Printed Voices

Prevalent but long-neglected genres such as dialogue have recently been attracting attention in Renaissance studies. In view of the pervasive and varied nature of this genre's use in the European Renaissance, it has become crucial to widen the perspective so as to take into account more diverse approaches to this hybrid form. For this reason, Dorothea Heitsch and Jean-François Vallée have assembled a broad collection of essays by international scholars that presents comparative, interdisciplinary, and theoretical inquiry into this neglected area. The contributors ? who bring with them different linguistic, cultural, and disciplinary backgrounds ? examine dialogue from a variety of perspectives, taking into account various factors linked to the upsurge of the genre in the Renaissance. These factors include the emergence of a complex and multifarious subjectivity, the advent of modern utopias, the social and political importance of courtliness, the rise of print culture, religious and scientific controversy, the prevalence of pedagogy and rhetorical culture, the ethos of humanism, the gendering of dialogue, and Renaissance 'logocentrism.' Discussed are some of the most important works in Italian, French, German, Neo-Latin, and English, as well as some lesser known texts, making Printed Voices a truly essential volume for the Renaissance scholar.

The Printed Voice of Victorian Poetry starts from a simple fact: our written language does not represent the way we speak. Intonation, accent, tempo, and pitch of utterance can be inferred from a written text but they are not clearly demonstrated there. The book shows the implications of this fact for linguists and philosophers of language and offers fundamental criticisms of some recent work in these fields. It aims principally to describe the ways in which nineteenth-century English poets–Tennyson, Browning, Hopkins–responded creatively to the ambiguities involved in writing down their own voices, the melodies of their speech. Original readings of the poets' work are given, both at a minutely detailed level and with regard to major preoccupations of the period–immortality, morbidity, marriage, social divisions, and religious conversions–and in this way Eric Griffiths offers a new map of Victorian poetry.

From the New York Times bestselling author of Spearhead and A Higher Call comes an unflinching, brutal, and relentless firsthand chronicle of United States Marine Corps’ actions in the Pacific during World War II. Following fifteen Marines from the Pearl Harbor attack, through battles with the Japanese, to their return home after V-J Day, Adam Makos and Marcus Brotherton have compiled an oral history of the Pacific War in the words of the men who fought on the front lines. With unflinching honesty, these Marines reveal harrowing accounts of combat with an implacable enemy, the friendships and camaraderie they found—and lost—and the aftermath of the war’s impact on their lives. With unprecedented access to the veterans, rare photographs, and unpublished memoirs, Voices of the Pacific presents true stories of heroism as told by such World War II veterans as Sid Phillips, R. V. Burgin, and Chuck Tatum—whose exploits were featured in the HBO® miniseries, The Pacific—and their Marine buddies from the legendary 1st Marine Division. Includes rare photos!

"Two ideas lie at the heart of this study and its claim that we need a new history of reading: that voices in books can affect us deeply ; that printed books can be brought to life with the voice. Voices and Books offers a new history of reading focussed on the oral and voice-aware silent reader, rather than the historical reader we have privileged in the last few decades, who is invariably male, silent, and alone. It recovers the vocality of education for boys and girls in Renaissance England, and the importance of training in pronuntiatio (delivery) for oral-aural literary culture. It offers the first attempt to recover the voice-and tone-from textual sources. It explores what happens when we bring voice to text, how vocal tone realizes or changes textual meaning, and how the literary writers of the past tried to represent their own and others' voices, as well as manage and exploit the voices of their readers. It offers fresh readings of the key Tudor authors who anticipated oral readers: John Bale, Anne Askew, William Baldwin, Thomas Nashe. And it aims to rethink what a printed book can be, searching the printed page for vocal cues, and exploring the neglected role of the voice in the printing process"-- Provided by publisher.

Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history of the social context of foreign language education in Britain, as well as an overview of changing approaches, methods and techniques in language teaching and learning. The important impact of classroom-external factors on developments in language teaching and learning is also taken into account, particularly regarding the policies and public examination requirements of the 20th century. Beginning with a chronological overview of language teaching and learning in Britain, McLelland explores which languages were learned when, why and by whom, before examining the social history of language teaching and learning in greater detail, addressing topics including the status that language learning and teaching have held in society. McLelland also provides a history of how languages have been taught, contrasting historical developments with current orthodoxies of language teaching. Experiences outside school are discussed with reference to examples from adult education, teach-yourself courses and military language learning. Providing an accessible, authoritative history of language education in Britain, Teaching and Learning Foreign Languages will appeal to academics and postgraduate students engaged in the history of education and language learning across the world. The book will also be of interest to teacher educators, trainee and practising teachers, policymakers and curriculum developers.