A SCHOLARLY BOOK REPOSITORY
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.
The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.
Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.
While many studies of transfer are longitudinal, with data collected over several years, Nowacek’s is synchronous, a rich cross-section of the writing and classroom discussions produced by a team-taught learning community—three professors and eighteen students enrolled in a one-semester general education interdisciplinary humanities seminar that consisted of three linked courses in history, literature, and religious studies. With extensive field notes, carefully selected student and teacher self-reports in the form of interviews and focus groups, and thorough examinations of recorded classroom discussions, student papers with professor comments, and student notebooks, Nowacek presents a nuanced and engaging analysis that outlines how transfer is not simply a cognitive act but a rhetorical one that involves both seeing connections and presenting them to the instructors who are institutionally positioned to recognize and value them.
Considering the challenges facing instructors teaching for transfer and the transfer of writing-related knowledge, Nowacek develops and outlines a new theoretical framework and methodological model of transfer and illustrates the practical implications through case studies and other classroom examples. She proposes transfer is best understood as an act of recontextualization, and she builds on this premise throughout the book by drawing from previous work in cognitive psychology, activity theory, and rhetorical genre theory, as well as her own analyses of student work.
This focused examination complements existing longitudinal studies and will help readers better understand not only the opportunities and challenges confronting students as they work to become agents of integration but also the challenges facing instructors as they seek to support that student work.
Candace Spigelman investigates the dynamics of ownership in small group writing workshops, basing her findings on case studies involving two groups: a five-member creative writing group meeting monthly at a local Philadelphia coffee bar and a four-member college-level writing group meeting in their composition classroom. She explores the relationship between particular notions of intellectual property within each group as well as the effectiveness of writing groups that embrace these notions. Addressing the negotiations between the public and private domains of writing within these groups, she discovers that for both the committed writers and the novices, “values associated with textual ownership play a crucial role in writing group performance.”
Spigelman discusses textual ownership, intellectual property, and writing group processes and then reviews theories relating to authorship and knowledge making. After introducing the participants in each group, discussing their texts, and describing their workshop sessions, she examines the writers’ avowed and implied beliefs about exchanging ideas and protecting individual property rights.
Spigelman stresses the necessary tension between individual and social aspects of writing practices: She argues for the need to foster more collaborative activity among student writers by replicating the processes of writers working in nonacademic settings but also contends that all writers must be allowed to imagine their individual agency and authority as they compose.
An Alternate Pragmatism for Going Public interrogates composition’s most prominent responses to contemporary K–16 education reform. By “going public,” teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition’s professional imperative for self-defense only partly fulfils the broader aims of “going public,” which include fostering public participation that can assess and potentially affirm the public good of professional judgment.
Drawing on the pragmatic/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists’ expertise but also expands opportunities for publics to authorize this expertise. While this public inquiry and engagement may not safeguard professional standing against neoliberal reform, it reorients composition toward an equally important goal, enabling publics to gauge the adequacy of the educational standardization so often advocated by contemporary reform.
An Alternate Pragmatism for Going Public shows how public engagement can serve composition’s efforts related to “going public.”
Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.
Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.
Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice.
Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program.
Both a historical recovery and a critical rethinking of the functions and practices of textbooks, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of our rhetorical traditions. The authors describe how the pervasive influence of nineteenth-century literacy textbooks demonstrate the early emergence of substantive instruction in reading and writing. Tracing the histories of widespread educational practices, the authors treat the textbooks as an important means of cultural formation that restores a sense of their distinguished and unique contributions.
At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century’s end, education was a mass—though not universal—experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Many of the books have been forgotten, their contributions slighted or dismissed, or they are remembered through a haze of nostalgia as tokens of an idyllic form of schooling. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. The volume includes a substantial bibliography of primary and secondary works related to literacy instruction at all levels of education in the United States during the nineteenth century.
In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class.
Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York.
These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.
In this book, Jasper Neel’s sure-to-be-controversial resituating of Aristotle centers around three questions that have been constants in his twenty-two years of teaching experience: What does itmean to teach writing? What should one know before teaching writing? And, if there is such a thing as "research in the teaching of writing," what is it?
Believing that all composition teachers are situated politically and socially, both as part of the institution in which they teach and as beings with lived histories, Neel examines his own life and the life of composition studies as a discipline in the context of Aristotle. Neel first situates the Rhetoric as a political document; he then situates the Rhetoric in the Aristotelian system and describes how professional discourse came to know itself through Aristotle’s way of studying the world; finally, he examines the operation of the Rhetoric inside itself before arguing the need to turn to Aristotle’s notion of sophistry as a way of negating his system.
By pointing out the connections among Aristotelian rhetoric, the contemporary university, and the contemporary writing teacher, Neel shows that Aristotle’s frightening social theories are as alive today as are Aristotelian notions of discourse.
Neel explains that by their very nature teachers must speak with a professional voice. It is through showing how to "hear" one’s professional voice that Neel explores the notion of professional discourse that originates with Aristotle. In maintaining that one must pay a high price in order to speak through Aristotle’s theory or to assume the role of "professional," he argues that no neutral ground exists either for pedagogy or for the analysis of pedagogy. Neel concludes this discussion by proposing that Aristotelian sophistry is both an antidote to Aristotelian racism, sexism, and bigotry and a way of allowing Aristotelian categories of discourse to remain useful.
Finally, as an Aristotelian, a teacher, and a writer, Neel responds both to Aristotle and to professionalism by rethinking the influence of the past and reviving the voice of Aristotelian sophistry.
Among the many changes in the third edition:
*newer, longer, and more authentic texts and examples
*greater discipline variety in texts (added texts from hard sciences and engineering)
*more in-depth treatment of research articles
*greater emphasis on vocabulary issues
*revised flow-of-ideas section
*additional tasks that require students to do their own research
*more corpus-informed content
*binding that allows the book to lay flat when open.
The Commentary (teacher's notes and key) (978-0-472-03506-9) has been revised expanded.
Appeals in Modern Rhetoric: An Ordinary-Language Approach introduces students to current issues in rhetorical theory through an extended treatment of the rhetorical appeal, a frequently used but rarely discussed concept at the core of rhetorical analysis and criticism. Shunning the standard Aristotelian approach that treats ethos, pathos, and logos as modes of appeal, M. Jimmie Killingsworth uses common, accessible language to explain the concept of the rhetorical appeal—meaning the use of language to plead and to please. The result is a practical and innovative guide to understanding how persuasion works that is suitable for graduate and undergraduate courses yet still addresses topics of current interest to specialists.
Supplementing the volume are practical and theoretical approaches to the construction and analysis of rhetorical messages and brief and readable examples from popular culture, academic discourse, politics, and the verbal arts. Killingsworth draws on close readings of primary texts in the field, referencing theorists to clarify concepts, while he decodes many of the basic theoretical constructs common to an understanding of identification. Beginning with examples of the model of appeals in social criticism, popular film, and advertising, he covers in subsequent chapters appeals to time, place, the body, gender, and race. Additional chapters cover the use of common tropes and rhetorical narrative, and each chapter begins with definitions of key concepts.
Surprising, entertaining, and illuminating, this is essential reading for armchair travelers and word nerds. Our dictionaries are full of hidden histories, tales, and adventures from all over the world—if you know where to look.
of an entire field, rather than merely the fruitful exploration of a topic.
. . . [Kachru] is to be congratulated for having taken us as far as he
already has and for doing so in so stimulating and so productive a fashion."
-- World Englishes
"A potent addition to theoretical, sociolinguistic, attitudinal
and methodological explorations vis-à-vis the spread and functions
of, and innovations in, English from the viewpoint of a non-Western scholar."
-- The Language Teacher
Winner of the Joint First Prize, Duke of Edinburgh English Language
Book Competition of the English-Speaking Union of the Commonwealth, 1987
A portal to the language scholarship of the last thirty years, Appalachian Englishes in the Twenty-First Century translates state-of-the-art research for a nonspecialist audience, while setting the agenda for further study of language in one of America’s most recognized regions.
This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. African American Literacies Unleashed: Vernacular English and the Composition Classroom approaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives.
Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha Ball and Ted Lardner acknowledge that many African American students come to writing and composition classrooms with talents that are not appreciated. To empower and inform practitioners, administrators, teacher educators, and researchers, Ball and Lardner provide knowledge and strategies that will help unleash the potential of African American students and help them imagine new possibilities for their successes as writers.
