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Spiritual Shakespeares is the first book to explore the scope for reading Shakespeare spiritually in the light of contemporary theory and current world events. Ewan Fernie has brought together an exciting cast of critics in order to respond to the ‘religious turn’ in recent literary theory and to the spiritualized politics of terrorism and the ‘War on Terror’. Exploring a genuinely new perspective within Shakespeare Studies, the volume suggests that experiencing the spiritual intensities of the plays could lead us back to dramatic intensity as such. It tests spirituality from a political perspective, as well as subjecting politics to an unusual spiritual critique. Amongst its controversial and provocative arguments is the idea that a consideration of spirituality might point the way forward for materialist criticism. Reaching across and beyond literary studies to offer challenging and powerful contributions from leading scholars, this book offers unique readings of some very familiar plays.
This is a book about the usual teacher-student relationship in composition courses. It disrupts and rewrites the commonplace conception of the relationship by revealing the uneven ways in which power is deployed in and around the classroom. And it offers a responsible alternative. The author not only offers teachers a way of learning about power relations at their own specific sites, but also works towards a more equitable redistribution. Drawing from testimonials about teaching practice published in the journal College Composition and Communication, Helmers explores conventions in this form of writing that portray students in a negative light and show the teacher to be powerfully triumphant in his or her creative pedagogy. Several prevalent modes of representation are discussed in the book, all of which define the students as distinctly different from the teachers, in other words, as an other. The texture of the work is rich because Helmers takes an enormous amount of post-structuralist theory and recasts it in the sphere of the teacher-student relationship, itself an underexplored realm.
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Composition directors often have little time to prepare new instructors in methods of teaching writing and to forewarn them of the many daily problems that arise in this challenging work. Teaching College Composition, which can be read in a weekend, goes a long way toward meeting those ends. It provides information on twenty-six topics, from issues of class conduct to methods of critiquing papers to ways of evaluating student work. It also provides approaches to six of the most common writing assignments in first-year composition. Teaching College Composition can also serve as a supplemental text for a teaching of writing course, providing an element of "street knowledge" to the theoretical content.
First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
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In this first sustained critique of current-traditional rhetorical theory, Sharon Crowley uses a postmodern, deconstructive reading to reexamine the historical development of current-traditional rhetoric. She identifies it (as well as the British new rhetoric from which it developed) as a philosophy of language use that posits universal principles of mind and discourse. Crowley argues that these philosophies are not appropriate bases for the construction of rhetorical theories, much less guides for the teaching of composition. She explains that current-traditional rhetoric is not a rhetorical theory, and she argues that its use as such has led to a misrepresentation of invention. Crowley con...