Neil Rhodes
- Published in print:
- 2004
- Published Online:
- September 2007
- ISBN:
- 9780199245727
- eISBN:
- 9780191715259
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199245727.003.0001
- Subject:
- Literature, Shakespeare Studies
This introductory chapter presents the book both as a study of English before English existed as a subject in its own right (comparable with what were known as ‘conjectural histories’ in the 18th ...
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This introductory chapter presents the book both as a study of English before English existed as a subject in its own right (comparable with what were known as ‘conjectural histories’ in the 18th century), and as an explanation of Shakespeare’s role in the origins of the subject. The method used will involve making analogies between modern and early modern cultural practices: terms such as ‘media studies’ and ‘creative writing’, and terms associated with the technology of computing will be transferred to earlier cultural contexts to establish some continuity between the modern subject of English and its earlier manifestations. At the same time and for the same purpose, the older study of rhetoric and the practices associated with it will be shown to persist in different forms within English Studies today.Less
This introductory chapter presents the book both as a study of English before English existed as a subject in its own right (comparable with what were known as ‘conjectural histories’ in the 18th century), and as an explanation of Shakespeare’s role in the origins of the subject. The method used will involve making analogies between modern and early modern cultural practices: terms such as ‘media studies’ and ‘creative writing’, and terms associated with the technology of computing will be transferred to earlier cultural contexts to establish some continuity between the modern subject of English and its earlier manifestations. At the same time and for the same purpose, the older study of rhetoric and the practices associated with it will be shown to persist in different forms within English Studies today.
Christopher Hilliard
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199695171
- eISBN:
- 9780199949946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695171.003.0005
- Subject:
- Literature, Criticism/Theory, 20th-century Literature and Modernism
Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical ...
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Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical approach was most directly translated for school use in the practical criticism exercises that became common in sixth forms, largely as a result of Denys Thompson's efforts. The movement's influence in schools was often at the level of overarching vision rather than specific teaching methods. Those visions were diverse, even contradictory: Scrutiny ideas informed both David Holbrook's programme of creative writing and self-exploration and G. H. Bantock's campaign against ‘progressive’ education. Although the most active organizers of ‘the Scrutiny movement in education’—Thompson, Holbrook, Raymond O’Malley, Frank Whitehead, and Boris Ford—were commonly identified with ‘progressive’ trends, it was the triumph in the 1960s of progressive ideas, with their linguistic rather than literary premises, that marginalized Scrutiny currents in secondary education.Less
Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical approach was most directly translated for school use in the practical criticism exercises that became common in sixth forms, largely as a result of Denys Thompson's efforts. The movement's influence in schools was often at the level of overarching vision rather than specific teaching methods. Those visions were diverse, even contradictory: Scrutiny ideas informed both David Holbrook's programme of creative writing and self-exploration and G. H. Bantock's campaign against ‘progressive’ education. Although the most active organizers of ‘the Scrutiny movement in education’—Thompson, Holbrook, Raymond O’Malley, Frank Whitehead, and Boris Ford—were commonly identified with ‘progressive’ trends, it was the triumph in the 1960s of progressive ideas, with their linguistic rather than literary premises, that marginalized Scrutiny currents in secondary education.
Gillie Bolton
- Published in print:
- 2009
- Published Online:
- November 2011
- ISBN:
- 9780199546695
- eISBN:
- 9780191730214
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199546695.003.0006
- Subject:
- Palliative Care, Palliative Medicine Research, Patient Care and End-of-Life Decision Making
This chapter discusses the findings of an exploratory study that looked at the use and value of therapeutic creative writing in oncology settings. Based on the information that is presented in this ...
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This chapter discusses the findings of an exploratory study that looked at the use and value of therapeutic creative writing in oncology settings. Based on the information that is presented in this chapter, it is determined that creative writing can serve to be cathartic and can even enhance self-respect and confidence. This was due to patients being able to map the past and help young people orientate to the future.Less
This chapter discusses the findings of an exploratory study that looked at the use and value of therapeutic creative writing in oncology settings. Based on the information that is presented in this chapter, it is determined that creative writing can serve to be cathartic and can even enhance self-respect and confidence. This was due to patients being able to map the past and help young people orientate to the future.