African American Literacies Unleashed asserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers’ knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom and changing the status quo, this volume stresses the development and maintenance of a real sense of teaching efficacy—teachers’ beliefs in their abilities to connect with and work effectively with all students—and reflective optimism—teachers’ informed expectations that all students have the potential to succeed.
Originally published in 1975, The Apology and the Last Days is the final volume in a trilogy of novels—also including The Rise and Fall of Icarus Gubelkian and How to Quiet a Vampire—about the aftermath of World War II, by Borislav Pekić, one of the former Yugoslavia’s most important postwar writers. The narrator tells his story from prison, where he is serving time for the murder of a former Nazi official. As the novel unfolds, we learn that the victim was the same person whom the narrator, while a lifeguard during the war, saved from drowning, thus making him vulnerable to charges of collaboration. In this tragicomic tale, Pekić explores eternal questions of fate and individual responsibility.
A comprehensive guide to Russian-language instruction combining the latest research, pedagogy, and practice.
The Art of Teaching Russian offers practitioners current research, pedagogical thinking, and specific methodologies for teaching the Russian language and culture in the twenty-first century. With contributions from the leading professionals in the field, this collection covers the most important aspects of teaching the Russian language.
The book begins with an overview of the past and current trends in foreign language education and in Russian instruction in the United States. Other topics include the effects of ACTFL's World-Readiness Standards on the field; different pedagogical approaches to teaching at various levels of proficiency; curriculum and materials development; and teaching Russian culture to develop students' intercultural competence. The collection concludes with a discussion on how to use technology in the Russian-language classroom to enhance students' learning.
The Art of Teaching Russian includes practical approaches for successful teaching, supported by original research. Teachers and graduate students will rely upon this collection to enhance their instruction.
The “Silver Age” (c. 1890-1917) has been one of the most intensely studied topics in Russian literary studies, and for years scholars have been struggling with its precise definition. Firmly established in the Russian cultural psyche, it continues to influence both literature and mass media. The Archaeology of Anxiety is the first extended analysis of why the Silver Age occupies such prominence in Russian collective consciousness.
Galina Rylkova examines the Silver Age as a cultural construct-the byproduct of an anxiety that permeated society in reaction to the social, political, and cultural upheavals brought on by the Bolshevik Revolution, the fall of the Romanovs, the Civil War, and Stalin's Great Terror. Rylkova's astute analysis of writings by Anna Akhmatova, Vladimir Nabokov, Boris Pasternak and Victor Erofeev reveals how the construct of the Silver Age was perpetuated and ingrained.
Rylkova explores not only the Silver Age's importance to Russia's cultural identity but also the sustainability of this phenomenon. In so doing, she positions the Silver Age as an essential element to Russian cultural survival.
In chapters on Proletkult, RAPP, LEF, and Pereval, Dobrenko reexamines the theories generated by these major Marxist literary groupings of the early Soviet Union. He shows how each approached the problems of literature's response to the presumed social mandate of the young communist society, and how Socialist Realism emerged as a conglomerate of these earlier, revolutionary theories. With extensive and detailed reference to supporting testimony and documents, Dobrenko clearly demonstrates how Socialist Realism was created from within the revolutionary culture, and how this culture and its disciples fully participated in this creative process. His work represents a major breakthrough in our current understanding of the complex sources that contributed to early Soviet culture.
The remarkable story of seven contemporary Russian-language poets whose experimental work anchors a thriving dissident artistic movement opposed to both Putin’s regime and Western liberalism.
What does leftist art look like in the wake of state socialism? In recent years, Russian-language avant-garde poetry has been seeking the answers to this question. Marijeta Bozovic follows a constellation of poets at the center of a contemporary literary movement that is bringing radical art out of the Soviet shadow: Kirill Medvedev, Pavel Arseniev, Aleksandr Skidan, Dmitry Golynko, Roman Osminkin, Keti Chukhrov, and Galina Rymbu. While their formal experiments range widely, all share a commitment to explicitly political poetry. Each one, in turn, has become a hub in a growing new-left network across the former Second World.
Joined together by their work with the Saint Petersburg–based journal [Translit], this circle has staunchly resisted the Putin regime and its mobilization of Soviet nostalgia. At the same time, the poets of Avant-Garde Post– reject Western discourse about the false promises of leftist utopianism and the superiority of the liberal world. In opposing both narratives, they draw on the legacies of historical Russian and Soviet avant-gardes as well as on an international canon of Marxist art and theory. They are also intimately connected with other artists, intellectuals, and activists around the world, collectively restoring leftist political poetry to global prominence.
The avant-garde, Bozovic shows, is not a relic of the Soviet past. It is a recurrent pulse in Russophone—as well as global—literature and art. Charged by that pulse, today’s new left is reimagining class-based critique. Theirs is an ongoing, defiant effort to imagine a socialist future that is at once global and egalitarian.
This comprehensive study of the Russian literary travelogue, a genre that blossomed in the early nineteenth century, sheds new light on Russian literature and culture of the period.
In the decades before and during the rise of the Russian novel, a new form of prose writing took hold in Russia: travel accounts, often fictional, marked by a fully developed narrator's voice, interpretive impressions, scenic descriptions, and extended narrative. Prompted in part by the growth of leisure travel and in part by publication of Western European examples of travel writing, the genre attracted the talents of numerous writers, including Radishchev, Karamzin, and Pushkin. In illuminating analyses of major texts as well as lesser known but influential works, Andreas Schönle surveys the literary travelogue from its emergence in Russia to the end of the Romantic era. His study offers new insight on the construction of the authorial persona and on the emergence of fiction in a culture that valued nonfiction writing.
Focusing on the middle generation, with major figures such as Olga Sedakova, Svetlana Kekova, Vera Pavlova, and Tatyana Shcherbina, the collection also includes work by the youngest generation—born after 1970 and not yet known outside of Russia—as well as senior poets such as Bella Akhmadulina and Natalya Gorbanevskaya. Translators include such poets as Elaine Feinstein, Ruth Fainlight, Carol Rumens, and Daniel Weissbort as well as Russianists and scholars Peter France, Catriona Kelly, Robert Reid, and Stephanie Sandler.
A significant and extensive bibliography lists the major works of prominent Russian women poets. A preface by Stephanie Sandler, a concluding note by Dmitry Kuzmin on the online Vavilon project, a postface by Elena Fanailova, and biographical notes on the poets and translators complete the anthology, which is sure to be of great interest to students and scholars of Russian literature.
Alexander Pushkin’s four compact plays, later known as The Little Tragedies, were written at the height of the author’s creative powers, and their influence on many Russian and Western writers cannot be overestimated. Yet Western readers are far more familiar with Pushkin’s lyrics, narrative poems, and prose than with his drama. The Little Tragedies have received few translations or scholarly examinations. Setting out to redress this and to reclaim a cornerstone of Pushkin’s work, Evodokimova and her distinguished contributors offer the first thorough critical study of these plays. They examine the historical roots and connective themes of the plays, offer close readings, and track the transformation of the works into other genres.
This volume includes a significant new translation by James Falen of the plays—"The Covetous Knight," "Mozart and Salieri," "The Stone Guest," and "A Feast in Time of Plague."
Knapp provides a series of readings of Anna Karenina that draw on other works that were critical to Tolstoy’s understanding of the interconnectedness of human lives. Among the texts she considers are The Scarlet Letter, a novel of adultery with a divided plot; Middlemarch, a multiplot novel with neighborly love as its ideal; and Blaise Pascal’s Pensées, which fascinated Tolstoy during his own religious crisis. She concludes with a tour-de-force reading of Mrs. Dalloway that shows Virginia Woolf constructing this novel in response to Tolstoy’s treatment of Anna Karenina and others.
Leo Tolstoy’s and Vladimir Nabokov’s radically opposed aesthetic worldviews emanate from a shared intuition—that approaching a text skeptically is easy, but trusting it is hard
Two figures central to the Russian literary tradition—Tolstoy, the moralist, and Nabokov, the aesthete—seem to have sharply conflicting ideas about the purpose of literature. Tatyana Gershkovich undermines this familiar opposition by identifying a shared fear at the root of their seemingly antithetical aesthetics: that one’s experience of the world might be entirely one’s own, private and impossible to share through art.
