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Reading Race Relationally: Embodied Dispositions and Social Structures in Colson Whitehead's Novels (Lettre)
by Marlon LieberWhat does it mean to write African American literature after the end of legalized segregation? In this study of Colson Whitehead's first six novels, Marlon Lieber argues that this question has permeated the Pulitzer Prize-winning author's writing since his 1999 debut The Intuitionist. Drawing on Pierre Bourdieu's relational sociology and Marxist critical theory, Lieber shows that Whitehead's oeuvre articulates the tension between the persistent presence of racism and transformations in the United States' class structure, which reveals new modes of abjection. At the same time, Whitehead imagines forms of writing that strive to transcend the histories of domination objectified in social structures and embodied in the form of habitus.
Reading Rape: The Rhetoric of Sexual Violence in American Literature and Culture, 1790-1990
by Sabine SielkeReading Rape examines how American culture talks about sexual violence and explains why, in the latter twentieth century, rape achieved such significance as a trope of power relations. Through attentive readings of a wide range of literary and cultural representations of sexual assault--from antebellum seduction narratives and "realist" representations of rape in nineteenth-century novels to Deliverance, American Psycho, and contemporary feminist accounts--Sabine Sielke traces the evolution of a specifically American rhetoric of rape. She considers the kinds of cultural work that this rhetoric has performed and finds that rape has been an insistent figure for a range of social, political, and economic issues. Sielke argues that the representation of rape has been a major force in the cultural construction of sexuality, gender, race, ethnicity, class, and indeed national identity. At the same time, her acute analyses of both canonical and lesser-known texts explore the complex anxieties that motivate such constructions and their function within the wider cultural imagination. Provoked in part by contemporary feminist criticism, Reading Rape also challenges feminist positions on sexual violence by interrogating them as part of the history in which rape has been a convenient and conventional albeit troubling trope for other concerns and conflicts. This book teaches us what we talk about when we talk about rape. And what we're talking about is often something else entirely: power, money, social change, difference, and identity.
Reading Rape: The Rhetoric of Sexual Violence in American Literature and Culture, 1790-1990
by Sabine SielkeReading Rape examines how American culture talks about sexual violence and explains why, in the latter twentieth century, rape achieved such significance as a trope of power relations. Through attentive readings of a wide range of literary and cultural representations of sexual assault--from antebellum seduction narratives and "realist" representations of rape in nineteenth-century novels to Deliverance, American Psycho, and contemporary feminist accounts--Sabine Sielke traces the evolution of a specifically American rhetoric of rape. She considers the kinds of cultural work that this rhetoric has performed and finds that rape has been an insistent figure for a range of social, political, and economic issues. Sielke argues that the representation of rape has been a major force in the cultural construction of sexuality, gender, race, ethnicity, class, and indeed national identity. At the same time, her acute analyses of both canonical and lesser-known texts explore the complex anxieties that motivate such constructions and their function within the wider cultural imagination. Provoked in part by contemporary feminist criticism, Reading Rape also challenges feminist positions on sexual violence by interrogating them as part of the history in which rape has been a convenient and conventional albeit troubling trope for other concerns and conflicts. This book teaches us what we talk about when we talk about rape. And what we're talking about is often something else entirely: power, money, social change, difference, and identity.
Reading Recharged: Activities to put the spark into guided and whole-class reading
by Alex BartonRefresh your approach to teaching reading comprehension with these original guided and whole-class reading activities for the primary classroom.Running out of ways to get children engaged in reading comprehension? Or are you looking to help reluctant readers discover the magic of books? This book is for you! Reading Recharged includes a wide range of creative ideas, top tips and photocopiable activities for KS1 and KS2, and covers all seven reading skills from the National Curriculum (vocabulary, inference, summarising, predicting, commentating, author choice and retrieval). Designed to spark a love of reading for pleasure, the activities range from an intriguing lie detection task for teaching characterisation to synonym snakes and ladders for practising word choices.Whether you're teaching whole-class guided reading or using the carousel format, this book provides advice on structuring your session, as well as tried-and-tested ways to run it successfully. Experienced primary teacher and literacy resource creator Alex Barton shares his top teaching activities to engage and enthuse young readers so you can teach reading with creativity and confidence.
Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction
by Doug Lemov Erica Woolway Colleen DriggsTEACH YOUR STUDENTS TO READ LIKE CHAMPIONS—WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction
by Doug Lemov Erica Woolway Colleen DriggsTEACH YOUR STUDENTS TO READ LIKE CHAMPIONS—WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Reading Rehabilitation for Individuals with Low Vision: Research and Practice in the Czech Republic
by Kamila RůžičkováThis book presents an emerging rehabilitation program for improving the reading abilities of individuals with low vision who undergo therapy for visual impairment. Its interdisciplinary framework for visual training through reading skills development aligns its goals with those of special education programs and features anatomical and psychological background chapters, diverse perspectives on rehabilitation, and empirical supporting data. Program details span theoretical bases, strategies and planning, pedagogical considerations, use of assistive technologies, and assessment of client progress and program efficacy. And by locating rehabilitation in the psychosocial experience of visual disability, the program can be used as a means of building confidence and motivation, contributing to improved quality of life.Included in the coverage:Visual impairment and its impact on development.Rehabilitation of individuals with visual impairment in the Czech Republic.Innovative vision rehabilitation system: theoretical postulates, meanings, and objectives.Reading as a main objective of vision rehabilitation.Verification of effectiveness of the reading performance experimental rehabilitation program.Reading Rehabilitation for Individuals with Low Vision is an essential resource for researchers, clinicians/practitioners, and graduate students in varied fields such as cognitive psychology, rehabilitation, literacy, special education, child and school psychology, visual therapy, and public health.
Reading Renaissance Ethics
by Marshall GrossmanBringing together some of the best current practitioners of historical and formal criticism, Reading Renaissance Ethics assesses the ethical performance of renaissance texts as historical agents in their time and in ours. Exploring the nature and mechanics of cultural agency, the book explains with greater clarity just what is at stake when canon-formation, aesthetic evaluation and curricular reform are questioned and revised. Taking seriously the question of what to read requires us to consider exactly what it is that we do when we read and when we write about our reading. Reading Renaissance Ethics asks what sorts of events took place when Renaissance texts were first read and how this differs from the way we read and teach them now.
Reading Renaissance Ethics
by Marshall GrossmanBringing together some of the best current practitioners of historical and formal criticism, Reading Renaissance Ethics assesses the ethical performance of renaissance texts as historical agents in their time and in ours. Exploring the nature and mechanics of cultural agency, the book explains with greater clarity just what is at stake when canon-formation, aesthetic evaluation and curricular reform are questioned and revised. Taking seriously the question of what to read requires us to consider exactly what it is that we do when we read and when we write about our reading. Reading Renaissance Ethics asks what sorts of events took place when Renaissance texts were first read and how this differs from the way we read and teach them now.
Reading Republican Oratory: Reconstructions, Contexts, Receptions
by Christa Gray Andrea Balbo Richard M. A. Marshall Catherine E. W. SteelPublic speech was a key aspect of politics in Republican Rome, both in theory and in practice, and recent decades have seen a surge in scholarly discussion of its significance and performance. Yet the partial nature of the surviving evidence means that our understanding of its workings is dominated by one man, whose texts are the only examples to have survived in complete form since antiquity: Cicero. This collection of essays aims to broaden our conception of the oratory of the Roman Republic by exploring how it was practiced by individuals other than Cicero, whether major statesmen, jobbing lawyers, or, exceptionally, the wives of politicians. It focuses particularly on the surviving fragments of such oratory, with individual essays tackling the challenges posed both by the partial and often unreliable nature of the evidence about these other Roman orators-often known to us chiefly through the tendentious observations of Cicero himself-and the complex intersections of the written fragments and the oral phenomenon. Collectively, the essays are concerned with the methods by which we are able to reconstruct non-Ciceronian oratory and the exploration of new ways of interpreting this evidence to tell us about the content, context, and delivery of those speeches. They are arranged into two thematic Parts, the first addressing questions of reception, selection, and transmission, and the second those of reconstruction, contextualization, and interpretation: together they represent a comprehensive overview of the non-Ciceronian speeches that will be of use to all ancient historians, philologists, and literary classicists with an interest in the oratory of the Roman Republic.