ROBERT CRAWFORD
- Published in print:
- 2004
- Published Online:
- October 2011
- ISBN:
- 9780199269327
- eISBN:
- 9780191699382
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269327.003.0006
- Subject:
- Literature, Poetry
This chapter argues against the assumption that it is in 20th-century American universities that creative writing emerged as part of the curriculum. It explains that 18th-century Scottish teaching of ...
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This chapter argues against the assumption that it is in 20th-century American universities that creative writing emerged as part of the curriculum. It explains that 18th-century Scottish teaching of Rhetoric and Belles-Lettres had been bound up not only with the appreciation of older literature but also with the production of new work. It suggests that it is essential for the modern poet's work to be part of the world of information technology while at the same time articulating the king of short-circuiting poetic perceptions that allow them to express what might distinguish the human from the purely mechanical.Less
This chapter argues against the assumption that it is in 20th-century American universities that creative writing emerged as part of the curriculum. It explains that 18th-century Scottish teaching of Rhetoric and Belles-Lettres had been bound up not only with the appreciation of older literature but also with the production of new work. It suggests that it is essential for the modern poet's work to be part of the world of information technology while at the same time articulating the king of short-circuiting poetic perceptions that allow them to express what might distinguish the human from the purely mechanical.
Neil Rhodes
- Published in print:
- 2004
- Published Online:
- September 2007
- ISBN:
- 9780199245727
- eISBN:
- 9780191715259
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199245727.001.0001
- Subject:
- Literature, Shakespeare Studies
This book is about what there was before the subject known as English existed, and about how that became English. The first half of the book deals principally with English as an academic discipline ...
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This book is about what there was before the subject known as English existed, and about how that became English. The first half of the book deals principally with English as an academic discipline that emerges out of the study of rhetoric, while the second half is more concerned with the development of a national body of literature in the vernacular. The book is focused specifically on Shakespeare’s role in the origins of the subject, and discusses the kinds of literary and educational practice that would have formed his experience and shaped his work. It traces the origins of English in the aspects of the educational regime that existed before English literature became an established part of the curriculum, and then presents Shakespeare as both a product of those disciplines and, in the 18th century, as an agent of their transformation into the subject that emerged as the modern study of English. This earlier historical period is also addressed from the perspective of the current state of English as a subject, and shows the affinity between rhetoric and modern concepts and practices, such as media studies, creative writing, and the online literary database. It is argued that the future for English lies in its reclaiming the creative, performative, and interactive territory originally covered by rhetoric and illustrated most powerfully by Shakespeare.Less
This book is about what there was before the subject known as English existed, and about how that became English. The first half of the book deals principally with English as an academic discipline that emerges out of the study of rhetoric, while the second half is more concerned with the development of a national body of literature in the vernacular. The book is focused specifically on Shakespeare’s role in the origins of the subject, and discusses the kinds of literary and educational practice that would have formed his experience and shaped his work. It traces the origins of English in the aspects of the educational regime that existed before English literature became an established part of the curriculum, and then presents Shakespeare as both a product of those disciplines and, in the 18th century, as an agent of their transformation into the subject that emerged as the modern study of English. This earlier historical period is also addressed from the perspective of the current state of English as a subject, and shows the affinity between rhetoric and modern concepts and practices, such as media studies, creative writing, and the online literary database. It is argued that the future for English lies in its reclaiming the creative, performative, and interactive territory originally covered by rhetoric and illustrated most powerfully by Shakespeare.
Lynne Haney and András Tapolcai
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780520252493
- eISBN:
- 9780520944565
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520252493.003.0037
- Subject:
- Sociology, Gender and Sexuality
This chapter describes the effects of incarceration in two very different penal contexts: a community-based prison for women in California and a maximum-security facility for women in Hungary. Based ...
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This chapter describes the effects of incarceration in two very different penal contexts: a community-based prison for women in California and a maximum-security facility for women in Hungary. Based on years of conducting creative writing classes in these prisons, the authors of this chapter trace the imprint the environments left on inmates' imaginations. On the one hand, they explore how the institutional scripts available to the U.S. inmates centered on the individual—usually through narratives of addiction and pathology. Their stories focused on the emergence of new selves freed from old pathologies and ways of being. This focus then led the women to rely exclusively on the “I” in their writing and to represent their experiences in purely personal terms. On the other hand, the authors show how the Hungarian inmates rejected references to the self. The authors conclude about the cultural differences—the relation between guilt and redemption—in these women's worldviews.Less
This chapter describes the effects of incarceration in two very different penal contexts: a community-based prison for women in California and a maximum-security facility for women in Hungary. Based on years of conducting creative writing classes in these prisons, the authors of this chapter trace the imprint the environments left on inmates' imaginations. On the one hand, they explore how the institutional scripts available to the U.S. inmates centered on the individual—usually through narratives of addiction and pathology. Their stories focused on the emergence of new selves freed from old pathologies and ways of being. This focus then led the women to rely exclusively on the “I” in their writing and to represent their experiences in purely personal terms. On the other hand, the authors show how the Hungarian inmates rejected references to the self. The authors conclude about the cultural differences—the relation between guilt and redemption—in these women's worldviews.
