This volume highlights some of the main issues and questions surrounding the field of second language (L2) writing, and includes 14 chapters authored by contributors from a wide variety of geographical regions including, but not limited to, North America, Europe, Australia, and Asia. The authors are all experienced L2 writing researchers, and their contributions will enhance the reader’s understanding of issues related to L2 writing. Considering the breadth and the depth of the issues raised and discussed, the book will appeal to a wide readership, including postgraduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics (AL), and both early-career and experienced TESOL/AL researchers.

For a long time now, readers and scholars have strained against the limits of traditional literary criticism, whose precepts--above all, "objectivity"--seem to have so little to do with the highly personal and deeply felt experience of literature. The Intimate Critique marks a movement away from this tradition. With their rich spectrum of personal and passionate voices, these essays challenge and ultimately breach the boundaries between criticism and narrative, experience and expression, literature and life. Grounded in feminism and connected to the race, class, and gender paradigms in cultural studies, the twenty-six contributors to this volume--including Jane Tompkins, Henry Louis Gates, Jr., Shirley Nelson Garner, and Shirley Goek-Lin Lim--respond in new, refreshing ways to literary subjects ranging from Homer to Freud, Middlemarch to The Woman Warrior, Shiva Naipaul to Frederick Douglass. Revealing the beliefs and formative life experiences that inform their essays, these writers characteristically recount the process by which their opinions took shape--a process as conducive to self-discovery as it is to critical insight. The result--which has been referred to as "personal writing," "experimental critical writing," or "intellectual autobiography"--maps a dramatic change in the direction of literary criticism. Contributors. Julia Balen, Dana Beckelman, Ellen Brown, Sandra M. Brown, Rosanne Kanhai-Brunton, Suzanne Bunkers, Peter Carlton, Brenda Daly, Victoria Ekanger, Diane P. Freedman, Olivia Frey, Shirley Nelson Garner, Henry Louis Gates, Jr., Melody Graulich, Gail Griffin, Dolan Hubbard, Kendall, Susan Koppelman, Shirley Geok-Lin Lim, Linda Robertson, Carol Taylor, Jane Tompkins, Cheryl Torsney, Trace Yamamoto, Frances Murphy Zauhar

This book gives students an answer to the question, “What does my professor want from this essay?” In lively, direct language, it explains the process of creating “a clearly-written argument, based on evidence, about the meaning, power, or structure of a literary work.” Using a single poem by William Carlos Williams as the basis for the process of writing a paper about a piece of literature, it walks students through the processes of reading, brainstorming, researching secondary sources, gathering evidence, and composing and editing the paper. Writing Essays About Literature is designed to strengthen argumentation skills and deepen understanding of the relationships between the reader, the author, the text, and critical interpretations. Its lessons about clarity, precision, and the importance of providing evidence will have wide relevance for student writers.

Myth, art, literature, film, and other discourses are replete with depictions of evil plants, salvific plants, and human-plant hybrids. In various ways, these representations intersect with “deep-rooted” insecurities about the place of human beings in the natural world, the relative viability of animalian motility and heterotrophy as evolutionary strategies, as well as the identity of organic life as such. Plants surprise us by combining the appearance of harmlessness and familiarity with an underlying strangeness. The otherness of vegetal life poses a challenge to our ethical, philosophical, and existential categories and tests the limits of human empathy and imagination. At the same time, the resilience of plants, their adaptability, and their integration with their habitat are a perennial source of inspiration and wisdom. Plants and Literature: Essays in Critical Plant Studies examines the manner in which literary texts and other cultural products express our multifaceted relationship with the vegetable kingdom. The range of perspectives brought to bear on the subject of plant life by the various authors and critics represented in this volume comprise a novel vision of ecological interdependence and stimulate a revitalized sensitivity to the relationships we share with our photosynthetic brethren. Randy Laist is Associate Professor of English at Goodwin College. He is the author of Technology and Postmodern Subjectivity in Don DeLillo’s Novels and the editor of Looking for Lost: Critical Essays on the Enigmatic Series. He has also published dozens of articles on literature, film, and pedagogy.

WRITING PROGRAMS WORLDWIDE offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.

