Return of the Roman by Allan Massie
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Introduction: Borderlines: Contemporary Scottish Gothic
Notes Introduction: Borderlines: Contemporary Scottish Gothic 1. Caroline McCracken-Flesher, writing shortly before the latter film’s release, argues that it is, like the former, ‘still an outsider tale’; despite the emphasis on ‘Scottishness’ within these films, they could only emerge from outside Scotland. Caroline McCracken-Flesher (2012) The Doctor Dissected: A Cultural Autopsy of the Burke and Hare Murders (Oxford: Oxford University Press), p. 20. 2. Kirsty A. MacDonald (2009) ‘Scottish Gothic: Towards a Definition’, The Bottle Imp, 6, 1–2, p. 1. 3. Andrew Payne and Mark Lewis (1989) ‘The Ghost Dance: An Interview with Jacques Derrida’, Public, 2, 60–73, p. 61. 4. Nicholas Royle (2003) The Uncanny (Manchester: Manchester University Press), p. 12. 5. Allan Massie (1992) The Hanging Tree (London: Mandarin), p. 61. 6. See Luke Gibbons (2004) Gaelic Gothic: Race, Colonization, and Irish Culture (Galway: Arlen House), p. 20. As Coral Ann Howells argues in a discussion of Radcliffe, Mrs Kelly, Horsley-Curteis, Francis Lathom, and Jane Porter, Scott’s novels ‘were enthusiastically received by a reading public who had become accustomed by a long literary tradition to associate Scotland with mystery and adventure’. Coral Ann Howells (1978) Love, Mystery, and Misery: Feeling in Gothic Fiction (London: Athlone Press), p. 19. 7. Ann Radcliffe (1995) The Castles of Athlin and Dunbayne, ed. Alison Milbank (Oxford: Oxford University Press), p. 3. 8. As James Watt notes, however, Castles of Athlin and Dunbayne remains a ‘derivative and virtually unnoticed experiment’, heavily indebted to Clara Reeves’s The Old English Baron. James Watt (1999) Contesting the Gothic: Fiction, Genre and Cultural Conflict, 1764–1832 (Cambridge: Cambridge University Press), p. -
The Cultural Creation of Fulvia Flacca Bambula
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2017 The cultural creation of Fulvia Flacca Bambula. Erin Leigh Wotring University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the European History Commons, History of Gender Commons, Intellectual History Commons, Political History Commons, Social History Commons, and the Women's History Commons Recommended Citation Wotring, Erin Leigh, "The cultural creation of Fulvia Flacca Bambula." (2017). Electronic Theses and Dissertations. Paper 2691. https://doi.org/10.18297/etd/2691 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE CULTURAL CREATION OF FULVIA FLACCA BAMBULA By Erin Leigh Wotring A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville In Partial Fulfillment of the Requirements For the Degree of Master of Arts in History Department of History University of Louisville Louisville, KY May, 2017 Copyright 2017 by Erin Leigh Wotring All rights reserved THE CULTURAL CREATION OF FULVIA FLACCA BAMBULA By Erin Leigh Wotring A Thesis Approved on April 14, 2017 by the following Thesis Committee: Dr. Jennifer Westerfeld, Director Dr. Blake Beattie Dr. Carmen Hardin ii ACKNOWLEDGEMENTS I would like to thank Dr. -
Roman Literature from Its Earliest Period to the Augustan Age
The Project Gutenberg EBook of History of Roman Literature from its Earliest Period to the Augustan Age. Volume I by John Dunlop This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at http://www.gutenberg.org/license Title: History of Roman Literature from its Earliest Period to the Augustan Age. Volume I Author: John Dunlop Release Date: April 1, 2011 [Ebook 35750] Language: English ***START OF THE PROJECT GUTENBERG EBOOK HISTORY OF ROMAN LITERATURE FROM ITS EARLIEST PERIOD TO THE AUGUSTAN AGE. VOLUME I*** HISTORY OF ROMAN LITERATURE, FROM ITS EARLIEST PERIOD TO THE AUGUSTAN AGE. IN TWO VOLUMES. BY John Dunlop, AUTHOR OF THE HISTORY OF FICTION. ivHistory of Roman Literature from its Earliest Period to the Augustan Age. Volume I FROM THE LAST LONDON EDITION. VOL. I. PUBLISHED BY E. LITTELL, CHESTNUT STREET, PHILADELPHIA. G. & C. CARVILL, BROADWAY, NEW YORK. 1827 James Kay, Jun. Printer, S. E. Corner of Race & Sixth Streets, Philadelphia. Contents. Preface . ix Etruria . 11 Livius Andronicus . 49 Cneius Nævius . 55 Ennius . 63 Plautus . 108 Cæcilius . 202 Afranius . 204 Luscius Lavinius . 206 Trabea . 209 Terence . 211 Pacuvius . 256 Attius . 262 Satire . 286 Lucilius . 294 Titus Lucretius Carus . 311 Caius Valerius Catullus . 340 Valerius Ædituus . 411 Laberius . 418 Publius Syrus . 423 Index . 453 Transcriber's note . 457 [iii] PREFACE. There are few subjects on which a greater number of laborious volumes have been compiled, than the History and Antiquities of ROME. -
Poetry, Novel, Children's Picture Book, and Memoir Writing Project Faqs for 2020
Poetry, Novel, Children’s Picture Book, and Memoir Writing Project FAQs for 2020 How much do I need to have spent writing already? If you’re considering one of the year-long writing projects, you ought to have spent countless hours working on your craft. Though there’s no clear definition of what “countless hours” means, the best qualified candidates will likely have written many short stories, poems, picture books, or creative nonfiction pieces, given writing a novel, poetry collection, picture book, or memoir serious consideration and/or effort, and of course have spent years of their life reading. HOWEVER, there are those rare exceptions of writers who have not spent years honing their craft who would still be a good fit for this endeavor. If you have questions about your ability, please contact the teaching artist or The Loft for advice. How much commitment is required? By far the most important quality of the prospective student is this: How hard are you willing to work? If the answer to this question is: As hard as I have to in order to finish a collection of poetry, a novel, several picture books, or a memoir in the next year, then you’re probably a good candidate. How will the variances in abilities in the class be accounted for? What if I’m by far the best or worst writer to sign up, won’t that put me at an advantage or disadvantage? As in any writing workshop environment, there are going to be students who are further advanced or more naturally gifted than others. -
The Commentaries of Caesar, by Anthony Trollope
Project Gutenberg's The Commentaries of Caesar, by Anthony Trollope This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org/license Title: The Commentaries of Caesar Author: Anthony Trollope Release Date: November 9, 2017 [EBook #55926] Language: English *** START OF THIS PROJECT GUTENBERG EBOOK THE COMMENTARIES OF CAESAR *** Produced by Chuck Greif and the Online Distributed Proofreading Team at http://www.pgdp.net (This book was produced from scanned images of public domain material from the Google Books project.) Ancient Classics for English Readers EDITED BY THE REV. W. LUCAS COLLINS, M.A. C Æ S A R The Volumes published of this Series contain HOMER: THE ILIAD, BY THE EDITOR. HOMER: THE ODYSSEY, BY THE SAME. HERODOTUS, BY GEORGE C. SWAYNE, M.A. Late Fellow of Corpus Christi College, Oxford. The following Authors, by various Contributors, are in preparation:— VIRGIL. HORACE. ÆSCHYLUS. SOPHOCLES. ARISTOPHANES. CICERO. JUVENAL. XENOPHON. OTHERS WILL FOLLOW. A Volume will be published on the 1st of every alternate Month, price 2s. 6d. T H E C O M M E N T A R I E S OF C Æ S A R BY ANTHONY TROLLOPE WILLIAM BLACKWOOD AND SONS EDINBURGH AND LONDON MDCCCLXX CONTENTS. CHAP. PAGE I. INTRODUCTION, 1 FIRST BOOK OF THE WAR IN GAUL.—CÆSAR DRIVES FIRST THE SWISS AND II. 28 THEN THE GERMANS OUT OF GAUL.—B.C. -
Andrew M Riggsby Lucy Shoe Meritt Professor in Classics Professor of Art History • University of Texas at Austin
Andrew M Riggsby Lucy Shoe Meritt Professor in Classics Professor of Art History • University of Texas at Austin Contact Details Scholarly Interests University of Texas at Austin My current work focuses on (a) the history of 2210 Speedway C3400 information (its production, organization, and Austin TX 78712 storage) in the Roman world (and the broader 512.471.7442 ancient Mediterranean), (b) applications of cognitive science, and (c) Roman law. I also [email protected] continue to do some work in my original area orcid.org/0000-0003-0869-7060 of specialization, the cultural history of Roman political institutions. Professional Appointments Historische Zeitschrift 2012.753-4; Potier, From Sept. 2015. University of Texas at Cambridge Law Journal 2012.446-7; Tuori, Austin. Lucy Shoe Meritt Professor in Classics Arctos 2010.367; Hawkins, Ancient History and (by courtesy) Professor of Art History. Bulletin 2011.141-3; Peachin, Mnemosyne Sept. 2013-June 2014. Princeton University. 2012.866-8; Meyer, Religious Studies Review Stanley Kelley, Jr. Visiting Professor for 2011.278; Bannon, CR 2012.247-8; Metzger, Distinguished Teaching. JRS 2012.354-6; Levick, G&R 2012.139-40; Frier JRA 2011.564-6; Mazurek, NECJ Aug. 1993–August 2015. University of Texas 2011.130-3; Coşkun, Mouseion at Austin. Assistant Professor to Professor of 2010.307-11] Classics, and (from June 2006, by courtesy) of Art and Art History. Caesar in Gaul and Rome: War in Words (University of Texas Press, 2006) [2006 Association of American Publishers, Education Professional/Scholarly Publishing Division University of California, Berkeley, M.A. Award for Excellence, Classics and Ancient (Greek) 1988, Ph.D. -