Reading Republican Oratory: Reconstructions, Contexts, Receptions
Public speech was a key aspect of politics in Republican Rome, both in theory and in practice, and recent decades have seen a surge in scholarly discussion of its significance and performance. Yet the partial nature of the surviving evidence means that our understanding of its workings is dominated by one man, whose texts are the only examples to have survived in complete form since antiquity: Cicero. This collection of essays aims to broaden our conception of the oratory of the Roman Republic by exploring how it was practiced by individuals other than Cicero, whether major statesmen, jobbing lawyers, or, exceptionally, the wives of politicians. It focuses particularly on the surviving fragments of such oratory, with individual essays tackling the challenges posed both by the partial and often unreliable nature of the evidence about these other Roman orators-often known to us chiefly through the tendentious observations of Cicero himself-and the complex intersections of the written fragments and the oral phenomenon. Collectively, the essays are concerned with the methods by which we are able to reconstruct non-Ciceronian oratory and the exploration of new ways of interpreting this evidence to tell us about the content, context, and delivery of those speeches. They are arranged into two thematic Parts, the first addressing questions of reception, selection, and transmission, and the second those of reconstruction, contextualization, and interpretation: together they represent a comprehensive overview of the non-Ciceronian speeches that will be of use to all ancient historians, philologists, and literary classicists with an interest in the oratory of the Roman Republic.
Reading Research Into the Year 2000
by Anne P. Sweet Judith I. AndersonThrough the years, research on reading has made enormous contributions to helping us understand how students learn to read and how teachers can best instruct them. Research continues to add to our fundamental knowledge of reading in significant ways, thus adding more pieces to the puzzle -- for example, finding answers to how students learn content in other school subjects through reading, and what strategies teachers can use to help their students do this more effectively. Reading Research into the Year 2000 describes the dynamic process that the Department of Education engages in to plan and execute a reading research agenda. It was written to inform a wide ranging public -- those who will benefit directly or indirectly, from reading research findings, including those who use research applications, as well as those who conduct the research. Moreover, it was written to make public the process of establishing a national R&D Center. Few people outside the Department of Education are aware of the procedures that are undertaken. The editors believe that if more people are "in the know," they will be more likely to participate in the entire process -- from generating research ideas to submitting applications -- and that this greater participation is essential if we are to garner divergent thinking about how to solve critical education research issues. They have made a significant step toward breaking down barriers to full participation, and paved the way for greater involvement of "non-traditional" players in competing for a national R&D Center award.
Reading Research Into the Year 2000
by Anne P. Sweet Judith I. AndersonThrough the years, research on reading has made enormous contributions to helping us understand how students learn to read and how teachers can best instruct them. Research continues to add to our fundamental knowledge of reading in significant ways, thus adding more pieces to the puzzle -- for example, finding answers to how students learn content in other school subjects through reading, and what strategies teachers can use to help their students do this more effectively. Reading Research into the Year 2000 describes the dynamic process that the Department of Education engages in to plan and execute a reading research agenda. It was written to inform a wide ranging public -- those who will benefit directly or indirectly, from reading research findings, including those who use research applications, as well as those who conduct the research. Moreover, it was written to make public the process of establishing a national R&D Center. Few people outside the Department of Education are aware of the procedures that are undertaken. The editors believe that if more people are "in the know," they will be more likely to participate in the entire process -- from generating research ideas to submitting applications -- and that this greater participation is essential if we are to garner divergent thinking about how to solve critical education research issues. They have made a significant step toward breaking down barriers to full participation, and paved the way for greater involvement of "non-traditional" players in competing for a national R&D Center award.
Reading Researchers in Search of Common Ground: The Expert Study Revisited
by Rona F. FlippoIn Reading Researchers in Search of Common Ground, Second Edition, Rona F. Flippo revisits her groundbreaking Expert Study, in which she set out to find common ground among experts in the much-fragmented field of reading research. The original edition, featuring contributions from participants in the Expert Study, commentary from additional distinguished literacy scholars with specialized experiences and vantage points from which to view it, and recommendations for use of its findings, was published in 2001 and has become a classic in the field. The Expert Study’s findings and discussions related to it remain provocative, viable, and highly relevant. Taking a fresh look at it, and its current implications for literacy education and common ground in light of the newest thinking and research of today, the Second Edition includes four new chapters from leaders in the field who discuss the Study from their unique vantage points (literacy trends, emergent writing development, a comprehensive literacy curriculum, and a comparative analysis of the study’s findings and recommendations). It is a must-read resource for the entire literacy community − researchers, teacher educators, graduate students, administrators, practitioners, and policymakers.