Art in Doubt: Tolstoy, Nabokov, and the Problem of Other Minds reconceives the pair’s celebrated fiction and contentious theorizing as coherent, lifelong efforts to reckon with the problem of other people’s minds. Gershkovich demonstrates how the authors’ shared yearning for an impossibly intimate knowledge of others formed and deformed their fiction and brought them through parallel logic to their rival late styles: Tolstoy’s rustic simplicity and Nabokov’s baroque complexity. Unlike those authors for whom the skeptical predicament ends in absurdity or despair, Tolstoy and Nabokov both hold out hope that skepticism can be overcome, not by force of will but with the right kind of text, one designed to withstand our impulse to doubt it. Through close readings of key canonical works—Anna Karenina, The Kreutzer Sonata, Hadji Murat, The Gift, Pale Fire—this book brings the twin titans of Russian fiction to bear on contemporary debates about how we read now, and how we ought to.
This anthology comprises reminiscences by a number of Anton Pavlovich Chekhov’s contemporaries, including the artist Konstantin Korovin, the writer Maxim Gorky, and Chekhov’s wife, Olga Knipper-Chekhova, and numerous letters written by Chekhov to his fellow writers and artists, family, publishers, and others.
Now available for the first time in English in America, these sixty-eight letters and ten essay-length reminiscences trace the development of Chekhov’s personality and talent, opening a window into the life and times of one of the world’s greatest short-story writers and playwrights. These perspectives on his family life and marriage, his early works, the stage productions of his plays, his literary successes, and the philosophies behind his writing create a rich biography of Chekhov that will reward writers, scholars, and all lovers of literature.
In About Chekhov Ivan Bunin sought to free the writer from limiting political, social, and aesthetic assessments of his life and work, and to present both in a more genuine, insightful, and personal way. Editor and translator Thomas Gaiton Marullo subtitles About Chekhov "The Unfinished Symphony," because although Bunin did not complete the work before his death in 1953, he nonetheless fashioned his memoir as a moving orchestral work on the writers' existence and art. . . . "Even in its unfinished state, About Chekhov stands not only as a stirring testament of one writer's respect and affection for another, but also as a living memorial to two highly creative artists." Bunin draws on his intimate knowledge of Chekhov to depict the writer at work, in love, and in relation with such writers as Tolstoy and Gorky. Through anecdotes and observations, spirited exchanges and reflections, this memoir draws a unique portrait that plumbs the depths and complexities of two of Russia's greatest writers.
Pí chová closely analyzes two novels by each author: the first written in exile (Nabokov's Mary and Kundera's The Book of Laughter and Forgetting) and a later, pivotal novel in each writer's career (Nabokov's The Gift and Kundera's The Unbearable Lightness of Being). In all four texts, these authors explore how the kaleidoscope of personal and cultural memory confronts a fragmented and untenable present, contrasting the lives of fictional é migré s who fail to bridge the gap between past and present with those é migré s whose rich artistic vision allows them to transcend the trials of homelessness.
By juxtaposing these novels and their authors, Pí chová provides a unique perspective on each writer's vast appeal and success. She finds that in the work of Nabokov and Kundera, the most successful exiles express a vision that transcends both national and temporal boundaries.
In the Soviet Union, as in the West, Marina Tsvetaeva (1892-4941) is acknowledged to be one of the great Russian poets of the century, along with Mandelstam, Pasternak and Akhmatova. Overnight sensation and oft-times pariah, Tsvetaeva was a poet of extraordinary intensity whose work continues to be discovered by new readers. Yet, while she is considered to be one of the major influences on modern Soviet poetry, few know of her consummate gifts as a writer of prose. These select essays, most of which have never been available in translation before, display the dazzlingly original prose style and the powerful, dialogic voice of a poet who would like to make art’s mystery accessible without diminishing it.
The essays provide incomparable insight on poetry, the poetic process, and what it means to be a poet. The volume offers, among many fascinating topics, a celebration of the poetry of Pasternak and reflections on the lives and works of other Russian poets, such as Mandelstam, Mayakovsky, and Zhukovsky. Included in this richly diverse collection are the essays “The Poet on the Critic,” which earned Tsvetaeva the enmity of many, Art in the Light of Conscience, a spirited defense of poetry, and The Poet and Time, seen by many scholars as providing the key to understanding Tsvetaeva’s work. The immense power and originality of Tsvetaeva’s language captured by Angela Livingstone’s superb translation of the essays along with twelve of Tsvetaeva’s poems on related themes, is testimony to why the Tsvetaevan revival in the Soviet Union and interest in the West continue to gain momentum as the centenary of her birth approaches. The volume is made complete by the addition of an elegant introduction by the translator, a chronology of Tsvetaeva’s life, and an index of contemporary poets and writers mentioned in the essays.
“Good poetry is always better than prose,” Tsvetaeva wrote. Prose as good as hers, however, is rare and few have done as much as she to explore the processes of creation and the feelings of the exceptionally creative person in the ordinary world.
The first book in English on medieval Czech literature.
Anne’s Bohemia is the first general book in English to introduce the little-known riches of medieval Bohemian culture. Alfred Thomas considers the development of Czech literature and society from the election of Count John of Luxembourg as king of Bohemia in 1310 to the year 1420, when the papacy declared a Catholic crusade against the Hussite reformers. This period is of particular relevance to the study of medieval England because of the marriage of Richard II to Anne of Bohemia, the figure around whom this book is focused.
Anne’s Bohemia provides a social context for the most important works of literature written in the Czech language, from the earliest spiritual songs and prayers to the principal Hussite and anti-Hussite tracts of the fifteenth century. The picture that emerges from Thomas’s close readings of these texts is one of a society undergoing momentous political and religious upheavals in which kings, queens, clergy, and heretics all played crucial roles. During the reign of Charles IV (1346-78), the Bohemian Lands became the administrative and cultural center of the Holy Roman Empire and Prague its splendid capital. Comparing and contrasting the situation in Bohemia with the England of Richard II, Anne’s Bohemia charts the growth and decline of the international court culture and the gradual ascendancy of the Hussite reformers in the fifteenth century. Expert but accessibly written, the book offers an engaging overview of medieval Bohemian culture for specialist and nonspecialist alike.ISBN 0-8166-3053-4 Cloth $49.95xxISBN 0-8166-3054-2 Paper $19.95x232 pages 6 black-and-white photos 5 7/8 x 9 AprilMedieval Cultures Series, volume 13Translation inquiries: University of Minnesota Press
In late Sixties Czechoslovakia, communist ideology is failing. A disillusioned middle-aged journalist retreats from the politics of Prague to the Moravian countryside of his youth. There he rediscovers the complex relationship with his dead father, a communist crusader. But when the journalist is accused of disgracing his father and his proletariat background, he realizes that he, too, is a leader—and that the stakes are now reversed.
Winner of the American Literary Translators Association 2010 National Translation Award
Petra Hůlová became an overnight sensation when All This Belongs to Me was originally published in Czech in 2002, when the author was just twenty three years old. She has since established herself as one of the most exciting young novelists in Europe today. Writings from an Unbound Europeis proud to publish the first translation of her work in English.
All This Belongs to Me chronicles the lives of three generations of women in a Mongolian family. Told from the point of view of a mother, three sisters, and the daughter of one of the sisters, this story of secrets and betrayals takes us from the daily rhythms of nomadic life on the steppe to the harsh realities of urban alcoholism and prostitution in the capital, Ulaanbaatar. All This Belongs to Me is a sweeping family saga that showcases Hůlová's genius.
Winner, 1993 PEN Book-of-the-Month Club Translation Prize
Published in 1776 and considered the first Polish novel ever written, The Adventures of Mr. Nicholas Wisdom is a picaresque tale following the naïve title character's coming of age. Having conquered (and fled) sophisticated Warsaw, Nicholas enjoys many adventures across Europe, South America, and the high seas. He finally lands among the natives of an unknown isle who reject his allegedly superior European ways and instead tutor him for an "enlightened" existence. Resonant with Enlightenment ideas, The Adventures of Mr. Nicholas Wisdom provides a sly portrait of the era's Polish society and a fascinating perspective on the broader problems of eighteenth-century European culture.
