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Berthoff); "Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism" (Mike Rose); "Cognition, Convention, and Certainty: What We Need to Know about Writing" (Patricia Bizzell). Under Section Four--Talking about Writing in Society--are these essays: "Collaborative Learning and the 'Conversation of Mankind'" (Kenneth A. Bruffee); "Reality, Consensus, and Reform in the Rhetoric of Composition Teaching" (Greg Myers); "Consensus and Difference in Collaborative Learning" (John Trimbur); "'Contact Zones' and English Studies" (Patricia Bizzell); "Professing Multiculturalism: The Politics of Style in the Contact Zone" (Min-Zhan Lu). Under Section Five--Talking about Selves and Schools: On Voice, Voices, and Other Voices--are these essays: "Democracy, Pedagogy, and the Personal Essay" (Joel Haefner); "Beyond the Personal: Theorizing a Politics of Location in Composition Research" (Gesa E. Kirsch and Joy S.^
This book demonstrates how Dryden made Virgil's Aeneid available in an English idiom that would reflect and appeal to English tastes and values over a long period of time.
This book examines the ambiguities inherent in the concept of the agon as a motivating, conflictual force behind creative and social expression. The notion of agonistics extends far beyond the literary fame lent it by Harold Bloom to embrace all aspects of culture. The editors blend theoretical sophistication with an interdisciplinary approach and reposit the agon in a new, broad context for postmodern inquiry. Taking their inspiration from Friedrich Nietzsche's essay "Homer's Contest," Lungstrum and Sauer trace the evolution of the agon: from its vital function in ancient Greece, through modernity, and onward.
Originally published in 1911, this book contains three books from the 1697 edition of John Dryden's translation of Virgil's Aeneid.