Nicholas Royle
- Published in print:
- 2011
- Published Online:
- March 2012
- ISBN:
- 9780748636549
- eISBN:
- 9780748652303
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748636549.003.0006
- Subject:
- Literature, Criticism/Theory
This chapter investigates the possibilities of a critical writing that veers into the literary or, perhaps, vice versa. This is no ‘exercise in creative writing’, but rather an attempt to reflect on ...
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This chapter investigates the possibilities of a critical writing that veers into the literary or, perhaps, vice versa. This is no ‘exercise in creative writing’, but rather an attempt to reflect on the environment in which writing (critical or creative) happens, and on how the figure of veering conditions the very idea and experience of environment. ‘Veering’ would refer to the swerving, interweaving, sudden turning between/within one register or tone and another, between/within one genre or discourse and another. The environment of critical and creative writing is indissociably bound up with violence, even (or especially) when a writer seeks to affirm or produce a work of non-violence. Wordsworth speaks of himself veering. If one turns back — or, today, turn for the first time — to that great, unfinished poem, De Rerum Natura, it is hardly for a scientifically accurate account of the nature of things.Less
This chapter investigates the possibilities of a critical writing that veers into the literary or, perhaps, vice versa. This is no ‘exercise in creative writing’, but rather an attempt to reflect on the environment in which writing (critical or creative) happens, and on how the figure of veering conditions the very idea and experience of environment. ‘Veering’ would refer to the swerving, interweaving, sudden turning between/within one register or tone and another, between/within one genre or discourse and another. The environment of critical and creative writing is indissociably bound up with violence, even (or especially) when a writer seeks to affirm or produce a work of non-violence. Wordsworth speaks of himself veering. If one turns back — or, today, turn for the first time — to that great, unfinished poem, De Rerum Natura, it is hardly for a scientifically accurate account of the nature of things.
Amy Weldon
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781496814531
- eISBN:
- 9781496814579
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814531.003.0026
- Subject:
- Literature, American, 20th Century Literature
Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and ...
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Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and sensory experiences on which they can draw to enrich their writing. Welty’s story “A Worn Path” and specific in-class exercises, which the essay describes, show students how close observation of the natural world can sharpen a story’s use of character and place and draw students into a closer relationship with their environment.Less
Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and sensory experiences on which they can draw to enrich their writing. Welty’s story “A Worn Path” and specific in-class exercises, which the essay describes, show students how close observation of the natural world can sharpen a story’s use of character and place and draw students into a closer relationship with their environment.
Mike Chasar
- Published in print:
- 2012
- Published Online:
- November 2015
- ISBN:
- 9780231158657
- eISBN:
- 9780231530774
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231158657.003.0005
- Subject:
- Literature, Poetry
This chapter begins by discussing the events of the University of Iowa Writers' Workshop, headed by director Paul Engle, in an effort to demonstrate the shift that took place regarding how “serious” ...
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This chapter begins by discussing the events of the University of Iowa Writers' Workshop, headed by director Paul Engle, in an effort to demonstrate the shift that took place regarding how “serious” literature would come to be produced and funded in the United States after World War II. Up until the Cold War and the emergence of literary critic Mark McGurl's program era, there were no available creative writing training and careers in higher education for aspiring and accomplished poets. The chapter cites McGurl's The Program Era: Postwar Fiction and the Rise of Creative Writing, which analyzes how the institutionalization of creative writing has affected American fiction, as well as the works of Engle in order to show how the popular poetry organized a relationship between two institutions of literary influence in Cold War America: the university-based creative writing workshop and Hallmark Inc.Less
This chapter begins by discussing the events of the University of Iowa Writers' Workshop, headed by director Paul Engle, in an effort to demonstrate the shift that took place regarding how “serious” literature would come to be produced and funded in the United States after World War II. Up until the Cold War and the emergence of literary critic Mark McGurl's program era, there were no available creative writing training and careers in higher education for aspiring and accomplished poets. The chapter cites McGurl's The Program Era: Postwar Fiction and the Rise of Creative Writing, which analyzes how the institutionalization of creative writing has affected American fiction, as well as the works of Engle in order to show how the popular poetry organized a relationship between two institutions of literary influence in Cold War America: the university-based creative writing workshop and Hallmark Inc.