The book includes the first English-language anthology of Visky’s best known plays—Juliet, I Killed My Mother, and Porn—as well as critical analysis and an exploration of Visky’s “Barrack Dramaturgy,” a dramaturgical theory in which he considers the theater as a space for exploring feelings of cultural and personal captivity. Inspired by personal experience of the oppressive communist regime in Romania, Visky’s work explores the themes of gender, justice, and trauma, encouraging shared moments of remembrance and collective memory. This collection makes use of scripts and director’s notes, as well as interviews with creative teams behind the productions, to reveal a holistic, insider’s view of Visky’s artistic vision. Scholars and practitioners alike will benefit from this rare, English-language collection of Visky’s work and dramaturgy.
Poetry, stories, hymns, prayers, and wisdom texts found exquisite written expression in ancient Egypt while their literary counterparts were still being recited around hearth fires in ancient Greece and Israel. Yet, because of its very antiquity and the centuries during which the language was forgotten, ancient Egyptian literature is a newly discovered country for modern readers.
This anthology offers an extensive sampling of all the major genres of ancient Egyptian literature. It includes all the texts from John Foster's previous book Echoes of Egyptian Voices, along with selections from his Love Songs of the New Kingdom and Hymns, Prayers, and Songs: An Anthology of Ancient Egyptian Lyric Poetry, as well as previously unpublished translations of four longer and two short poems. Foster's translations capture the poetical beauty of the Egyptian language and the spirit that impelled each piece's composition, making these ancient masterworks sing for modern readers. An introduction to ancient Egyptian literature and its translation, as well as brief information about the authorship and date of each selection, completes the volume.
scholarship on the earliest true writing system in human
history. Invented by the Babylonians at the end of the
fourth millennium B.C., this script, called proto-cuneiform,
survives in the form of clay tablets that have until now
posed formidable barriers to interpretation. Many tablets,
excavated in fragments from ancient dump sites, lack a clear
context. In addition, the purpose of the earliest tablets
was not to record language but to monitor the administration
of local economies by means of a numerical system.
Using the latest philological research and new methods
of computer analysis, the authors have for the first time
deciphered much of the numerical information. In
reconstructing both the social context and the function of
the notation, they consider how the development of our
earliest written records affected patterns of thought, the
concept of number, and the administration of household
economies. Complete with computer-generated graphics keyed
to the discussion and reproductions of all documents referred
to in the text, Archaic Bookkeeping will interest
specialists in Near Eastern civilizations, ancient history,
the history of science and mathematics, and cognitive
psychology.
The first study to focus exclusively on the use in the Hebrew Bible of soundplay to allude to and interpret earlier literary traditions
This book focuses on the way the biblical writers used allusive soundplay to construct theological discourse, that is, in service of their efforts to describe the nature of God and God's relationship to humanity. By showing that a variety of biblical books contain examples of allusive soundplay employed for this purpose, Kline demonstrates that this literary device played an important role in the growth of the biblical text as a whole and in the development of ancient Israelite and early Jewish theological traditions.
Features:- Demonstrates that allusive soundplay was a productive compositional technique in ancient Israel
- Identifies examples of innerbiblical allusion that have not been identified before
- A robust methodology for identifying soundplay in innerbiblical allusions
For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary.
In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).
In this classic of Arabic linguistics, A. F. L. Beeston explains the principles underlying the phonology, morphology, syntax, script, and grammar of modern written Arabic, which has changed little since Arabic grammarians outlined the language in the eighth century.
Originally published in 1970, The Arabic Language Today begins with a useful introduction to the development of the language from the fifth and sixth centuries through the nineteenth century. Beeston goes on to describe the logical structure of the language, to consider the development of the lexicon, and to comment on how the language has diverged from the Classical.
For general and comparative linguists who want to know how Arabic works and for people with some working knowledge of the language who want to know more about the theory behind it, Beeston's work is a fine structural analysis and careful examination of Standard Arabic from a theoretical standpoint.
Concise and brief in length, this book presents a wealth of information and is a challenging yet rewarding read for linguists, scholars, and students of Arabic. It includes an appendix of script styles and a bibliography.
This comprehensive volume explores new Arabic machine translation systems, innovations in speech recognition and mention detection, tree banks, and linguistic corpora. Arabic Computational Linguistics will be an indispensable reference for language researchers and practitioners alike.
Arabic, one of the official languages of the United Nations, is spoken by more than half a billion people around the world and is of increasing importance in today’s political and economic spheres. The study of the Arabic language has a long and rich history: earliest grammatical accounts date from the 8th century and include full syntactic, morphological, and phonological analyses of the vernaculars and of Classical Arabic. In recent years the academic study of Arabic has become increasingly sophisticated and broad.
This state-of-the-art volume presents the most recent research in Arabic linguistics from a theoretical point of view, including computational linguistics, syntax, semantics, and historical linguistics. It also covers sociolinguistics, applied linguistics, and discourse analysis by looking at issues such as gender, urbanization, and language ideology. Underlying themes include the changing and evolving attitudes of speakers of Arabic and theoretical approaches to linguistic variation in the Middle East.
The demand for information on learning Arabic has grown spectacularly as English-speaking people have come to realize how much there is yet to know about other parts of the world. It is fitting that this Arabic Language Handbook, complementing Georgetown University Press's exceptional Arabic language textbooks, is the first in a new series: Georgetown Classics in Arabic Language and Linguistics. Sparked by the new demand, this reprint of a genuinely "gold-standard" language volume provides a streamlined reference on the structure of the Arabic language and issues in Arabic linguistics, from dialectics to literature. Originally published in 1967, the essential information on the structure of the language remains accurate, and it continues to be the most concise reference summary for researchers, linguists, students, area specialists, and others interested in Arabic.
NEW AND IMPROVED DIGITAL FORMAT!
Since the release of the second edition of Alif Baa with DVDs in the fall of 2004, thousands of Arabic language learners have benefited from the integrated textbook and DVDs. This new version—Alif Baa with Multimedia—functions even better and features a new and improved digital format.
The content of Alif Baa with Multimedia, Second Edition, including the text and all of the audio and video on the disk, is exactly the same as that of Alif Baa with DVDs, Second Edition. Only the format of the disk has changed so that all files will be easy to play using the free Adobe Flash Player. All units are now included on only one disk. Teachers and students may use both versions of the textbook side-by-side in the classroom and notice no difference in content or appearance. It should not affect the learning experience or require teachers to do any additional preparation.
FEATURES• Introduces about 150 basic vocabulary words, including conventional forms of politeness and social greetings• Introduces a range of Arabic from colloquial to standard in authentic contexts• Includes video footage of an Arabic calligrapher, capsules on Arabic culture, and images of street signs from Morocco, Egypt, and Lebanon• Provides the essential first 20-25 contact hours of the Al-Kitaab program
The DVD that accompanies Alif Baa with Multimedia plays in any computer’s DVD drive. In order to view the files, you will need to download and install the free Flash Player from Adobe’s website.
System Requirements:
Windows• 450 MHz Intel Pentium II (or compatible) processor• MS Windows 2000, Windows XP, or Windows Vista• 128MB of RAM and 128MB of VRAM• Computer with DVD drive• Headphones or speakers• Flash Player (free download from http://www.adobe.com/products/flashplayer/)
Mac• 500 MHz PowerPC G3 or 1.33 GHz Intel Core Duo processor• Mac OS X v10.4 or 10.5• 128MB of RAM and 128MB of VRAM• Computer with DVD drive• Headphones or speakers• Flash Player (free download from http://www.adobe.com/products/flashplayer/)
Georgetown University Press is not able to provide technical support for the CDs and DVDs that accompany the Al-Kitaab series.
E-Textbooks are now available to purchase or rent through VitalSource.com! Please visit VitalSource for more information on pricing and availability.
As of January 1, 2021, Smart Sparrow Companion Websites are no longer available for any of our textbook programs.
New companion websites are coming soon, and will be hosted by Lingco. Instructors may sample the new companion websites now by visiting GUPTextbooks.com/companionwebsites.The full websites will be available for fall 2021 course adoption. Homework exercises are included in the textbook. Print answer keys are available for purchase through GUP. Ebook answer keys are available on the GUP website and VitalSource.com.