Reading Researchers in Search of Common Ground: The Expert Study Revisited
by Rona F. FlippoIn Reading Researchers in Search of Common Ground, Second Edition, Rona F. Flippo revisits her groundbreaking Expert Study, in which she set out to find common ground among experts in the much-fragmented field of reading research. The original edition, featuring contributions from participants in the Expert Study, commentary from additional distinguished literacy scholars with specialized experiences and vantage points from which to view it, and recommendations for use of its findings, was published in 2001 and has become a classic in the field. The Expert Study’s findings and discussions related to it remain provocative, viable, and highly relevant. Taking a fresh look at it, and its current implications for literacy education and common ground in light of the newest thinking and research of today, the Second Edition includes four new chapters from leaders in the field who discuss the Study from their unique vantage points (literacy trends, emergent writing development, a comprehensive literacy curriculum, and a comparative analysis of the study’s findings and recommendations). It is a must-read resource for the entire literacy community − researchers, teacher educators, graduate students, administrators, practitioners, and policymakers.
Reading Revision (PDF)
by Laura CollinsonThis series provides everthing children need to know to score 100 and get maximum marks in the National Tests. Practice questions are written in the style of the tests, helping children gain familiarity with what will be expected of them. The books can be used for whole class revision, booster classes, and homework.
Reading Richard III and the Tower of London (21st Century Perspectives on British Literature and Society)
by Kristen DeiterThis is the first book on Richard III and the Tower of London, shedding new light on the King’s reputation, the Castle’s lore, and early modern literature’s role in building associations between them. It is also one of the first books to integrate conceptual blending theory and spatial literary studies, empowering scholars and students to analyze literature and locations in new ways. This book fills gaps in the existing knowledge about both Richard III and the Tower of London. Neither literary nor historical scholarship has treated the process through which Richard III and the Tower became associated in the cultural and historical imagination and how such representations have shaped the King’s reputation and the Castle’s lore. This study analyzes this process while offering new understandings of Richard III as a literary character in prose, drama, and poetry and extending knowledge about the Tower as an iconic literary and cultural symbol.
Reading Richard III and the Tower of London (21st Century Perspectives on British Literature and Society)
by Kristen DeiterThis is the first book on Richard III and the Tower of London, shedding new light on the King’s reputation, the Castle’s lore, and early modern literature’s role in building associations between them. It is also one of the first books to integrate conceptual blending theory and spatial literary studies, empowering scholars and students to analyze literature and locations in new ways. This book fills gaps in the existing knowledge about both Richard III and the Tower of London. Neither literary nor historical scholarship has treated the process through which Richard III and the Tower became associated in the cultural and historical imagination and how such representations have shaped the King’s reputation and the Castle’s lore. This study analyzes this process while offering new understandings of Richard III as a literary character in prose, drama, and poetry and extending knowledge about the Tower as an iconic literary and cultural symbol.
Reading Rio de Janeiro: Literature and Society in the Nineteenth Century
by Zephyr FrankReading Rio de Janeiro blazes a new trail for understanding the cultural history of 19th-century Brazil. To bring the social fabric of Rio de Janeiro alive, Zephyr Frank flips the historian's usual interest in literature as a source of evidence and, instead, uses the historical context to understand literature. By focusing on the theme of social integration through the novels of José de Alencar, Machado de Assis, and Aluisio Azevedo, the author draws the reader's attention to the way characters are caught between conflicting moral imperatives as they encounter the newly mobile, capitalist, urban society, so different from the slave-based plantations of the past. Some characters grow and triumph in this setting; others are defeated by it. Though literature infuses this social history of 19th-century Rio, it is replete with maps, graphs, non-fiction sources, and statistical data and analysis that are the historian's stock-in-trade. By connecting a literary understanding of the social problems with the quantitative data traditional historical methods provide, Frank creates a richer and deeper understanding of society in 19th-century Rio.
Reading, 'Riting, and Reconstruction: The Education of Freedmen in the South, 1861-1870
by Robert C. MorrisThis study of education for freedmen following Emancipation is the definitive treatment of the subject. Employing a wide range of sources, Robert C. Morris examines the organizations that staffed and managed black schools in the South, with particular attention paid to the activities of the Freedman’s Bureau. He looks as well at those who came to teach, a diverse group—white, black, Northern, Southern—and at the curricula and textbooks they used. While giving special emphasis to the Freedmen’s Bureau school program, Morris places the freedmen’s educational movement fully in its nineteenth-century context, relating it both to the antislavery crusade that preceded it and to the conservative era of race relations that followed.