J. A. Hiddleston
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198159322
- eISBN:
- 9780191673597
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198159322.001.0001
- Subject:
- Literature, European Literature
This book provides an examination of Baudelaire's art criticism and its relationship with his creative writing. It is the first book in English to treat in one volume the diverse aspects of the ...
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This book provides an examination of Baudelaire's art criticism and its relationship with his creative writing. It is the first book in English to treat in one volume the diverse aspects of the subject: the principal aesthetic ideas; the importance of Delacroix, Boudin, Meryon, Guys, and Manet; the essays on laughter and caricature; and the language and rhetoric of the Salons and other critical writings. The title reflects Baudelaire's conviction, which emphasizes in relation to Delacroix, Daumier, Guys, and Wagner, that all art, whether it is painting, poetry or music, springs from the memory of the artist and speaks to the memory of the consumer of that art. This idea, exemplified in his own creative writing, extends to criticism itself, which is seen primarily as a phenomenon of recognition, and it is that sense of recognition that the author has sought to emphasize throughout.Less
This book provides an examination of Baudelaire's art criticism and its relationship with his creative writing. It is the first book in English to treat in one volume the diverse aspects of the subject: the principal aesthetic ideas; the importance of Delacroix, Boudin, Meryon, Guys, and Manet; the essays on laughter and caricature; and the language and rhetoric of the Salons and other critical writings. The title reflects Baudelaire's conviction, which emphasizes in relation to Delacroix, Daumier, Guys, and Wagner, that all art, whether it is painting, poetry or music, springs from the memory of the artist and speaks to the memory of the consumer of that art. This idea, exemplified in his own creative writing, extends to criticism itself, which is seen primarily as a phenomenon of recognition, and it is that sense of recognition that the author has sought to emphasize throughout.
Simeon Dumdum, Timothy Mo, and Resil Mojares
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9789622099470
- eISBN:
- 9789882207264
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099470.003.0019
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
In this concluding chapter, three Cebuano writers — Simeon Dumdum, Timothy Mo, and Dr. Resil Mojares — discuss the Cebuano tradition of English-language creative writing, the legacy of Spanish and ...
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In this concluding chapter, three Cebuano writers — Simeon Dumdum, Timothy Mo, and Dr. Resil Mojares — discuss the Cebuano tradition of English-language creative writing, the legacy of Spanish and American colonialism, and English in the Philippines. Simeon Dumdum went to Ireland as a teenage seminarian before pursuing a legal career and is regarded as one of the best poets the Visayas has ever produced. Timothy Mo is a novelist and a regular visitor to the Philippines. Dr. Resil Mojares has been Director of the Center of Cebuano Studies at the University of San Carlos and has taught and lectured at universities in America, Europe, Japan, and Australia.Less
In this concluding chapter, three Cebuano writers — Simeon Dumdum, Timothy Mo, and Dr. Resil Mojares — discuss the Cebuano tradition of English-language creative writing, the legacy of Spanish and American colonialism, and English in the Philippines. Simeon Dumdum went to Ireland as a teenage seminarian before pursuing a legal career and is regarded as one of the best poets the Visayas has ever produced. Timothy Mo is a novelist and a regular visitor to the Philippines. Dr. Resil Mojares has been Director of the Center of Cebuano Studies at the University of San Carlos and has taught and lectured at universities in America, Europe, Japan, and Australia.
James C. Kaufman, John Baer, and Lauren E. Skidmore
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199794003
- eISBN:
- 9780199345212
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794003.003.0005
- Subject:
- Psychology, Social Psychology, Cognitive Psychology
In this chapter we analyze the question of deliberate talent vs. innate practice via the lens of how experts and novices evaluate creative work. The correspondence between expert and novice ratings ...
