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`This is a textbook for the times, which addresses itself brilliantly to the twin phenomena of expanding horizons and diminishing resources of English studies.' - David Lodge
Service learning can help students develop a sense of civic responsibility and commitment, often while addressing pressing community needs. One goal of literary studies is to understand the ethical dimensions of the world, and thus service learning, by broadening the environments students consider, is well suited to the literature classroom. Whether through a public literacy project that demonstrates the relevance of literary study or community-based research that brings literary theory to life, student collaboration with community partners brings social awareness to the study of literary texts and helps students and teachers engage literature in new ways. In their introduction, the volume editors trace the history of service learning in the United States, including the debate about literature's role, and outline the best practices of the pedagogy. The essays that follow cover American, English, and world literature; creative nonfiction and memoir; literature-based writing; and cross-disciplinary studies. Contributors describe a wide variety of service-learning projects, including a course on the Harlem Renaissance in which students lead a community writing workshop, an English capstone seminar in which seniors design programs for public libraries, and a creative nonfiction course in which first-year students work with elderly community members to craft life narratives. The volume closes with a list of resources for practitioners and researchers in the field.
Directions in Empirical Literary Studies is on the cutting edge of empirical studies and is a much needed volume. It both widens the scope of empirical studies and looks at them from an intercultural perspective by bringing together renowned scholars from the fields of philosophy, sociology, psychology, linguistics and literature, all focusing on how empirical studies have impacted these different areas. Theoretical issues are discussed and solid methods are presented. Some chapters also show the relation between empirical studies and new technology, examining developments in computer science and corpus linguistics. This book takes a global perspective, with contributors from many different countries, both senior and junior researchers. Broad in scope and interdisciplinary in nature, it contributes with the state-of-the-art developments in the field.
This radically original book argues for the power of ordinary language philosophy—a tradition inaugurated by Ludwig Wittgenstein and J. L. Austin, and extended by Stanley Cavell—to transform literary studies. In engaging and lucid prose, Toril Moi demonstrates this philosophy’s unique ability to lay bare the connections between words and the world, dispel the notion of literature as a monolithic concept, and teach readers how to learn from a literary text. Moi first introduces Wittgenstein’s vision of language and theory, which refuses to reduce language to a matter of naming or representation, considers theory’s desire for generality doomed to failure, and brings out the philosophical power of the particular case. Contrasting ordinary language philosophy with dominant strands of Saussurean and post-Saussurean thought, she highlights the former’s originality, critical power, and potential for creative use. Finally, she challenges the belief that good critics always read below the surface, proposing instead an innovative view of texts as expression and action, and of reading as an act of acknowledgment. Intervening in cutting-edge debates while bringing Wittgenstein, Austin, and Cavell to new readers, Revolution of the Ordinary will appeal beyond literary studies to anyone looking for a philosophically serious account of why words matter.
"A Manifesto for Literary Studies," writes Marjorie Garber, ?is an attempt to remind us of the specificity of what it means to ask literary questions, and the pleasure of thinking through and with literature. It is a manifesto in the sense that it invites strong declarations and big ideas, rather than impeccable small contributions to edifices long under construction.' Known for her timely challenges to the preconceptions and often unquestioned boundaries that circumscribe our culture, Garber's beautifully crafted arguments situate ?big public questions of intellectual importance? - such as human nature and historical correctness - within the practice of literary historians and critics. This manifesto revives the ancient craft whose ultimate focus is language in action. In this book, Garber passionately states that ?the future importance of literary studies - and, if we care about such things, its intellectual and cultural prestige both among the other disciplines and in the world - will come from taking risks, and not from playing it safe.'
Uses of Literature bridges the gap between literary theory and common-sense beliefs about why we read literature. Explores the diverse motives and mysteries of why we read Offers four different ways of thinking about why we read literature - for recognition, enchantment, knowledge, and shock Argues for a new “phenomenology” in literary studies that incorporates the historical and social dimensions of reading Includes examples of literature from a wide range of national literary traditions
How do minds cause events in the world? How does wanting to write a letter cause a person's hands to move across the page, or believing something to be true cause a person to make a promise? In Actions and Objects, Jonathan Kramnick examines the literature and philosophy of action during the late seventeenth and early eighteenth centuries, when philosophers and novelists, poets and scientists were all concerned with the place of the mind in the world. These writers asked whether belief, desire, and emotion were part of nature—and thus subject to laws of cause and effect—or in a special place outside the natural order. Kramnick puts particular emphasis on those who tried to make actions compatible with external determination and to blur the boundary between mind and matter. He follows a long tradition of examining the close relation between literary and philosophical writing during the period, but fundamentally revises the terrain. Rather than emphasizing psychological depth and interiority or asking how literary works were understood as true or fictional, he situates literature alongside philosophy as jointly interested in discovering how minds work.
The Use of Literary Sources in Social Studies, K-8 is a resource for teachers who wish to include varied literary genres in their social studies instruction along with a required social studies textbook. The literature described and exemplified in this book includes fiction, nonfiction, biographies, autobiographies, historical fiction, poetry, fairy tales, folktales, tall tales, and legends. Throughout this book, different instructional suggestions are presented for inclusion with varied social studies topics and literature sources. Each chapter contains questions and pedagogical strategies for critically reading and responding to varied literary genres, modifications to meet the needs of diverse learners, assessment techniques, information tied to technology and the “new literacies,” and connections to the National Curriculum Standards for the Social Studies: A Framework for Teaching, Learning, and Assessment (2010) and the Common Core State Standards for English Language Arts and Literacy in History/Social studies, Science, and Technical Subjects (2010). The final chapter of this book describes the development and implementation of a classroom library for social studies teaching and learning.
In Romantic Interactions, Susan J. Wolfson examines how interaction with other authors—whether on the bookshelf, in the embodied company of someone else writing, or in relation to literary celebrity—shaped the work of some of the best-known (and less well-known) writers in the English language. Working across the arc of Long Romanticism, from the 1780s to the 1840s, this lively study involves writing by women and men, in poetry and prose. Combining careful readings with sophisticated literary, historical, and cultural criticism, Wolfson reveals how various writers came to define themselves as “author.” The story unfolds not only in deft textual analyses but also by provocatively placing writers in dialogue with what they were reading, with one another, and with the community of readers (and writers) their writings helped bring into being: Mary Wollstonecraft and Charlotte Smith in the Revolution-roiled 1790s; William Wordsworth and Dorothy Wordsworth in the society of the Lake District; Lord Byron, a magnet for writers everywhere, inspired, troubled, but always arrested by what he (and his scandal-ridden celebrity) represented. This fresh, informative account of key writers, important texts, and complex cultural currents promises keen interest for students and scholars, literary critics, and cultural historians.
