In this fresh and innovative approach, John H. Fisher eloquently explains Chaucer’s importance to Western culture.
English literature begins with Chaucer. The first writer to demonstrate that English was as effective a medium for literature as Latin or French, Chaucer introduced realism, satire, and humor into English writing. In examining Chaucer’s cultural importance, however, Fisher ventures beyond literary excellence, basing his cultural interpretation on inferences about Chaucer’s domestic life, about his possible experience in the inns of chancery and inns of court, and about the possibility that Henry V and the Lancastrian government sought deliberately to promote Chaucer’s poems as models of what could be accomplished in the vernacular.
Fisher’s willingness to boldly infer from the scant evidence available allows him to place Chaucer in the poet’s, and our, culture in a way he has not been placed before. By attributing to Chaucer innovations to which other writers have only alluded, and by reaching conclusions which others have been hesitant to approach, Fisher presents an interpretation at once controversial, engaging, and informative.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.
Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.
Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
Part critique of existing policy and practice, part call-to-action, Technology and Literacy in the Twenty-First Century explores the complex linkage between technology and literacy that has come to characterize American culture and its public educational system at the end of the twentieth century.
To provide a specific case study of this complex cultural formation, award-winning educator Cynthia L. Selfe discusses the Technology Literacy Challenge, an official, federally sponsored literacy project begun in 1996 that has changed—at fundamentally important levels—the definition of literacy and the practices recognized as constituting literate behavior in America. Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of racism, poverty, and illiteracy.
She describes how the national project to expand technological literacy came about, what effects it has yielded, why the American public has supported this project, and how teachers of English, language arts, and composition have contributed to this project, despite their best intentions.
A primary goal of this study is to make teachers of English and composition increasingly aware of the new literacy agenda and to suggest how they might positively influence its shape and future direction, both in the classroom and in the community. This awareness is an integral part of educators' larger professional responsibility to understand the way in which our culture thinks about and values literacy. Perhaps even more important, argues Selfe, this awareness is part of teachers' ethical responsibility to understand how literacy and literacy instruction directly and continually affect the lived experiences of the individuals and families with whom teachers interact.
The world’s richer democracies all provide such public benefits as pensions and health care, but why are some far more generous than others? And why, in the face of globalization and fiscal pressures, has the welfare state not been replaced by another model? Reconsidering the myriad issues raised by such pressing questions, Clem Brooks and Jeff Manza contend here that public opinion has been an important, yet neglected, factor in shaping welfare states in recent decades.
Analyzing data on sixteen countries, Brooks and Manza find that the preferences of citizens profoundly influence the welfare policies of their governments and the behavior of politicians in office. Shaped by slow-moving forces such as social institutions and collective memories, these preferences have counteracted global pressures that many commentators assumed would lead to the welfare state’s demise. Moreover, Brooks and Manza show that cross-national differences in popular support help explain why Scandinavian social democracies offer so much more than liberal democracies such as the United States and the United Kingdom.
Significantly expanding our understanding of both public opinion and social policy in the world’s most developed countries, this landmark study will be essential reading for scholars of political economy, public opinion, and democratic theory.
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