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In this chapter we analyze the question of deliberate talent vs. innate practice via the lens of how experts and novices evaluate creative work. The correspondence between expert and novice ratings varies by domain; in poetry, for example, the relationship is small, whereas the two groups converge more in ratings of fiction. Different types of experts tend to agree. Most relevantly, gifted novices tend to agree with experts, suggesting a significant unlearned and unpracticed component. Older college students’ evaluations of the creativity of poetry and short stories, by comparison, did not match experts’ judgments nearly so closely. This suggests the possibility that at least some part of these gifted young writers’ skill in evaluating creativity may be innate. Further research with younger gifted writers could help us better distinguish the innate and acquired portions of evaluative skill.Less
In this chapter we analyze the question of deliberate talent vs. innate practice via the lens of how experts and novices evaluate creative work. The correspondence between expert and novice ratings varies by domain; in poetry, for example, the relationship is small, whereas the two groups converge more in ratings of fiction. Different types of experts tend to agree. Most relevantly, gifted novices tend to agree with experts, suggesting a significant unlearned and unpracticed component. Older college students’ evaluations of the creativity of poetry and short stories, by comparison, did not match experts’ judgments nearly so closely. This suggests the possibility that at least some part of these gifted young writers’ skill in evaluating creativity may be innate. Further research with younger gifted writers could help us better distinguish the innate and acquired portions of evaluative skill.
Radwa Ashour, Ferial J. Ghazoul, and Hasna Reda-Mekdashi
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9789774161469
- eISBN:
- 9781936190003
- Item type:
- chapter
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774161469.003.0009
- Subject:
- Society and Culture, Middle Eastern Studies
The appearance of women's creative writing in the Arabian Peninsula and Gulf area is linked with the rise of the education of girls. The rise of women's literature in the Arabian Peninsula is also ...
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The appearance of women's creative writing in the Arabian Peninsula and Gulf area is linked with the rise of the education of girls. The rise of women's literature in the Arabian Peninsula is also linked to the press, where women first began publishing shortly in the 1950s. Pioneering efforts have recently been made in the field of children's literature, and engaging or educational books for children differ from the normal fare found in the wider Arab world. It would be inaccurate to suggest that women's literature in the Gulf has followed a linear path of development, or that each decade represents a decisive point in its evolution and that women writers belong to clear-cut literary generations. Later generations of writers are not necessarily better than those who preceded them; rather, writers who continue to write improve with practice and experience, although this is certainly not inevitable.Less
The appearance of women's creative writing in the Arabian Peninsula and Gulf area is linked with the rise of the education of girls. The rise of women's literature in the Arabian Peninsula is also linked to the press, where women first began publishing shortly in the 1950s. Pioneering efforts have recently been made in the field of children's literature, and engaging or educational books for children differ from the normal fare found in the wider Arab world. It would be inaccurate to suggest that women's literature in the Gulf has followed a linear path of development, or that each decade represents a decisive point in its evolution and that women writers belong to clear-cut literary generations. Later generations of writers are not necessarily better than those who preceded them; rather, writers who continue to write improve with practice and experience, although this is certainly not inevitable.
J. A. Hiddleston
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198159322
- eISBN:
- 9780191673597
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198159322.003.0004
- Subject:
- Literature, European Literature
This chapter develops, in a ‘Baudelairean’ manner, the suggestive quality of the works he admires. Wherever relevant, it also indicates the relationship of the art criticism to his other writings, in ...
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This chapter develops, in a ‘Baudelairean’ manner, the suggestive quality of the works he admires. Wherever relevant, it also indicates the relationship of the art criticism to his other writings, in particular Les Fleurs du Mal and Le Spleen de Paris.Less
This chapter develops, in a ‘Baudelairean’ manner, the suggestive quality of the works he admires. Wherever relevant, it also indicates the relationship of the art criticism to his other writings, in particular Les Fleurs du Mal and Le Spleen de Paris.
Becky Thompson
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780252041167
- eISBN:
- 9780252099731
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252041167.003.0004
- Subject:
- Education, Educational Policy and Politics
What rituals of inclusion do we need as teachers to allow students to keep their hearts open as they learn about social justices? What work do faculty need to do so that students can express their ...