Alif Baa is the first volume of the best-selling Al-Kitaab Arabic Language Program, now in its third edition. In this edition of Alif Baa: Introduction to Arabic Letters and Sounds, English-speaking students will use the integrated method of learning colloquial and formal (spoken and written) Arabic together. Alif Baa provides learners with all the material necessary to learn the sounds of Arabic, write its letters, and begin speaking Arabic.
NEW: Audio and video content needed to complete the homework exercises is available to stream online for free on AlKitaabTextbook.com. (Note: DVDs that once featured the audio and video are now obsolete and no longer included in the books.)
FEATURES
• Four-color design throughout the book features over 100 illustrations and photographs• Gives learners and instructors color-coded options for the variety of language they wish to learn in speaking: Egyptian, Levantine, or formal Arabic (MSA)• Introduces over 200 basic vocabulary words in all three forms of spoken and written Arabic side by side, including expressions for polite social interaction, and activates them in interactive homework exercises and classroom groupwork• Includes video dialogues in Egyptian and Levantine, filmed in Cairo and Damascus, streaming on AlKitaabTextbook.com• Includes video footage of an Arabic calligrapher, capsules on Arabic culture, and images of street signs from Morocco, Egypt, and Lebanon, streaming on AlKitaabTextbook.com• Includes English-Arabic and Arabic-English glossaries
Alif Baa provides the essential first 20-25 contact (classroom) hours of the Al-Kitaab Arabic Language Program, accompanied by 40-50 homework hours. Students who complete Alif Baa should reach a novice-intermediate to novice-high level of proficiency.
Instructors may request complimentary print or digital Teacher’s Edition exam or desk copies, which include the answer key. To request access to any of the Teacher’s Edition Vital Source eTextbooks, instructors may visit VitalSource.com and select “Faculty Sampling” in the upper right corner. Please note: While answer keys are sold separately from the Student’s Edition, the corresponding answer key is included in the Teacher’s Edition.
eBook Answer Keys are now available through VitalSource.com. Please visit their website for more information on pricing and availability.
This answer key is to be used with Al-Kitaab fii Tacallum al-cArabiyya: A Textbook for Beginning Arabic: Part One, Third Edition. Please note that this answer key contains answers for exercises that are in the book. It does not contain answers for exercises formerly on the Smart Sparrow Companion Website, which is no longer available after January 1, 2021.
E-Textbooks are now available to purchase or rent through VitalSource.com! Please visit VitalSource for more information on pricing and availability.
As of January 1, 2021, Smart Sparrow Companion Websites are no longer available for any of our textbook programs. New companion websites are coming soon, and will be hosted by Lingco. Instructors may sample the new companion websites now by visiting GUPTextbooks.com/companionwebsites. The full websites will be available for fall 2021 course adoption.
Homework exercises are included in the textbook. Print answer keys are available for purchase through GUP. Ebook answer keys are available on the GUP website and VitalSource.com.
Al-Kitaab Part One, Third Edition is the second book in the bestselling Al-Kitaab Arabic Language Program. Part One uses an integrated approach to develop skills in formal and colloquial Arabic, including reading, listening, speaking, writing, and cultural knowledge. This comprehensive program is designed for students in the early stages of learning Arabic.
NEW: Audio and video content needed to complete the homework exercises is available to stream online for free on AlKitaabTextbook.com. (DVDs that once featured the audio and video are now obsolete and no longer included in the books.)
FEATURES
• Three varieties of Arabic—Egyptian, Levantine, and formal Arabic—presented using color-coded words and phrases• Over 400 vocabulary words in three forms of Arabic, side by side• Grammar explanations and activation drills, including discussions about colloquial and formal similarities and differences• Authentic texts that develop reading comprehension skills • Video dialogues and stories from everyday life in Egyptian, formal Arabic, and Levantine to reinforce vocabulary in culturally rich contexts, available on AlKitaabTextbook.com• Presents the story of Maha and Khalid in formal Arabic and Egyptian, and Nasreen and Tariq in Levantine• Arabic-English and English-Arabic glossaries, reference charts, and a grammar index
Instructors may request complimentary print or digital Teacher’s Edition exam or desk copies, which include the answer key. To request access to any of the Teacher’s Edition Vital Source eTextbooks, instructors may visit VitalSource.com and select “Faculty Sampling” in the upper right corner. Please note: While answer keys are sold separately from the Student’s Edition, the corresponding answer key is included in the Teacher’s Edition.
E-Textbooks are now available to purchase or rent through VitalSource.com! Please visit VitalSource for more information on pricing and availability.
As of January 1, 2021, Smart Sparrow Companion Websites are no longer available for any of our textbook programs. New companion websites are coming soon, and will be hosted by Lingco. Instructors may sample the new companion websites now by visiting GUPTextbooks.com/companionwebsites. The full websites will be available for fall 2021 course adoption.
Homework exercises are included in the textbook. Print answer keys are available for purchase through GUP. Ebook answer keys are available on the GUP website and VitalSource.com.
Al-Kitaab Part Two, Third Edition is the third book in the bestselling Al-Kitaab Arabic Language Program textbook series. Part Two focuses on strengthening reading and writing skills while continuing to grow conversation skills. This comprehensive program is designed for students in second-year or equivalent Arabic courses.
NEW: Audio and video content needed to complete the homework exercises is available to stream for free on AlKitaabTextbook.com. (DVDs that once featured the audio and video are now obsolete and no longer included in the books.)
FEATURES of Al-Kitaab Part Two, Third Edition
• Three varieties of Arabic—Egyptian, Levantine, and formal Arabic—presented using color-coded words and phrases• Extensive grammar explanations and activation drills, including discussions about colloquial and formal similarities and differences• Authentic texts that develop reading comprehension skills • Video dialogues and stories from everyday life in both Egyptian and Levantine to reinforce vocabulary in culturally rich contexts, available to stream on AlKitaabTextbooks.com• Continues the story of Maha and Khalid in formal Arabic and Egyptian, and Nasreen and Tariq in Levantine• Arabic–English and English-Arabic glossaries, reference charts, and a grammar index
(Cover image (c) Melissa A. Wall. Used with permission.)
Instructors may request complimentary print or digital Teacher’s Edition exam or desk copies, which include the answer key. To request access to any of the Teacher’s Edition Vital Source eTextbooks, instructors may visit VitalSource.com and select “Faculty Sampling” in the upper right corner. Please note: While answer keys are sold separately from the Student’s Edition, the corresponding answer key is included in the Teacher’s Edition.
This second edition includes one DVD bound into the book that feature contextualized vocabulary, cultural background and illustrations, and new listening comprehension materials with each lesson. Newly recorded colloquial audio and video materials also accompany each lesson and continue the story of Maha and Khalid and their travels to Cairo with brief explanatory vocabulary and notes provided in the text. The appendices include grammatical reference charts, an Arabic-English glossary, and a grammar index. The materials cover approximately 150 contact hours of instruction, and students who complete Part Two should reach advanced proficiency.
Each lesson in Part Two centers on a text that deals with a social, historical, literary, or cultural issue. In addition to the main reading text, students will also find additional authentic texts for reading and listening comprehension, vocabulary and grammar exercises, close listening and speaking activities, and cultural background for the reading.
The revised and repackaged Part Two has been restructured to reflect pedagogical developments over the last eight years, updated with new authentic reading and listening texts, and expanded with new video materials. In addition to the speaking, listening, and writing skills emphasized throughout each lesson, more time and emphasis is placed on activating vocabulary and structure with new activities for inside and outside the classroom.
FEATURES: • Provides basic texts of printed media to help students connect the written and aural/oral aspects of Arabic • Features intensive reading that is focused on grammar and pronunciation • Contains substantial amounts of drills and exercises to help students memorize and gain active control of an expanded vocabulary • Explores the root and pattern system of Arabic grammar and complex sentence structure using vocabulary, complex texts, and translation exercises • Develops writing skills at the paragraph level to encourage synthesis of vocabulary and grammar • Provides explicit instructions to students and instructors on drills and activities, including recommendations on appropriate exercises for inside and outside the classroom • Interactive DVD contains reading comprehension texts with new material and new listening comprehension material • DVD presents cultural background with illustrations and continues the story of Maha and Khalid using both Egyptian Colloquial Arabic and Modern Standard Arabic
The final and most advanced volume of the Al-Kitaab Arabic textbook program, Part Three is intended to help learners reach a superior level of proficiency by expanding vocabulary and providing paragraph-level activities in reading, writing, and speaking. More than thirty authentic texts by writers from across the Arab world address a range of political, social, religious, and literary themes and represent a range of genres, styles, and periods. Although the book focuses primarily on modern Arabic, classical Arabic texts have been incorporated into some of the lessons to introduce students to the continuity of the language throughout its history.
