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Reciprocal Constructions in Meitei and Nyishi
by Atanu SahaThis book investigates three interesting questions arising from the intriguing cross-linguistic perspective of Meiteilon and Nyishi, two Tibeto-Burman languages respectively spoken in the states of Manipur and Arunachal Pradesh in India. The first question relates to developing a model for the syntax and semantics of these verbal reciprocal languages. Secondly, the book attempts to provide an account of the surface variations between the languages using this model. The book also tries to build an account for the co-occurrences of the nominal and verbal reciprocals in languages like Meiteilon and Nyishi. Both languages use a verbal strategy for default reciprocalization and both the languages show discontinuous reciprocity. The author argues that if the reciprocal marker consists of one suffix (as in the case of Meiteilon), it may express several other functions, but if the reciprocal marker composes of more than one suffix (as in Nyishi), it does not show polysemy. Both languages can reciprocalize unaccusative and unergative verbs, and in both the languages, overt distributive nominal reciprocal markers show strong reciprocity. This book will be of interest to syntacticians and typologists working in the domain of universal grammar, as well as computational linguists seeking empirical data on endangered and underrepresented languages.
Reciprocity in English: Historical Development and Synchronic Structure (Routledge Studies In Germanic Linguistics #15)
by Florian HaasAlthough the grammatical expression of reciprocal (or ‘mutual’) situations in the languages of the world has received a surprising amount of attention in recent years, so far no comprehensive study specifically dealing with the historical development and synchronic structure of English reciprocal constructions has been published. This book takes into consideration insights from the three major research projects on reciprocity in the languages of the world as well as the rich literature on more specific aspects of reciprocity. Assuming a usage-based model of grammar, the development of the reciprocal strategies used in present-day English is described, with special attention paid to the periods following Middle English, where today’s system began to take shape. The means of expressing reciprocity in today’s English (e.g. the expressions each other and one another) are then analyzed as a system of competing constructions, the make-up and distribution of which can be related both to their history and subtle distinctions in meaning and use associated with the different constructions. Quantitative data from corpora of natural language provides evidence for the analyses put forward. Wherever possible, claims on the expression of reciprocity in present-day English are checked against what is known about the grammar of reciprocity in other languages.
Reckoning with History: Unfinished Stories of American Freedom
by Downs, Jim; Dunbar, Erica Armstrong; Hunter, T. K.; McCarthy, Timothy PatrickReckoning with History brings together original essays from a diverse group of historians who consider how writing about the past can engage with the urgent issues of the present. The contributors—all former students of the distinguished Columbia University historian Eric Foner—explore the uses and politics of history through key episodes across a wide range of struggles for freedom. They shed new light on how different groups have defined and fought for freedom throughout American history, as well as the ways in which the ideal of freedom remains unrealized today. Covering a broad range of topics, these essays offer insight into how historians practice their craft in different ways and illuminate what it means to be a socially and politically engaged historian.
Reckoning with the Imagination: Wittgenstein and the Aesthetics of Literary Experience
by Charles AltieriMuch current theorizing about literature involves efforts to renew our sense of aesthetic values in reading. Such is the case with new formalism as well as recent appeals to the notion of "surface reading." While sympathetic to these efforts, Charles Altieri believes they ultimately fall short because too often they fail to account for the values that engage literary texts in the social world. In Reckoning with the Imagination, Altieri argues for a reconsideration of the Kantian tradition of Idealist ethics, which he believes can restore much of the power of the arguments for the role of aesthetics in art. Altieri finds a perspective for that restoration in a reading of Wittgenstein's later work that stresses Wittgenstein's parallel criticisms of the spirit of empiricism. Altieri begins by offering a phenomenology of imagination, because we cannot fully honor art if we do not link it to a distinctive, socially productive force. That force emerges in two quite different but equally powerful realizations in his reading of John Ashbery's "Instruction Manual," which explicitly establishes a model for a postromantic view of imagination, and William Butler Yeats's "Leda and the Swan." He then turns to Wittgenstein with chapters on the role of display as critique of Enlightenment thinking, the honoring of qualities like sensitivity and the ability to attune to the actions of others, the role of expression in the building of models, and the contrast between ethical and confessional modes of judgment. Finally, Altieri produces his own model of aesthetic experience as participatory valuation and makes an extended argument for the social significance of appreciation as a way to escape the patterns of resentment fundamental to our current mode of politics. A masterful work by one of our foremost literary and philosophical theorists, Reckoning with the Imagination will breathe new life into ongoing debates over the value of aesthetic experience.
Reclaiming English Language Arts Methods Courses: Critical Issues and Challenges for Teacher Educators in Top-Down Times
by Allen Webb Jory BrassReclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers’ capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children’s and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms. Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.
Reclaiming Accountability: Improving Writing Programs through Accreditation and Large-Scale Assessments
by Wendy Sharer, Tracy Ann Morse, Michelle F. Eble and William P. BanksReclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change. Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts. In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others. Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed
Reclaiming Assia Wevill: Sylvia Plath, Ted Hughes, and the Literary Imagination
by Julie Goodspeed-ChadwickReclaiming Assia Wevill: Sylvia Plath, Ted Hughes, and the Literary Imagination reconsiders cultural representations of Assia Wevill (1927–1969), according her a more significant position than a femme fatale or scapegoat for marital discord and suicide in the lives and works of two major twentieth-century poets. Julie Goodspeed-Chadwick’s innovative study combines feminist recovery work with discussions of the power and gendered dynamics that shape literary history. She focuses on how Wevill figures into poems by Sylvia Plath and Ted Hughes, showing that they often portrayed her in harsh, conflicted, even demeaning terms. Their representations of Wevill established condemnatory narratives that were perpetuated by subsequent critics and biographers and in works of popular culture. In Plath’s literary treatments, Goodspeed-Chadwick locates depictions of both desirable and undesirable femininity, conveyed in images of female bodies as beautiful but barren or as vehicles for dangerous, destructive acts. By contrast, Hughes’s portrayals illustrate the role Wevill occupied in his life as muse and abject object. His late work Capriccio constitutes a sustained meditation on trauma, in which Hughes confronts Wevill’s suicide and her killing of their daughter, Shura. Goodspeed-Chadwick also analyzes Wevill’s self-representations by examining artifacts that she authored or on which she collaborated. Finally, she discusses portrayals of Wevill in recent works of literature, film, and television. In the end, Goodspeed-Chadwick shows that Wevill remains an object of both fascination and anger, as she was for Plath, and a figure of attraction and repulsion, as she was for Hughes. Reclaiming Assia Wevill reconsiders its subject’s tragic life and lasting impact in regard to perceived gender roles and notions of femininity, power dynamics in heterosexual relationships, and the ways in which psychological traumas impact life, art, and literary imagination.
Reclaiming Composition for Chicano/as and Other Ethnic Minorities
by Iris D. RuizThis book examines the history of ethnic minorities--particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.
Reclaiming Critical Remix Video: The Role of Sampling in Transformative Works (Routledge Research in Cultural and Media Studies)
by Owen GallagherRemix is now considered by many to be a form of derivative work, but such generalizations have resulted in numerous non-commercial remixes being wrongfully accused of copyright infringement. Gallagher argues, however, that remix is a fundamentally transformative practice. The assumption that cultural works should be considered a form of private property is called into question in the digital age; thus, he proposes an alternative system to balance the economic interests of cultural producers with the ability of the public to engage with a growing intellectual commons of cultural works. Multimodal analyses of both remixed and non-remixed intertextual work, with a particular focus on examples of critical remix video, fuel the discussion, synthesizing a number of investigative methods including semiotic, rhetorical and ideological analysis.
Reclaiming Early Childhood Literacies: Narratives of Hope, Power, and Vision
by Kathryn F. Whitmore Richard J. MeyerAt a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts.
Reclaiming Greek Drama for Diverse Audiences: An Anthology of Adaptations and Interviews
by Melinda PowersReclaiming Greek Drama for Diverse Audiences features the work of Native-American, African-American, Asian-American, Latinx, and LGBTQ theatre artists who engage with social justice issues in seven adaptations of Sophocles’ Antigone, Euripides’ Trojan Women, Hippolytus, Bacchae, Alcestis, and Aristophanes’ Frogs, as well as a work inspired by the myth of the Fates. Performed between 1989 and 2017 in small theatres across the US, these contemporary works raise awareness about the trafficking of Native-American women, marriage equality, gender justice, women’s empowerment, the social stigma surrounding HIV, immigration policy, and the plight of undocumented workers. The accompanying interviews provide a fascinating insight into the plays, the artists’ inspiration for them, and the importance of studying classics in the college classroom. Readers will benefit from an introduction that discusses practical ways to teach the adaptations, ideas for assignments, and the contextualization of the works within the history of classical reception. Serving as a key resource on incorporating diversity into the teaching of canonical texts for Classics, English, Drama and Theatre Studies students, this anthology is the first to present the work of a range of contemporary theatre artists who utilize ancient Greek source material to explore social, political, and economic issues affecting a variety of underrepresented communities in the US.
Reclaiming John Steinbeck: Writing for the Future of Humanity
by Gavin JonesJohn Steinbeck is a towering figure in twentieth-century American literature; yet he remains one of our least understood writers. This major reevaluation of Steinbeck by Gavin Jones uncovers a timely thinker who confronted the fate of humanity as a species facing climate change, environmental crisis, and a growing divide between the powerful and the marginalized. Driven by insatiable curiosity, Steinbeck's work crossed a variety of borders – between the United States and the Global South, between human and nonhuman lifeforms, between science and the arts, and between literature and film – to explore the transformations in consciousness necessary for our survival on a precarious planet. Always seeking new forms to express his ecological and social vision of human interconnectedness and vulnerability, Steinbeck is a writer of urgent concern for the twenty-first century, even as he was haunted by the legacies of racism and injustice in the American West.
Reclaiming Karbala: Nation, Islam and Literature of the Bengali Muslims (Routledge Studies in Comparative Literature)
by Epsita HalderAnalysing an extensive range of texts and publications across multiple genres, formats and literary lineages, Reclaiming Karbala studies the emergence and formation of a viable Muslim identity in Bengal over the late-19th century through the 1940s. Beginning with an explanation of the tenets of the battle of Karbala, this multi-layered study explores what it means to be Muslim, as well as the nuanced relationship between religion, linguistic identity and literary modernity that marks both Bengaliness and Muslimness in the region.This book is an intervention into the literature on regional Islam in Bengal, offering a complex perspective on the polemic on religion and language in the formation of a jatiya Bengali Muslim identity in a multilingual context. This book, by placing this polemic in the context of intra-Islamic reformist conflict, shows how all these rival reformist groups unanimously negated the Karbala-centric commemorative ritual of Muharram and Shī‘ī intercessory piety to secure a pro-Caliphate sensibility as the core value of the Bengali Muslim public sphere.
Reclaiming Literacies as Meaning Making: Manifestations of Values, Identities, Relationships, and Knowledge
by Kathryn F. WhitmoreWhitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.
Reclaiming Nostalgia: Longing for Nature in American Literature (Under the Sign of Nature)
by Jennifer K. LadinoOften thought of as the quintessential home or the Eden from which humanity has fallen, the natural world has long been a popular object of nostalgic narratives. In Reclaiming Nostalgia, Jennifer Ladino assesses the ideological effects of this phenomenon by tracing its dominant forms in American literature and culture since the closing of the frontier in 1890. While referencing nostalgia for pastoral communities and for untamed and often violent frontiers, she also highlights the ways in which nostalgia for nature has served as a mechanism for social change, a model for ethical relationships, and a motivating force for social and environmental justice.
