Nicholas Grene explores Yeats’s poetic codes of practice, the key words and habits of speech that shape the reading experience of his poetry. Where previous studies have sought to decode his work, ...expounding its symbolic meanings by references to Yeats’s occult beliefs, philosophical ideas or political ideology, the focus here is on his poetic technique, its typical forms and their implications for the understanding of the poems. Grene is concerned with the distinctive stylistic signatures of the Collected Poems: the use of dates and place names within individual poems; the handling of demonstratives and of grammatical tense and mood; certain nodal Yeatsian words (‘dream’, ‘bitter’, ‘sweet’) and images (birds and beasts); dialogue and monologue as the voices of his dramatic lyrics. The aim throughout is to illustrate the shifting and unstable movement between lived reality and transcendental thought in Yeats, the embodied quality of his poetry between a phenomenal world of sight and an imagined world of vision.
This monograph challenges the accepted notion that Galatians is either a sample of classical rhetoric or should be interpreted in light of Graeco-Roman rhetorical handbooks. It demonstrates that the ...handbooks of Aristotle, Cicero, et al. discuss a form of oratory which was limited with respect to subject, venue and style of communication, and that Galatians falls outside such boundaries. The inapplicability of ancient canons of rhetoric is reinforced by a detailed comparison of Galatians with the handbooks, a survey of patristic attitudes towards Paul's communicative technique, and interaction with twentieth-century discussions of the nature of New Testament Greek. Dr Kern concludes that rhetorical handbooks were never a tool of literary criticism and that they cannot assist the search for a distinctly Pauline rhetoric. Thus this study has implications not only for Galatians, but also for other New Testament epistles.
As a follow-up to the successful book "Eight Approaches to Teaching Composition," this collection of 13 original essays presents the major research and scholarship in the related fields that are ...shaping the theory and practice of composition studies. Each chapter defines a special area of study, assesses its published literature from the perspective of the author's (or authors') expertise, and presents issues or questions that remain to be addressed. Titles of the chapters and their authors are as follows: (1) "Where Are English Departments Going?" (Ben W. McClelland and Timothy R. Donovan); (2) "Toward a Theory of Composition" (Lil Brannon); (3) "Modern Rhetorical Theory and Its Future Directions" (C.H. Knoblauch); (4) "Composition Theory and Literary Theory" (John Clifford and John Schilb); (5) "Linguistics and Writing" (William Strong); (6) "Collaborative Learning and Teaching Writing" (John Trimbur); (7) "Empirical Research in Composition" (Anne Ruggles Gere); (8) "Forming Research Communities among Naturalistic Researchers" (Lucy McCormick Calkins); (9) "Cognitive Studies and Teaching Writing" (Andrea A. Lunsford); (10) "Research on Error and Correction" (Glynda Hull); (11) "The Competence of Young Writers" (Thomas Newkirk and Nancie Atwell); (12) "Technical Communication in the Information Economy" (Michael L. Keene); and (13) "The Promise of Artificial Intelligence Research for Composition" (Hugh Burns). A composition bibliography, an index, and notes on the contributors are included. (HTH)
Offers students a hands-on practical experience of textual analysis focused on magazines. It combines practical activities with texts, followed by commentaries and suggestions for further reading.
Cilj istraživanja bio je ispitati obilježja i prediktorsku ulogu stilova roditeljstva u
uključenost učenika u nastavu, ponajprije kognitivnu, emocionalnu i socijalnu.
Roditeljski stilovi ...klasificirani su u tri glavne skupine: poželjan, nepoželjan i
divergentan. Istraživanje je provedeno s učenicima završnih razreda osnovne škole
(N = 269 učenika) prosječne dobi od 13,08 godina i njihovih roditelja (N = 269).
Podatci su prikupljeni Upitnikom kako roditelji reagiraju i Upitnikom emocionalne,
socijalne i kognitivne uključenosti učenika. Pokazalo se da su roditeljski odgojni
stilovi značajni prediktori učenikove uključenosti u nastavu, s time da najvećim
dijelom varijance objašnjavaju forme poželjnoga roditeljskoaga stila, s naglaskom
na formu kongurentnoga stila. S druge strane, forme nepoželjnoga i divergetnoga
stila imaju potencijal za izazivanje niske razine uključenosti učenika, kako u
kognitivnoj, tako i u socijalnoj i emocionalnoj dimenziji. Rezultati ukazuju na
važnost stilova roditeljstva u predikciji uključenosti učenika u nastavu, što bi bio
početni korak u razvoju i poboljšanju dječjih kompetencija.
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