Like previous books in the series, Part Three presents vocabulary-building drills and contextualized explanations of grammar, with exercises designed to push students toward independent learning.
The original text and audio are now bound together in one volume along with new video material on DVD that continues the story of Maha and Khalid in Egyptian Arabic, making Part Three an invaluable textbook and reader.
Features:• Guides learners to the superior level of proficiency• Strengthens reading skills• Increases vocabulary acquisition• Refines and expands knowledge of sentence structure and the Arabic verb system• Provides extensive writing activities• Widens cultural background• Includes more than thirty authentic texts by writers from across the Arab world• Audio tracks have been remastered as MP3 files, recorded on one CD, and bound into the book• Includes all new video material on DVD that continues the story of Maha and Khalid• New video material continues instruction in the Egyptian dialect
The textbook includes twenty lessons aimed at introducing Arabic sounds and writing system in a programmed method of instruction, supported by images and audio tapes*. The Manual consists of two parts. Part One includes a suggested methodology to guide teachers and students and Part Two contains basic communication needs in both Arabic script and transliteration to create a climate of enjoyable learning while students are acquiring the sounds and letters.
Raji M. Rammuny is Professor of Arabic Studies, Department of Near Eastern Studies, University of Michigan. He is the author of numerous books, including Advanced Standard Arabic through Authentic Texts and Audiovisual Materials, Parts 1 and 2, also published by the University of Michigan Press.
*The CD accompanying Arabic Sounds and Letters can be obtained from the UM Language Resource Center. Contact them by email at flacs@umich.edu or by phone at 734-764-3521.
An engaging collection of contemporary short stories from various Arabic countries develops students’ mastery of literary analysis and cultural awareness
Aswat Mu’asira introduces advanced level students to contemporary short stories from across the Middle East. Fifty-five stories in Arabic from twenty countries engage students with current topics and literary approaches that open the door to discovering both established and emerging authors and literary traditions. The book includes voices from often overlooked Arabic-speaking countries and peoples, giving readers the opportunity to broaden their understanding of Arabic cultures.
While most Arabic literature textbooks include only excerpts of longer works, the short stories in this collection are designed to be read in one sitting, giving students the opportunity to immerse themselves in a complete piece of literature. Stories are organized into chapters based on their country of origin. Each story is preceded by an author biography and followed by exercises to help students practice vocabulary and comprehension, explore the literary tradition, and master literary analysis.
Scholars of Arabic literature will also welcome these new stories, many of which are available outside the Middle East for the first time in this collection and expand the understanding of the short story and of contemporary literature from this important region.
Despite the status of Arabic as a global language and the high demand to learn it, the field of Arabic second language acquisition remains underinvestigated. Second language acquisition findings are crucial for informing and advancing the field of Arabic foreign language pedagogy including Arabic language teaching, testing, and syllabus design.
Arabic Second Language Learning and Effects of Input, Transfer, and Typology provides data-driven empirical findings for a number of basic and high-frequency morphosyntactic structures with two novel typological language pairings, examining Arabic second language acquisition data from adult L1 Chinese- and Russian-speaking learners of Arabic as a foreign language. Alhawary’s study examines the different processes, hypotheses, and acquisition tendencies from the two learner groups, and documents the extent of the successes and challenges faced by such learners in their L2 Arabic grammatical development during the first three years of learning the language. In addition, the book offers both theoretical and practical implications related to input exposure, L1 and L2 transfer, and typological and structural proximity effects.
This book serves as a valuable resource for both second language acquisition experts and foreign language teaching practitioners.
Amman and Russia call for immediate ceasefire
French riots extend to immigrant communities
Lawyers call for fair trial of Guantanamo prisoners
China aims at increasing trade with Russia
20 casualties in an earthquake in Pakistan
Headlines—print and broadcast—have gone global. As a result, news and information from authentic sources make a useful resource for foreign language learners.
Advanced Media Arabic systematically introduces authentic texts and audio files from a wide variety of media sources. This textbook helps students develop analytical and translation skills in Arabic and expand their reading, writing, listening, and speaking capabilities. The book emphasizes the semantic and stylistic aspects of media Arabic rather than its grammar and aims to equip students with the ability to listen to and converse about current events.
Organized by theme, each of the ten chapters covers current issues like:
o Diplomacyo Electionso Trade and Industryo Violence and Disordero Law and Ordero Economyo War and Military Actiono Natural Disasterso Terrorismo Arabic television talk shows
Each chapter provides important vocabulary; examples of language in context; exercises for reading and listening comprehension, writing, and translation; and a section for discussion and debate.
The listening material—60 minutes of spoken material—is available for free online at www.press.georgetown.edu.
Downloading Audio Files from press.georgetown.eduPlease click on the link under “Sample Content” to download a compressed zip file of all ten MP3 audio tracks that accompany the book. Files can be downloaded using a Mac or a PC. We recommend playing the files using iTunes or Windows Media Player. Please note that Georgetown University Press does not provide technical support for audio downloads.
For Mac, files will automatically be saved to your “Downloads” folder. (For older Macs, you may need to unzip the files using Stuffit.) To add files to iTunes, open iTunes, and click File>Add to Library and navigate to your file location.
For PC, save the compressed file to your desktop. Once the file has downloaded, go to the folder location on the desktop. Double-click the .zip file icon to unzip the file. Another folder will appear on the desktop. Open to reveal “Lahlali audio” folder. Open that folder to see all ten MP3 files. Import the files in to your music player from your file location by selecting all ten audio tracks, right-click and select Add to Playlist.
PLEASE NOTE: There are no audio files for lessons 6 and 7. Those lessons have reading passages only.
Headlines—print and broadcast—have gone global. As a result, news and information from authentic sources make a useful resource for foreign language learners.
Advanced Media Arabic, Second Edition systematically introduces authentic texts and audio files from a wide variety of media sources. This textbook helps students develop analytical and translation skills in Arabic and expand their reading, writing, listening, and speaking capabilities. The very successful first edition has been updated in a variety of ways, including:• New texts and audio for each module, including radio as well as TV materials • A new module on “The Language of Revolutions” and another on “Language andCulture” • New and more extensive exercises • New audio and vocabulary lists• Updated color design for the interior
Each chapter provides important vocabulary; examples of language in context; exercises for reading and listening comprehension, writing, and translation; and a section for discussion and debate.
The listening material—more than 80 minutes—is available for free online at www.press.georgetown.edu
In 1968 Margaret K. Omar (Nydell) spent four months in a small Egyptian village called Sheikh Mubarak. Located in Middle Egypt near Al-Minya, residents of Sheik Mubarak speak in a dialect closer to Sa'eedi, not the dialect spoken in Cairo. Omar spent time there conducting interviews, examinations, and taping sessions with children and families to study primary language acquisition in non-Western languages.
Based on her fieldwork, Omar describes the physical and social environment in which the native language was learned, the development of early communication and speech, and when and how children learn the phonology, vocabulary, morphology, and syntactical patterns of Egyptian Arabic. Omar makes comparisons with aspects of language acquisition of other languages, primarily English, and explores implications for the theory of language acquisition.
Originally published in 1973, this book is the most thorough and complete analysis of the stages in which children learn Arabic as a first language. The Arabic in this book is presented in transcription, making the information accessible to all linguists interested in language acquisition.
An award-winning novelist’s vibrant portrayal of the struggle to create a more unified society in medieval Egypt and how this has shaped Egypt today.
Brimming with intrigue, adventure, and romance, Al-Qata’i: Ibn Tulun’s City Without Walls tells the epic story of visionary Egyptian leader Ahmad Ibn Tulun who built Al-Qata’i (now Cairo) into a thriving multicultural empire.
