Browse Results For:
In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges.
Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.
Lance Massey and Richard Gebhardt offer in this collection many signs that composition again faces a moment of precariousness, even as it did in the 1980s—the years of the great divorce from literary studies. The contours of writing in the university again are rapidly changing, making the objects of scholarship in composition again unstable. Composition is poised to move not from modern to postmodern but from process to postprocess, from a service-oriented "field" to a research-driven "discipline." Some would say we are already there. Momentum is building to replace "composition" and the pedagogical imperative long implied in that term with a "writing studies" model devoted to the study of composition as a fundamental tool of, and force within, all areas of human activity.
Appropriately, contributors here use Stephen M. North's 1987 book The Making of Knowledge in Composition to frame and background their discussion, as they look at both the present state of the field and its potential futures. As in North's volume, The Changing of Knowledge in Composition describes a body of research and pedagogy brimming with conflicting claims, methodologies, and politics, and with little consensus regarding the proper subjects and modes of inquiry.
The deep ambivalence within the field itself is evident in this collection. Contributors here envision composition both as retaining its commitment to broad-based, generalized writing instruction and as heading toward content-based vertical writing programs in departments and programs of writing studies. They both challenge and affirm composition's pedagogical heritage. And they sound both sanguine and pessimistic notes about composition's future.
Over the last 30 years there has been a substantial increase in the study of the history of translation. Both well-known and lesser-known specialists in translation studies have worked tirelessly to give the history of translation its rightful place. Clearly, progress has been made, and the history of translation has become a viable independent research area.
This book aims at claiming such autonomy for the field with a renewed vigour. It seeks to explore issues related to methodology as well as a variety of discourses on history with a view to laying the groundwork for new avenues, new models, new methods. It aspires to challenge existing theoretical and ideological frameworks. It looks toward the future of history. It is an attempt to address shortcomings that have prevented translation history from reaching its full disciplinary potential. From microhistory, archaeology, periodization, to issues of subjectivity and postmodernism, methodological lacunae are being filled.
Contributors to this volume go far beyond the text to uncover the role translation has played in many different times and settings such as Europe, Africa, Latin America, the Middle-east and Asia from the 6th century to the 20th. These contributions, which deal variously with the discourses on methodology and history, recast the discipline of translation history in a new light and pave the way to the future of research and teaching in the field.
Reading and Writing in an Age of Acceleration
Employing case-study research of student reading practices, Keller explores reading-writing connections in new media contexts. He identifies a culture of acceleration—a gathering of social, educational, economic, and technological forces that reinforce the values of speed, efficiency, and change—and challenges educators to balance new “faster” literacies with traditional “slower” literacies. In addition, Keller details four significant features of contemporary literacy that emerged from his research: accumulation and curricular choices; literacy perceptions; speeds of rhetoric; and speeds of reading.
Chasing Literacy outlines a new reading pedagogy that will help students gain versatile, dexterous approaches to both reading and writing and makes a significant contribution to this emerging area of interest in composition theory and practice.
Great Reporters on What It Takes to Tell the Story
Stories with no substance. Talking heads without a clue. Teamcoverage that still misses the big picture. Overheated hype. Cute chatter. Film at eleven. Is it any wonder more and more of us count less and less on the news?It used to be that a news story told you who, what, where, when, how, and why,Art Athens writes. Now the story might tell you who, or it might tell you when, but there's a good chance that when it's over (which won't take long), you'll be the one saying What?Here's a legendary journalist's back to the basics guide to the craft of broadcast news. Combining insights from his own award-winning career with in-depth conversations with leading newspeople, Art Athens offers a primer on the best practices in reporting, writing, and delivering the news.And he lets some of the best in the business talk frankly and passionately about what it takes to do the job right: Dan Rather, Charles Osgood, Mike Wallace, Brian Williams, Andy Rooney, Charles Kuralt, Linda Ellerbee, and Don Hewitt.What kind of skills-and spirit-does it take to be a successful, serious broadcast journalist? How are the good stories conceived and written? And in today's cynical age of news as entertainment, what should reporters and editors do to restore confidence in the media? In this funny, sharp, honest book, anyone who cares about the news will find answers on every page.
A History of English in Chinese Education
This book traces the history of English education in the People's Republic of China from 1949 to the present day. It uses the junior secondary school curriculum as the means to examine how English curriculum developers and textbook writers have confronted the shifting ambiguities and dilemmas over five distinct historical periods.
Critical and Theoretical Essays
Although Chinese narrative, and especially the genres of colloquial fiction, have been subjected to intensive scholarly scrutiny, no comprehensive volume has provided a framework that would permit an overall view of the tradition. The distinguished contributors to this volume have taken an important first step in making possible the consideration of Chinese narrative at the level of comparative and general literary scholarship.
Originally published in 1987.
The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Written with the Fingers of Man's Hand
The complex relationship between the nation, Church of England, and the Jews reached an important culmination during the Reformation as Christian scholars became more and more interested in Hebrew language and the Jewish roots of European civilization. Christian Hebraism’s influence spread as a central focus in theology and politics, spurring the Geneva (1560) and the King James (1611) Bibles in particular. Within this context, Chanita Goodblatt reorients John Donne, one of the most prominent preachers and writers of the time, as a Christian Hebraist and examines the exegetical strategies and language in Donne’s psalms and sermons.
While Donne shows only a basic grasp of the Hebrew language, his sermons reveal the many semantic nuances taken from Latin and vernacular translations of Jewish biblical scholarship. Goodblatt lays out the intellectual context of Donne’s work and ties specific lexical, rhetorical, and thematic strategies to Hebrew traditions. Donne’s work weaves a web of intertextual complexities that highlight the interaction of Christian and Jewish scholarship that influenced the theological and political views of the time period. In addition, Donne’s reinterpretation of the Bible based on Jewish exegesis ultimately adds to an understanding of Christian Hebraism and establishes the Church of England as the inheritor of the Jewish tradition.
This study focuses on Donne’s sermons preached on the Psalms. Organized both generically and thematically, corresponding reproductions of the Hebrew Rabbinic (1525) and the Geneva Bible preface each chapter and allow the reader, regardless of specialization, to follow Goodblatt’s critical analyses.