Reading Robert Burns: Texts, Contexts, Transformations (Poetry and Song in the Age of Revolution)
by Carol McGuirkRobert Burns is Scotland’s greatest cultural icon. Yet, despite his continued popularity, critical work has been compromised by the myths that have built up around him. McGuirk focuses on Burns’s poems and songs, analysing his use of both vernacular Scots and literary English to provide a unique reading of his work.
Reading Robert Burns: Texts, Contexts, Transformations (Poetry and Song in the Age of Revolution)
by Carol McGuirkRobert Burns is Scotland’s greatest cultural icon. Yet, despite his continued popularity, critical work has been compromised by the myths that have built up around him. McGuirk focuses on Burns’s poems and songs, analysing his use of both vernacular Scots and literary English to provide a unique reading of his work.
Reading Robert Greene: Recovering Shakespeare’s Rival (Routledge Studies in Shakespeare)
by Darren Freebury-JonesRobert Greene holds a significant place in our understanding of Elizabethan literature. This book offers the most rigorous attempt yet undertaken to determine the scope of the playwright’s canon through analyses of Greene’s verse style, vocabulary, rhyming habits, and the dramatist’s phraseology in his attested plays and in comparison to four plays that have long been on the margins of Greene’s corpus: Locrine, Selimus, George a Greene, and A Knack to Know a Knave. The book defines the ranges for Greene’s stylistic habits for the very first time, and proceeds to identify parallels of thought, language, and overall dramaturgy that reveal a single author’s creative consciousness. This volume also casts light on Greene as a more collaborative dramatist than has hitherto been acknowledged. Through emphasizing the immediate surroundings in which Greene was writing – the flourishing of popular theatres in two compact areas of London, in which each theatre company and their dramatists kept a close eye on what their competitors were producing – Greene emerges as an influential playwright, whose restored oeuvre enables us to establish new ways in which his dramatic methods impacted other writers of the period, including Shakespeare.
Reading Robert Greene: Recovering Shakespeare’s Rival (Routledge Studies in Shakespeare)
by Darren Freebury-JonesRobert Greene holds a significant place in our understanding of Elizabethan literature. This book offers the most rigorous attempt yet undertaken to determine the scope of the playwright’s canon through analyses of Greene’s verse style, vocabulary, rhyming habits, and the dramatist’s phraseology in his attested plays and in comparison to four plays that have long been on the margins of Greene’s corpus: Locrine, Selimus, George a Greene, and A Knack to Know a Knave. The book defines the ranges for Greene’s stylistic habits for the very first time, and proceeds to identify parallels of thought, language, and overall dramaturgy that reveal a single author’s creative consciousness. This volume also casts light on Greene as a more collaborative dramatist than has hitherto been acknowledged. Through emphasizing the immediate surroundings in which Greene was writing – the flourishing of popular theatres in two compact areas of London, in which each theatre company and their dramatists kept a close eye on what their competitors were producing – Greene emerges as an influential playwright, whose restored oeuvre enables us to establish new ways in which his dramatic methods impacted other writers of the period, including Shakespeare.
Reading Roman Pride (Emotions of the Past)
by Yelena BarazPride is pervasive in Roman texts, as an emotion and a political and social concept implicated in ideas of power. This study examines Roman discourse of pride from two distinct complementary perspectives. The first is based on scripts, mini-stories told to illustrate what pride is, how it arises and develops, and where it fits within the Roman emotional landscape. The second is semantic, and draws attention to differences between terms within the pride field. The peculiar feature of Roman pride that emerges is that it appears exclusively as a negative emotion, attributed externally and condemned, up to the Augustan period. This previously unnoticed lack of expression of positive pride in republican discourse is a result of the way the Roman republican elite articulates its values as anti-monarchical and is committed, within the governing class, to power-sharing and a kind of equality. The book explores this uniquely Roman articulation of pride attributed to people, places, and institutions and traces the partial rehabilitation of pride that begins in the texts of the Augustan poets at the time of great political change. Reading for pride produces innovative readings of texts that range from Plautus to Ausonius, with major focus on Cicero, Livy, Vergil, and other Augustan poets.