The novel begins with the rediscovery of the Ibn Tulun Mosque in 1918 and recounts Ibn Tulun’s life and legacy in the ninth and tenth centuries. Bassiouney presents Ibn Tulun’s benevolent vision to unify all Egyptians in a new city, Al-Qata’i. He becomes so focused on his vision, however, that he cannot see the impact it has on his family or the fate of Egypt. When a betrayal leads to his demise, the rival Abbasid caliph threatens to regain control of Al-Qata’i. In the aftermath of Ibn Tulun’s death, his daughter Aisha emerges as a pivotal figure, bravely taking a stand against the Abbasids to preserve her life, the city, and the iconic mosque.
This contemporary Egyptian writer forces us to consider universal themes, such as diversity and equality, through both a historical and intercultural lens that enriches our understanding of these issues in our world today.
The diary begins with a view of an Israeli bombing in South Lebanon and ends with a description of refugee families fleeing to the mountain villages. Otherwise, except for allusions to what is going on in the capital, the Lebanese Civil War is far from the story, although its violence has never been far from this village. America, personified by a Lara who does not answer his letters, is a faraway land of nostalgia. The village is here, at the center of the young man’s narration, peopled by comic characters who seem to insist on their own unchanging selfhoods and to resist his attempts to be different.
The Civil War and the Occupation, the author seems to be saying, are not the only sources of turmoil. Violence and revenge have been part of the people’s consciousness, and people might indeed need to redefine themselves while at the same time adjusting to the environment.
The first annotated edition of Syrian writer Nihad Sirees's The Silence and the Roar, created for the Arabic language classroom
Al-Samt wa-al-Sakhab (The Silence and the Roar) is an award-winning novella by Syrian author Nihad Sirees. This edition—abridged and in the original Arabic with vocabulary aids, reading questions, and supplementary materials—introduces intermediate and advanced Arabic language students to the world of contemporary Arab literature.
In Al-Samt wa-al-Sakhab, Sirees weaves an Orwellian tale of freedom, love, and resistance amid a backdrop of bureaucracy and despotism. Fathi Sheen is a writer living in an unnamed Middle Eastern country whose work has been silenced by the ruling government and its despotic leader. On the twentieth anniversary of the regime, Fathi decides to leave the roar of the parade snaking its way through the city and visit his mother and his girlfriend, but when he stops to help a student being beaten by the police, his ID is confiscated. With no choice but to report to the police station, Fathi fights to stay sane against the oppressive—and increasingly absurd—state bureaucracy. This political satire, originally published in 2004 but no less relevant to our times, shows how to remain free even in captivity.
In this abridged and annotated edition for the Arabic language classroom, editor Hanadi Al-Samman includes a historical and cultural preface in Arabic, a biography of Sirees, footnotes for vocabulary aid, and pre- and postreading questions and activities to guide students through the book's literary concepts and to teach literary analysis skills. An interview with Sirees and excerpt readings in his voice are available on the publisher's website. Authorized by Sirees, this edition preserves the author's original style while making the novella easy to use in the classroom or to read independently.
The first complete English translation of one of the great court epics of Sanskrit literature.
Kirātārjunīya, or Arjuna and the Hunter, is one of the great court epics of the Sanskrit literary canon. Written by the sixth-century poet Bharavi, it is also the first and most remarkable reinterpretation of a pivotal episode in the Mahābhārata, India’s ancient epic. The warrior Arjuna travels to the Himalayas to perform penance and win a boon from the god Shiva that will help his brothers, the Pandavas, overcome their enemies in righteous war. Appearing in the guise of a hunter, Shiva tests Arjuna’s courage in combat, ultimately reveals himself, and bestows upon the hero an invincible weapon.
In Bharavi’s hands, the episode is turned into a masterful contemplation of heroic action, ethical conduct, ascetic discipline, and religious devotion—core values in India’s classical civilization and enduring themes in Indian literature. But the poem’s fame rests above all on its aesthetic achievement. With its elegant, epigrammatic verse, powerful imagery, dramatic speeches, and vivid descriptions, Arjuna and the Hunter, now made available for the first time in a complete English translation and accompanied by the Sanskrit original in the Devanagari script, will dazzle and move contemporary readers no less powerfully than its first courtly connoisseurs.
Hasan Sijzi, also known as Amir Hasan Sijzi Dehlavi, is considered the originator of the Indo-Persian ghazal, a poetic form that endures to this day—from the legacy of Hasan’s poetic descendent, Hafez, to contemporary Anglophone poets such as John Hollander, Maxine Kumin, Agha Shahid Ali, and W. S. Merwin.
As with other Persian poets, Hasan worked within a highly regulated set of poetic conventions that brought into relief the interpenetration of apparent opposites—metaphysical and material, mysterious and quotidian, death and desire, sacred and profane, fleeting time and eternity. Within these strictures, he crafted a poetics that blended Sufi Islam with non-Muslim Indic traditions. Of the Persian poets practiced the ghazal, Hafez and Rumi are best known to Western readers, but their verse represents only a small fraction of a rich tradition. This collection reveals the geographical range of the literature while introducing an Indian voice that will find a place on reader’s bookshelves alongside better known Iranian names.
"Pamuk is a writer who shares my reverence for the great art of the novel. He takes the novel seriously in a way that is perhaps no longer possible for Western writers, boldly describing it as European civilization’s greatest invention."—Michael McGaha
Turkish novelist Orhan Pamuk is a prominent voice in Turkish literature, speaking to the country’s history, culture, and politics. In 2006, he became the first Turkish writer to receive the Nobel Prize for Literature.
Autobiographies of Orhan Pamuk is the first book-length study of the life and writings of Pamuk. It provides both a historical and cultural context that will help readers better understand and appreciate both the man and his work. It begins with a brief biography, outlines Pamuk’s contributions to Turkish literature and history, examines how his art has evolved over the past thirty years, and discusses some of the writers who provided inspiration. Though his books deal with specifically Turkish issues, like all great literature the themes they explore are universal. In addition to a thorough analysis of his seven published novels, including Snow and My Name is Red, an entire chapter is devoted to his first two novels, Cevdet Bey and Sons and The Silent House, which have yet to be translated into English.
This is a comprehensive examination of the Nobel laureate’s work, free of jargon and of interest to anyone who enjoys good literature.
On a December morning in 1925, a newspaper journalist reported receiving 25 different handbills in an hour's walk in downtown Tokyo, advertising everything from Western-style clothing and furniture to sweet shops, charity organizations, phonograph recordings, plays, and films. The activities of advertisers, and the new entertainment culture and patterns of consumption that they promoted, helped to define a new urban aesthetic emerging in the 1920s.
This book examines some of the responses of Japanese authors to the transformation of Tokyo in the early decades of the twentieth century. In particular, it explores the themes and formal strategies of the modernist literature that flourished in the 1920s, focusing on the work of Hagiwara Kyojiro (1899-1938) and Hayashi Fumiko (1903-1951). William Gardner shows how modernist works offer new constructions of individual subjectivity amid the social and technological changes that provided the ground for the appearance of "mass media." Hagiwara's conception of the poem and poet as an electric-radio "advertising tower" provides an emblem for the aesthetic tensions and multiple discourses of technology, media, urbanism, commerce, and propaganda that were circulating through the urban environment at the time; while Hayashi's work, with its references to popular songs, plays, and movies, suggests an understanding of "everyday life" as the interface between individual subjectivity and a highly mediated environment.
Popular representations of the past are everywhere in Japan, from cell phone charms to manga, from television dramas to video games to young people dressed as their favorite historical figures hanging out in the hip Harajuku district. But how does this mass consumption of the past affect the way consumers think about history and what it means to be Japanese?
By analyzing representations of the famous sixteenth-century samurai leader Toyotomi Hideyoshi in historical fiction based on Taikōki, the original biography of him, this book explores how and why Hideyoshi has had a continued and ever-changing presence in popular culture in twentieth- and twenty-first-century Japan. The multiple fictionalized histories of Hideyoshi published as serial novels and novellas before, during, and after World War II demonstrate how imaginative re-presentations of Japan’s past have been used by various actors throughout the modern era.
Using close reading of several novels and short stories as well as the analysis of various other texts and paratextual materials, Susan Furukawa discovers a Hideyoshi who is always changing to meet the needs of the current era, and in the process expands our understanding of the powerful role that historical narratives play in Japan.
Popular representations of the past are everywhere in Japan, from cell phone charms to manga, from television dramas to video games to young people dressed as their favorite historical figures hanging out in the hip Harajuku district. But how does this mass consumption of the past affect the way consumers think about history and what it means to be Japanese?
