation and intertextuality in literature. Above all, the book prizes the idea of argument rather than insisting upon formulaic essay plans, and gives many ways of finding something to say as you read and when you write, in chapters on Reading, Argument, Essays, Sentences and References.
From Anglo-Saxon runes to postcolonial rap, this undergraduate textbook covers the social and historical contexts of the whole of the English literature.
When we engage with the writings of Shakespeare and his contemporaries, we encounter a culture radically unfamiliar to us at the start of the twenty-first century. The past is a foreign country, and so too are many of its texts. This readable and provocative book seeks to enhance our understanding of early modern literature by recovering the contexts in which it was originally produced and consumed. Taking us back to the courts, theatres and marketplaces of early modern England, Jason Scott-Warren reveals the varied ways in which literary texts dovetailed with everyday experience, unlocking the distinctive social practices, economic structures and modes of behaviour that gave them meaning. He shows how the periods most beguiling writings were conditioned by long-forgotten notions of knowledge, nationhood, sexuality and personal identity. Bringing an anthropologists eye to his materials, he offers richly detailed new readings of works from within and beyond the canon, covering a span that stretches from Erasmus and More to Milton and Behn. Resisting any notion of the period as merely transitional a staging post on the road leading from the medieval to the modern world Scott-Warren reveals the distinctiveness of its literary culture, and equips the reader for fresh encounters with its extraordinary textual legacy. Any undergraduate student of the period will find it an essential guide, while scholars will find its fresh approach invigorating.
Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX