English Studies From Archives To Prospects

When we think about what it is we do in academic literary studies, we do so taking account of time – the time of the institution in which this disciplinary practice takes place, and the history of the discipline itself. Since literary studies engage contemporary issues and how they impact the reader, we must also acknowledge processes and events outside the field. The contributions to this volume engage with the idea of temporality not only in Anglophone literature studies, but in the humanities as a whole. In the first section, the literary contributions show that the humanities owe a debt to the past – new paradigms question and challenge the validity of older ones without necessarily discarding them. The second section shows how the disciplinary archive can be modified and expanded to engage its present condition, while the last deals with what that condition forebodes. Despite the range of perspectives adopted here, all contributions echo the history of the discipline of literary studies itself, its present condition, and the possibilities for its survival in an age in which the relevance of humanities is being disputed.

This volume explores English Studies from the perspective of linguistics and applied linguistics. By examining developments within their selected topics, the authors of these 18 chapters provide a broad overview of English Studies as related to their specific points of interest. Topics range from the well-established, such as negation, grammaticalization, and the role of culture in learning English, to those that are currently being revisited or are considered relatively new, such as corpus analysis, English as a lingua franca, and third language acquisition. The chapters reflect a modern approach to linguistic and applied linguistic phenomena, including diachronic and synchronic perspectives, as well as quantitative and qualitative research paradigms. English Studies as practiced at the English Department in Zagreb during the last 80 years, the anniversary of which instigated the invitation of contributions for this collection, are presented here as a vibrant field, characterized by dynamics and complexities that introduce novel ideas, and help us embrace emerging aspects of more established concepts.

This volume explores English Studies from the perspective of linguistics and applied linguistics. By examining developments within their selected topics, the authors of these 18 chapters provide a broad overview of English Studies as related to their specific points of interest. Topics range from the well-established, such as negation, grammaticalization, and the role of culture in learning English, to those that are currently being revisited or are considered relatively new, such as corpus analysis, English as a lingua franca, and third language acquisition. The chapters reflect a modern approach to linguistic and applied linguistic phenomena, including diachronic and synchronic perspectives, as well as quantitative and qualitative research paradigms. English Studies as practiced at the English Department in Zagreb during the last 80 years, the anniversary of which instigated the invitation of contributions for this collection, are presented here as a vibrant field, characterized by dynamics and complexities that introduce novel ideas, and help us embrace emerging aspects of more established concepts.

This collection of essays explores the remarkable range and cultural significance of the engagement with ‘infancy’ during the Romantic period. Taking its point of departure in the commonplace claim that the Romantics invented childhood, the book traces that engagement across national boundaries, in the visual arts, in works of educational theory and natural philosophy, and in both fiction and non-fiction written for children. Essays authored by scholars from a range of national and disciplinary backgrounds reveal how Romantic-period representations of and for children constitute sites of complex discursive interaction, where ostensibly unrelated areas of enquiry are brought together through common tropes and topoi associated with infancy. Broadly new-historicist in approach, but drawing also on influential theoretical descriptions of genre, discipline, mediation, cultural exchange, and comparative methodologies, the collection also seeks to rethink the idea of a clear-cut dichotomy between Enlightenment and Romantic conceptions of infancy.

English Pronunciation Instruction: Research-based insights presents recent research on L2 English pronunciation including pedagogical implications and applications, and seeks to bridge the gulf between pronunciation research and teaching practice. The volume’s 15 chapters cover a range of aspects that are central to pronunciation teaching, including the teaching of different segmental and suprasegmental features, teachers’ and learners’ views and practices, types and sources of learners’ errors, feedback and assessment, tools and strategies for pronunciation instruction, reactions towards accented speech, as well as the connection between research and teaching. Chapters offer a fully developed section on pedagogical implications with insightful suggestions for classroom instruction. This format and the variety of topics will be informative for researchers, language teachers, and students interested in English pronunciation, as it explores the diverse challenges learners of different L1 backgrounds face, and also provides research-informed techniques and recommendations on how to cope with them.

Focusing on what it means to study English in higher education, this book guides students through key aspects of English Studies including major topics and approaches, subject-specific study skills and assessment, including seminar presentations, assignments, and exams. Peter Childs offers down-to-earth practical guidance on developing the skills needed to succeed and includes coverage of literature, language and creative writing. This is an essential introduction to English Studies for students beginning their studies at university or college and anyone considering taking a degree in English.

This ambitious undertaking is designed to acquaint students, teachers, and researchers with reference sources in any branch of English studies, which Marcuse defines as "all those subjects and lines of critical and scholarly inquiry presently pursued by members of university departments of English language and literature.'' Within each of 24 major sections, Marcuse lists and annotates bibliographies, guides, reviews of research, encyclopedias, dictionaries, journals, and reference histories. The annotations and various indexes are models of clarity and usefulness, and cross references are liberally supplied where appropriate. Although cost-conscious librarians will probably consider the several other excellent literary bibliographies in print, such as James L. Harner's Literary Research Guide (Modern Language Assn. of America, 1989), larger academic libraries will want Marcuse's volume.-- Jack Bales, Mary Washington Coll. Lib., Fredericksburg, Va. -Library Journal.

The Teaching Archive shows us a series of major literary thinkers in a place we seldom remember them inhabiting: the classroom. Rachel Sagner Buurma and Laura Heffernan open up “the teaching archive”—the syllabuses, course descriptions, lecture notes, and class assignments—of critics and scholars including T. S. Eliot, Caroline Spurgeon, I. A. Richards, Edith Rickert, J. Saunders Redding, Edmund Wilson, Cleanth Brooks, Josephine Miles, and Simon J. Ortiz. This new history of English rewrites what we know about the discipline by showing how students helped write foundational works of literary criticism and how English classes at community colleges and HBCUs pioneered the reading methods and expanded canons that came only belatedly to the Ivy League. It reminds us that research and teaching, which institutions often imagine as separate, have always been intertwined in practice. In a contemporary moment of humanities defunding, the casualization of teaching, and the privatization of pedagogy, The Teaching Archive offers a more accurate view of the work we have done in the past and must continue to do in the future.