By analyzing representations of the famous sixteenth-century samurai leader Toyotomi Hideyoshi in historical fiction based on Taikōki, the original biography of him, this book explores how and why Hideyoshi has had a continued and ever-changing presence in popular culture in twentieth- and twenty-first-century Japan. The multiple fictionalized histories of Hideyoshi published as serial novels and novellas before, during, and after World War II demonstrate how imaginative re-presentations of Japan’s past have been used by various actors throughout the modern era.
Using close reading of several novels and short stories as well as the analysis of various other texts and paratextual materials, Susan Furukawa discovers a Hideyoshi who is always changing to meet the needs of the current era, and in the process expands our understanding of the powerful role that historical narratives play in Japan.
During the Cultural Revolution, Mao exhorted the Chinese people to “smash the four olds”: old customs, old culture, old habits, and old ideas. Yet when the Red Guards in Tiananmen Square chanted “We want to see Chairman Mao,” they unknowingly used a classical rhythm that dates back to the Han period and is the very embodiment of the four olds. An Anatomy of Chinese reveals how rhythms, conceptual metaphors, and political language convey time-honored meanings of which Chinese speakers themselves may not be consciously aware, and contributes to the ongoing debate over whether language shapes thought, or vice versa.
Perry Link’s inquiry into the workings of Chinese reveals convergences and divergences with English, most strikingly in the area of conceptual metaphor. Different spatial metaphors for consciousness, for instance, mean that English speakers wake up while speakers of Chinese wake across. Other underlying metaphors in the two languages are similar, lending support to theories that locate the origins of language in the brain. The distinction between daily-life language and official language has been unusually significant in contemporary China, and Link explores how ordinary citizens learn to play language games, artfully wielding officialese to advance their interests or defend themselves from others.
Particularly provocative is Link’s consideration of how Indo-European languages, with their preference for abstract nouns, generate philosophical puzzles that Chinese, with its preference for verbs, avoids. The mind-body problem that has plagued Western culture may be fundamentally less problematic for speakers of Chinese.
Described as “all under Heaven,” the Chinese empire might have extended infinitely, covering all worlds and cultures. That ideology might have been convenient for the state, but what did late imperial people really think about the scope and limits of the human community?
Writers of late imperial fiction and drama were, the author argues, deeply engaged with questions about the nature of the Chinese empire and of the human community. Fiction and drama repeatedly pose questions concerning relations both among people and between people and their possessions: What ties individuals together, whether permanently or temporarily? When can ownership be transferred, and when does an object define its owner? What transforms individual families or couples into a society?
Tina Lu traces how these political questions were addressed in fiction through extreme situations: husbands and wives torn apart in periods of political upheaval, families so disrupted that incestuous encounters become inevitable, times so desperate that people have to sell themselves to be eaten.
For much of the twentieth century, the May Fourth movement of 1919 was seen as the foundational moment of modernity in China. Recent examinations of literary and cultural modernity in China have, however, led to a questioning of this view. By approaching May Fourth from novel perspectives, the authors of the eight studies in this volume seek to contribute to the ongoing critique of the movement.
The essays are centered on the intellectual and cultural/historical motivations and practices behind May Fourth discourse and highlight issues such as strategies of discourse formation, scholarly methodologies, rhetorical dispositions, the manipulation of historical sources, and the construction of modernity by means of the reification of China’s literary past.
This is the first book in English to analyze the Chinese literary scene during the post-Mao thaw in government control. The seven contributors originally presented their research at a 1982 international conference at St. John’s University, New York, which was attended by scholars from America, Europe, and Asia, including participants from the People’s Republic of China and Taiwan.
The special focus on popular literature—science fiction, love stories, detective fiction—reflects China’s new urban mass culture. These popular genres, plus the new “obscure” poetry, and the short-lived literary magazine Today are examined from an international comparative perspective and from a variety of viewpoints—literary, social, historical, political.
Those social and political realities that help determine what books are on hand in China for people to read are discussed. The final chapter presents data on periodical sales, book sales, library borrowings, and readers’ stated preferences in large cities, with emphasis on Canton. Such investigations into what the Chinese public was writing and reading in the years 1978–1981 throw new light on Chinese social attitudes, ideals, morals, and taste.
To discuss the supernatural in China is “to talk of foxes and speak of ghosts.” Ming and Qing China were well populated with foxes, shape-changing creatures who transgressed the boundaries of species, gender, and the metaphysical realm. In human form, foxes were both immoral succubi and good wives/good mothers, both tricksters and Confucian paragons. They were the most alien yet the most common of the strange creatures a human might encounter.
Rania Huntington investigates a conception of one kind of alien and attempts to establish the boundaries of the human. As the most ambiguous alien in the late imperial Chinese imagination, the fox reveals which boundaries around the human and the ordinary were most frequently violated and, therefore, most jealously guarded.
Each section of this book traces a particular boundary violated by the fox and examines how maneuvers across that boundary change over time: the narrative boundaries of genre and texts; domesticity and the outside world; chaos and order; the human and the non-human; class; gender; sexual relations; and the progression from animal to monster to transcendent. As “middle creatures,” foxes were morally ambivalent, endowed with superhuman but not quite divine powers; like humans, they occupied a middle space between the infernal and the celestial.
Anecdote, Network, Gossip, Performance is a study of the Shishuo xinyu, the most important anecdotal collection of medieval China—and arguably of the entire traditional era. In a set of interconnected essays, Jack W. Chen offers new readings of the Shishuo xinyu that draw upon social network analysis, performance studies, theories of ritual and mourning, and concepts of gossip and reputation to illuminate how the anecdotes of the collection imagine and represent a political and cultural elite. Whereas most accounts of the Shishuo have taken a historical approach, Chen argues that the work should be understood in literary terms.
At its center, Anecdote, Network, Gossip, Performance is an extended meditation on the very nature of the anecdote form, both what the anecdote affords in terms of representing a social community and how it provides a space for the rehearsal of certain longstanding philosophical and cultural arguments. Although each of the chapters may be read separately as an essay in its own right, when taken together, they present a comprehensive account of the Shishuo in all of its literary complexity.
African Literature in the Twentieth Century was first published in 1976. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
This paperback makes available the major part of Professor Dathorne's The Black Mind.It concentrates on the writings of Africans in various African and European languages and provides insight, both broad and deep, into the Black intellect. Professor Dathorne examines the literature of Africans as spoken or written in their local languages and in French, Portuguese, and English. This extensive survey and interpretation gives the reader a remarkable pathway to an understanding of the Black imagination and its relevance to thought and creativity throughout the world.
The author himself lived in Africa for ten years, and his view is not that of an outsider, since it is as a Black man that he speaks about Black people. Throughout the book, a major theme is the demonstration that, despite slavery and colonialism, Africans remained very close to their own cultures. Professor Dathorne shows that African writers may be, like some Afro-American writers, "marginal men," but that they are Black men and it is as Black men that they feel the nostalgia of their past and the corrosive influences of their present.
O. R. Dathorne is a member of the Department of Black Studies and of the Department of English at Ohio State University. He has taught at universities in Nigeria and Sierra Leone and served as a UNESCO adviser in Sierra Leone. He also has taught at Ohio State University, Howard University, and the University of Wisconsin and lectured at Yale, Federal City College, Michigan State, and other universities in and out of the United States. He is the author of two novels and editor of a number of anthologies of Black literature, and has written widely in journals on his subject.
Contributors include internationally recognized authors and activists such as Wangari Maathai and Nawal El Saadawi, as well as a host of vibrant new voices from all over the African continent and from the African diaspora. Interdisciplinary in scope, this collection provides an excellent introduction to contemporary African women’s literature and highlights social issues that are particular to Africa but are also of worldwide concern. It is an essential reference for students of African studies, world literature, anthropology, cultural studies, postcolonial studies, and women’s studies.
Outstanding Book, selected by the Public Library Association
Best Books for High Schools, Best Books for Special Interests, and Best Books for Professional Use, selected by the American Association of School Libraries
This study determines that right-to-left association is the best method of analysis for Kalabari-ljo and also proposes that both morphosyntactic and semantic input be included in the tone system rules. Harry's innovative work provides new evidence for the morphological and semantic input in phonology theory and launches a new platform for scholarship in African language studies.
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