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What rituals of inclusion do we need as teachers to allow students to keep their hearts open as they learn about social justices? What work do faculty need to do so that students can express their emotions when studying about the Middle Passage, rape, police brutality, sexual harassment, genocide, and other injustices? Allowing time for students to learn each other’s names and their genealogies, creating space for “stories that have been caught in our throats,” and making room for students’ anger are all steps for creating embodied classrooms. Incorporating free writing, taking circles, yoga, meditation, and closing circles can help students stay focused while modeling self-care. In this technological era where people are increasingly tied to their phones and computers, rituals of inclusion become an antidote and way of encouraging deep communication. These rituals also allow students who have been slated not to see each other—across race, language, culture, sexuality, and religion—to recognize each other in more complete ways. With a dramatic increase in depression, addiction, and anxiety among college students, these rituals also help students to get real with each other, to learn that they are not alone.
Less
What rituals of inclusion do we need as teachers to allow students to keep their hearts open as they learn about social justices? What work do faculty need to do so that students can express their emotions when studying about the Middle Passage, rape, police brutality, sexual harassment, genocide, and other injustices? Allowing time for students to learn each other’s names and their genealogies, creating space for “stories that have been caught in our throats,” and making room for students’ anger are all steps for creating embodied classrooms. Incorporating free writing, taking circles, yoga, meditation, and closing circles can help students stay focused while modeling self-care. In this technological era where people are increasingly tied to their phones and computers, rituals of inclusion become an antidote and way of encouraging deep communication. These rituals also allow students who have been slated not to see each other—across race, language, culture, sexuality, and religion—to recognize each other in more complete ways. With a dramatic increase in depression, addiction, and anxiety among college students, these rituals also help students to get real with each other, to learn that they are not alone.
Zeljka Doljanin and Máire Doyle (eds)
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9781526100566
- eISBN:
- 9781526132321
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526100566.001.0001
- Subject:
- Literature, Criticism/Theory
John McGahern was acknowledged as one of the greatest Irish writers of the twentieth century. This study of his work, John McGahern: Authority and vision, is a unique collection that brings together ...
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John McGahern was acknowledged as one of the greatest Irish writers of the twentieth century. This study of his work, John McGahern: Authority and vision, is a unique collection that brings together essays by experts from a variety of disciplines that include history, sociology, education, journalism, creative writing and literary criticism, to offer fresh perspectives and new insights into the writer, his work and his legacy. Comprising essays from a range of distinguished contributors that includes Roy Foster, Paula Meehan, Frank McGuinness and Melvyn Bragg, along with a previously unpublished interview by Stanley van der Ziel, this collection extends the existing body of criticism into new areas to deepen our appreciation of the McGahern’s considerable achievements. This volume, which also features an original poem by Paula Meehan written in honour of McGahern, will stimulate the interest of students, researchers and general readers of Irish literature and Irish studies.
Less
John McGahern was acknowledged as one of the greatest Irish writers of the twentieth century. This study of his work, John McGahern: Authority and vision, is a unique collection that brings together essays by experts from a variety of disciplines that include history, sociology, education, journalism, creative writing and literary criticism, to offer fresh perspectives and new insights into the writer, his work and his legacy. Comprising essays from a range of distinguished contributors that includes Roy Foster, Paula Meehan, Frank McGuinness and Melvyn Bragg, along with a previously unpublished interview by Stanley van der Ziel, this collection extends the existing body of criticism into new areas to deepen our appreciation of the McGahern’s considerable achievements. This volume, which also features an original poem by Paula Meehan written in honour of McGahern, will stimulate the interest of students, researchers and general readers of Irish literature and Irish studies.
Margery Palmer McCulloch
- Published in print:
- 2009
- Published Online:
- March 2012
- ISBN:
- 9780748634743
- eISBN:
- 9780748651900
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748634743.003.0005
- Subject:
- Literature, 20th-century Literature and Modernism
This chapter considers the political developments during the 1920s and 1930s, focusing particularly on the concern over the increasingly depressed social and economic condition of Scotland. This ...
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This chapter considers the political developments during the 1920s and 1930s, focusing particularly on the concern over the increasingly depressed social and economic condition of Scotland. This provides the context for the more obvious ideological creative writing of the 1930s. Several references to discursive prose essays and other works by Scottish modernist writers are included.Less
This chapter considers the political developments during the 1920s and 1930s, focusing particularly on the concern over the increasingly depressed social and economic condition of Scotland. This provides the context for the more obvious ideological creative writing of the 1930s. Several references to discursive prose essays and other works by Scottish modernist writers are included.
J. A. Hiddleston
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198159322
- eISBN:
- 9780191673597
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198159322.003.0006
- Subject:
- Literature, European Literature
This chapter explores Baudelaire's silence about Manet, whom he knew well and whose work has many parallels with that of the poet. It argues that his silence and implied disapproval can be explained ...
More
This chapter explores Baudelaire's silence about Manet, whom he knew well and whose work has many parallels with that of the poet. It argues that his silence and implied disapproval can be explained by what the poet, who believed in the inviolable specificity of art forms, must have identified in Manet as a mismatch between medium (the oil on canvas) and an ironic or ‘agnostic’ content.Less
This chapter explores Baudelaire's silence about Manet, whom he knew well and whose work has many parallels with that of the poet. It argues that his silence and implied disapproval can be explained by what the poet, who believed in the inviolable specificity of art forms, must have identified in Manet as a mismatch between medium (the oil on canvas) and an ironic or ‘agnostic’ content.
J. A. Hiddleston
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198159322
- eISBN:
- 9780191673597
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198159322.003.0007
- Subject:
- Literature, European Literature
This chapter argues that there is no one text that synthesizes Baudelaire's thinking. To enter fully into Baudelaire's mental universe, it is important to read his criticism in the light of his ...
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This chapter argues that there is no one text that synthesizes Baudelaire's thinking. To enter fully into Baudelaire's mental universe, it is important to read his criticism in the light of his poetic practice and appreciate the extent to which they complement each other, ranging as they do over a great diversity of subject matter, and from the heights of ‘les beaux jours de l'esprit’ to the most poignant questioning of the validity of art and the function of the artist.Less
This chapter argues that there is no one text that synthesizes Baudelaire's thinking. To enter fully into Baudelaire's mental universe, it is important to read his criticism in the light of his poetic practice and appreciate the extent to which they complement each other, ranging as they do over a great diversity of subject matter, and from the heights of ‘les beaux jours de l'esprit’ to the most poignant questioning of the validity of art and the function of the artist.
Ann Charters and Samuel Charters
- Published in print:
- 2010
- Published Online:
- March 2014
- ISBN:
- 9781604735796
- eISBN:
- 9781621031666
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781604735796.003.0020
- Subject:
- Literature, 20th-century and Contemporary Literature
In mid-September 1963, John Clellon Holmes and his wife Shirley left Old Saybrook to attend the Iowa Writers’ Workshop. They rented an old farmhouse outside of Iowa City, and Holmes, in his journal, ...
More
In mid-September 1963, John Clellon Holmes and his wife Shirley left Old Saybrook to attend the Iowa Writers’ Workshop. They rented an old farmhouse outside of Iowa City, and Holmes, in his journal, used the term “gypsy” as a verb for the first time to describe his emotions. Founded in 1936, the Iowa Writers’ Workshop was recognized as the premier graduate program in creative writing in America. One of the instructors was Holmes’s friend, Vance Bourjaily, now living comfortably in Iowa City. Meanwhile, Jack Kerouac published Visions of Gerard, a fictionalized memoir of the death of his older brother when Kerouac was four. However, the book received negative reviews. Moreover, a lawsuit was filed in Italy against another book, The Subterraneans, for pornography, while Get Home Free received uneven reviews. As Holmes was preparing the manuscript for his collection of essays, Nothing More to Declare, Kerouac continued to have difficulty finding a publisher for Desolation Angels.Less
In mid-September 1963, John Clellon Holmes and his wife Shirley left Old Saybrook to attend the Iowa Writers’ Workshop. They rented an old farmhouse outside of Iowa City, and Holmes, in his journal, used the term “gypsy” as a verb for the first time to describe his emotions. Founded in 1936, the Iowa Writers’ Workshop was recognized as the premier graduate program in creative writing in America. One of the instructors was Holmes’s friend, Vance Bourjaily, now living comfortably in Iowa City. Meanwhile, Jack Kerouac published Visions of Gerard, a fictionalized memoir of the death of his older brother when Kerouac was four. However, the book received negative reviews. Moreover, a lawsuit was filed in Italy against another book, The Subterraneans, for pornography, while Get Home Free received uneven reviews. As Holmes was preparing the manuscript for his collection of essays, Nothing More to Declare, Kerouac continued to have difficulty finding a publisher for Desolation Angels.