Reclaiming Powerful Literacies: New Horizons for Critical Discourse Analysis (Expanding Literacies in Education)
by Rebecca RogersOffering a unique, reflexive framework for Critical Discourse Analysis focused on discourses of hope, transformation, and liberation, this book showcases a variety of powerful literacies in action. Drawing from original research in a range of public, educational spaces across the lifespan—from Kindergartners studying social justice movements, to sixth graders designing a social justice museum exhibit focused on the environment and sustainability, to teacher education students practicing racial literacy in response to the death of Michael Brown in Ferguson, Missouri—Rogers makes the case that critical social theories often associated with Critical Discourse Analysis have not kept pace with a recent shift toward the positive, referred to as Positive Discourse Analysis. Encouraging readers to reconsider their understanding of concepts such as power, action, context, critique, and reflexivity, this book illustrates the potential of theorizing discourse analysis from a positive orientation.
Reclaiming Reading: Teachers, Students, and Researchers Regaining Spaces for Thinking and Action
by Richard Meyer Kathryn WhitmoreInviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners’ and their teachers’ lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.
Reclaiming Writing: Composing Spaces for Identities, Relationships, and Actions
by Kathryn F. Whitmore Richard J. MeyerWith passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers’ searches for voice, identity, and agency. Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume’s critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.
Reclaiming the Author: Figures and Fictions from Spanish America
by Lucille KerrThe recent fiction of Spanish America has been widely acclaimed for its experimental and revolutionary qualities. In Reclaiming the Author, Lucille Kerr studies the sources of power of this newly emergent literature in her detailed examination of the critical concept of "the author." Kerr considers how Spanish American narratives raise questions about authorial identity and activity through the different figures of the author they propose. These author-figures, she maintains, both complement and contradict notions of authority that exist outside of the world of fiction.By focusing on works by well-known Spanish American authors--Cortazar, Donoso, Fuentes, Poniatowska, Puig, and Vargas Llosa--Kerr shows how the Spanish Americans have formed a radical poetics of the author. Her readings demonstrate how exemplary Spanish American texts, such as Rayuela, Terra nostra, and El hablador, call into question the author as a unitary or uniform, and therefore unproblematical, figure. Individually and together, Kerr's readings reclaim "the author" as a complex critical concept encompassing diverse, conflicting, even competitive roles.
Reclaiming the Political in Latin American History: Essays from the North
by Gilbert M. JosephReclaiming the Political in Latin American History is a collection that embraces a new social and cultural history of Latin America that is not divorced from politics and other arenas of power. True to the intellectual vision of Brazilian historian Emilia Viotti da Costa, one of Latin America's most distinguished scholars, the contributors actively revisit the political--as both a theme of historical analysis and a stance for historical practice--to investigate the ways in which power, agency, and Latin American identity have been transformed over the past few decades. Taking careful stock of the state of historical writing on Latin America, the volume delineates current historiographical frontiers and suggests a series of new approaches that focus on several pivotal themes: the construction of historical narratives and memory; the articulation of class, race, gender, sexuality, and generation; and the historian's involvement in the making of history. Although the book represents a view of the Latin American political that comes primarily from the North, the influence of Viotti da Costa powerfully marks the contributors' engagement with Latin America's past. Featuring a keynote essay by Viotti da Costa herself, the volume's lively North-South encounter embodies incipient trends of hemispheric intellectual convergence. Contributors. Jeffrey L. Gould, Greg Grandin, Daniel James, Gilbert M. Joseph, Thomas Miller Klubock, Mary Ann Mahony, Florencia E. Mallon, Diana Paton, Steve J. Stern, Heidi Tinsman, Emilia Viotti da Costa, Barbara Weinstein
Recoding World Literature: Libraries, Print Culture, and Germany's Pact with Books
by B. Venkat ManiWinner, 2018 Aldo and Jeanne Scaglione Prize for Studies in Germanic Languages and Literatures, Modern Language AssociationWinner, 2018 German Studies Association DAAD Book Prize in Germanistik and Cultural Studies.From the current vantage point of the transformation of books and libraries, B. Venkat Mani presents a historical account of world literature. By locating translation, publication, and circulation along routes of “bibliomigrancy”—the physical and virtual movement of books—Mani narrates how world literature is coded and recoded as literary works find new homes on faraway bookshelves. Mani argues that the proliferation of world literature in a society is the function of a nation’s relationship with print culture—a Faustian pact with books. Moving from early Orientalist collections, to the Nazi magazine Weltliteratur, to the European Digital Library, Mani reveals the political foundations for a history of world literature that is at once a philosophical ideal, a process of exchange, a mode of reading, and a system of classification.Shifting current scholarship’s focus from the academic to the general reader, from the university to the public sphere, Recoding World Literature argues that world literature is culturally determined, historically conditioned, and politically charged.
