Games for English Literature

  • Filename: games-for-english-literature.
  • ISBN: 1909818895
  • Release Date: 2016-05-31
  • Number of pages: 108
  • Author: Izabela Hopkins
  • Publisher: Libri Publishing

A little creative ingenuity and willingness to experiment are all it takes to break out of the confines of routine and inject a little variety into your classroom. The games in this book are designed to be adaptable to different levels of study of English Literature. Some are more likely to appeal more to 'A' level students than to undergraduates, and vice versa. They draw on a common stock of materials that can be bought and adapted at little cost, and in some cases they map directly onto the kind of questions that typically get asked when students face assessment. Many of the games can be played without a teacher being present, although many also assume that someone will be there to draw together threads of discussion. If nothing else, these games are a great way of overcoming that horrible problem, the wall of silence that confronts every teacher of literature at some stage in his or her career.

Medieval English Literature

  • Filename: medieval-english-literature.
  • ISBN: 9781137469601
  • Release Date: 2015-12-02
  • Number of pages: 280
  • Author: Beatrice Fannon
  • Publisher: Palgrave Macmillan

This New Casebook brings together a wide range of original, scholarly essays on key figures and topics in medieval literature by leading academics. The volume examines major authors such as Chaucer, Langland and the Gawain Poet, and covers key topics in medieval literature, including gender, class, courtly and popular culture, and religion.

Games and Gaming in Medieval Literature

  • Filename: games-and-gaming-in-medieval-literature.
  • ISBN: 9781137497529
  • Release Date: 2015-07-29
  • Number of pages: 241
  • Author: Serina Patterson
  • Publisher: Springer

The first-of-its-kind, Games and Gaming in Medieval Literature explores the depth and breadth of games in medieval literature and culture. Chapters span from the twelfth to the sixteenth centuries, and cover England, France, Denmark, Poland, and Spain, re-examining medieval games in diverse social settings such as the church, court, and household.

Of Bread Blood and The Hunger Games

  • Filename: of-bread-blood-and-the-hunger-games.
  • ISBN: 9780786470198
  • Release Date: 2012-07-10
  • Number of pages: 256
  • Author: Mary F. Pharr
  • Publisher: McFarland

This collection of fresh essays on Suzanne Collins's epic trilogy spans multiple disciplines. The contributors probe the trilogy's meaning using theories grounded in historicism, feminism, humanism, queer theory, as well as cultural, political, and media studies. The essayists demonstrate diverse perspectives regarding Collins's novels but their works have three elements in common: an appreciation of the trilogy as literature, a belief in its permanent value, and a need to share both appreciation and belief with fellow readers. The 21 essays that follow the context-setting introduction are grouped into four parts: Part I "History, Politics, Economics, and Culture," Part II "Ethics, Aesthetics, and Identity," Part III "Resistance, Surveillance, and Simulacra," and Part IV "Thematic Parallels and Literary Traditions." A core bibliography of dystopian and postapocalyptic works is included, with emphasis on the young adult category--itself an increasingly crucial part of postmodern culture.

The Ludic Self in Seventeenth Century English Literature

  • Filename: the-ludic-self-in-seventeenth-century-english-literature.
  • ISBN: 0791407217
  • Release Date: 1991-01-01
  • Number of pages: 263
  • Author: Anna K. Nardo
  • Publisher: SUNY Press

This book argues that play offered Hamlet, John Donne, George Herbert, Andrew Marvell, Robert Burton, and Sir Thomas Browne a way to live within the contradictions and conflicts of late Renaissance life by providing a new stance for the self. Grounding its argument in recent theories of play and in a historical analysis that sees the seventeenth century as a point of crisis in the formation of the western self, the author demonstrates how play helped mediate this crisis and how central texts of the period enact this mediation.

A Companion To Medieval English Literature and Culture C 1350 C 1500

  • Filename: a-companion-to-medieval-english-literature-and-culture-c-1350-c-1500.
  • ISBN: 9781405195522
  • Release Date: 2009-10-26
  • Number of pages: 688
  • Author: Peter Brown
  • Publisher: John Wiley & Sons

Challenges students to think beyond a narrowly defined canon and conventional disciplinary boundaries. Includes close readings of frequently studied texts, including texts by Chaucer, Langland, the Gawain poet, and Hoccleve.

Beyond the Grammar Wars

  • Filename: beyond-the-grammar-wars.
  • ISBN: 9781136989971
  • Release Date: 2010-04-05
  • Number of pages: 336
  • Author: Terry Locke
  • Publisher: Routledge

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars: provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices. All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

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