Dog and Magpie are friends, but when Fox comes into the bush, everything changes. This breathtaking story has won acclaim around the world: CBCA Picture Book of the Year; two Premiers' literary awards; honours in Germany, Brazil, Japan; a shortlisting for the prestigious Kate Greenaway Medal in the UK, and more. 'A publishing landmark.' Magpies 'Magnificent.' Reading Time 'a stunning book' Australian Bookseller and Publisher 'The images from this unsettling, provocative story will resonate long after the book has been closed.' Publishers Weekly (Starred Review) 'A strongly atmospheric psycho-fable--visually striking--an open-ended discussion starter.' Kirkus Reviews 'Fox is an archetypal drama about friendship, loyalty, risk and betrayal - a story that is as rich for adults as for older children.' Los Angeles Times

When Sally and her brothers spot a beached whale on their way home from school in Maine, the town races to save the it. Meanwhile, Sally sits close to the whale's eye and assures the stranded creature of its strength and beauty.

A Dominican-born academic tells the story of how the Great Books transformed his life—and why they have the power to speak to people of all backgrounds What is the value of a liberal education? Traditionally characterized by a rigorous engagement with the classics of Western thought and literature, this approach to education is all but extinct in American universities, replaced by flexible distribution requirements and ever-narrower academic specialization. Many academics attack the very idea of a Western canon as chauvinistic, while the general public increasingly doubts the value of the humanities. In Rescuing Socrates, Dominican-born American academic Roosevelt Montás tells the story of how a liberal education transformed his life, and offers an intimate account of the relevance of the Great Books today, especially to members of historically marginalized communities. Montás emigrated from the Dominican Republic to Queens, New York, when he was twelve and encountered the Western classics as an undergraduate in Columbia University’s renowned Core Curriculum, one of America’s last remaining Great Books programs. The experience changed his life and determined his career—he went on to earn a PhD in English and comparative literature, serve as director of Columbia’s Center for the Core Curriculum, and start a Great Books program for low-income high school students who aspire to be the first in their families to attend college. Weaving together memoir and literary reflection, Rescuing Socrates describes how four authors—Plato, Augustine, Freud, and Gandhi—had a profound impact on Montás’s life. In doing so, the book drives home what it’s like to experience a liberal education—and why it can still remake lives.

The two-time Newbery medalist has crafted “a loving representation of a relationship between parent and child” in post-WWII America (Publishers Weekly, starred review). This is the story of young Liz, her father, and their strained relationship. Dad has been away at WWII for longer than she can remember, and they begin their journey of reconnection through a hunting shirt, cherry pie, tender conversation, and the crow call. This allegorical story shows how, like the birds gathering above, the relationship between the girl and her father is graced with the chance to fly. “The memory of a treasured day spent with a special person will resonate with readers everywhere.” —School Library Journal (starred review) “Beautifully written, the piece reads much like a traditional short story . . . the details of [Ibatoulline’s] renderings gracefully capture a moment in time that was lost. Relevant for families whose parents are returning from war, the text is also ripe for classroom discussion and for advanced readers.” —Kirkus Reviews

This collection of essays from world-renowned scholar Hans Walter Gabler contains writings from a decade and a half of retirement spent exploring textual criticism, genetic criticism, and literary criticism. In these sixteen stimulating contributions, he develops theories of textual criticism and editing that are inflected by our advance into the digital era; structurally analyses arts of composition in literature and music; and traces the cultural implications discernible in book design, and in the canonisation of works of literature and their authors. Distinctive and ambitious, these essays move beyond the concerns of the community of critics and scholars. Gabler responds innovatively to the issues involved and often endeavours to re-think their urgencies by bringing together the orthodox tenets of different schools of textual criticism. He moves between a variety of topics, ranging from fresh genetic approaches to the work of James Joyce and Virginia Woolf, to significant contributions to the theorisation of scholarly editing in the digital age. Written in Gabler’s fluent style, these rich and elegant compositions are essential reading for literary and textual critics, scholarly editors, readers of James Joyce, New Modernism specialists, and all those interested in textual scholarship and digital editing under the umbrella of Digital Humanities.