Recognition and Ethics in World Literature: Religion, Violence, and the Human (Studies In World Literature Ser. #2)
by Vincent van Bever DonkerRecognition and Ethics in World Literature is a critical comparative study of contemporary world literature, focusing on the importance of the ethical turn (or return) in literary theory. The book examines the ethical engagement of novels by Amitav Ghosh, Chimamanda Adichie, Caryl Phillips, Kazuo Ishiguro, Zadie Smith, and J. M. Coetzee, exploring the overlap and divergence between Levinasian/Derridean and Aristotelian ethics. Recognitions and emotional responses are integral to the unfolding of ethical concerns, and the ethics they explore are often marked by the complexity and impurity characteristic of the tragic. Recognition is particularly suitable for the concerns of world literature authors in its interconnection of the universal and the particular-a binary that has been crucial in postcolonialism and remains important for the wider field of world literature. This study builds its analysis around three broad themes: religion, the memory of violence, and the human.
Recognition and Revelation: Short Nonfiction Writings (Carleton Library Series #251)
by Margaret LaurenceMargaret Laurence, best known for her germinal novels set in the Canadian prairies, is one of the nation's most respected authors. She was also an accomplished essayist, yet today her nonfiction writing is largely unavailable and therefore little known. In Recognition and Revelation Nora Foster Stovel brings together Laurence's short nonfiction works, including many that have not previously been collected and some that have never before been published. These works, including over fifty essays and addresses that span Laurence's writing career from the 1960s to the 1980s, reveal her passionate concern for Canadian literature and for the land and peoples of Canada. Based on extensive archival research, Stovel's introduction contextualizes Laurence's nonfiction writings in her life as a creative artist and political activist and as a woman writing in the twentieth century. The texts range from essays on Laurence's own writings and on other works of Canadian literature to autobiographical essays, several focusing on environmental concerns, to sociopolitical essays and writing advocating for peace and nuclear disarmament. By revealing Laurence as a socially and politically committed artist, this collection of lively and provocative essays illuminates the undercurrents of her creative writing and places her fiction - often informed by her nonfiction writing - in a new light.
Recognizing Persius (Martin Classical Lectures #23)
by Kenneth J. ReckfordRecognizing Persius is a passionate and in-depth exploration of the libellus--or little book--of six Latin satires left by the Roman satirical writer Persius when he died in AD 62 at the age of twenty-seven. In this comprehensive and reflectively personal book, Kenneth Reckford fleshes out the primary importance of this mysterious and idiosyncratic writer. Reckford emphasizes the dramatic power and excitement of Persius's satires--works that normally would have been recited before a reclining, feasting audience. In highlighting the satires' remarkable honesty, Reckford shows how Persius converted Roman satire into a vehicle of self-exploration and self-challenge that remains relevant to readers today. The book explores the foundations of Roman satire as a performance genre: from the dinner-party recitals of Lucilius, the founder of the genre, through Horace, to Persius's more intense and inward dramatic monologues. Reckford argues that despite satire's significant public function, Persius wrote his pieces first and mainly for himself. Reckford also provides the context for Persius's life and work: his social responsibilities as a landowner; the interplay between his life, his Stoic philosophy, and his art; and finally, his incomplete struggle to become an honest and decent human being. Bringing the modern reader to a closer and more nuanced acquaintance with Persius's work, Recognizing Persius reinstates him to the ranks of the first-rate satirists, alongside Horace and Juvenal.
Recognizing Tone: The Jamestown Comprehension Skills Series with Writing Activities, Third Edition
by Jamestown PublishersThe Comprehension Skills Series teaches students to become stronger, efficient readers by developing ten important, specific reading comprehension skills.