For Madmen Only? the Authentic Memoir's Destabilization Of
FOR MADMEN ONLY? THE AUTHENTIC MEMOIR’S DESTABILIZATION OF IDENTITY HONORS THESIS Presented to the Honors College of Texas State University in Partial Fulfillment of the Requirements for Graduation in the Honors College by Joseph Darby Massengale San Marcos, Texas May 2019 FOR MADMEN ONLY? THE AUTHENTIC MEMOIR’S DESTABILIZATION OF IDENTITY by Joseph Darby Massengale Thesis Supervisor: ________________________________ René LeBlanc, MFA Department of English Approved: ____________________________________ Heather C. Galloway, Ph.D. Dean, Honors College For Madmen Only? The Authentic Memoir’s Destabilization of Identity Abstract The memoir has been called creative nonfiction which positions it somewhere in between fiction and nonfiction. This paper considers the memoir’s capacity to approach authenticity and the challenges this presents for those writing about mental illness. This paper also clarifies the idiosyncrasies of the genre of memoir, particularly how it stands out against other genres such as the novel and autobiography, and how this generates certain expectations in the readers of memoir. Research is used that investigates the complexity of the genre of memoir as well as the concept of authenticity to make an argument for how authors might approach authenticity in their memoir writing. It is shown that memoir is a genre that allows for an emphasis on subjectivity and creativity rather than historical fact. Authenticity is shown to be a polemical concept, which, in the case of memoir, is directed against the author’s previous identity. Marion Milner’s autobiographical writing method is used as an example for writing authentic memoir. This thesis argues that the authentic memoir may be used to create a new identity of its own and therefore relies on an author’s relinquishing of previous identity, and that through this process of identity destabilization the activity of writing memoir approaches an authenticity of its own. -
What Makes a Memoir Different from an Autobiography Or Biography?
Name: ________________________________________ Date: ____________ Class: _______ What is a Memoir? What Makes a Memoir Different from an Autobiography or Biography? Author: Barbara Doyen A literary agent discusses the contents of a quality memoir and how it differs from an autobiography or biography. Memoirs are perennially popular with many new books coming out each year. The bestseller, Night, by Elie Wiesel, is a memoir, not an autobiography or biography. But what is a memoir, anyway? Memoir, autobiography, biography A memoir is a special kind of autobiography, usually involving a public portion of the author’s life as it relates to a person, historic event, or thing. The text is about the personal knowledge and/or experiences of the author. In contrast, an autobiography covers the author’s entire life to the present, and is expected to include details about his or her public and private life. A biography is someone’s life story written by another person. Examples of memoirs Elie Wiesel’s Night relates true stories of fellow concentration camp sufferers during the Holocaust of WWII based on the author’s shared experiences with them. He limits our glimpses of his own ordeals, including them reluctantly as a vehicle to chronicle the others’ suffering, perhaps due to survivor’s guilt. Irene Spencer’s Shattered Dreams: My Life as a Polygamists’s Wife is about polygamy from the author’s personal experience of it. Now in a monogamous marriage, which was beyond the topic of this memoir, Spencer did not give us the details of her life outside of polygamy. Jung Chang’s Wild Swans: Three Daughters of China is the author’s memoir recounting the terrible events in twentieth century China by telling us how she, her mother, and her grandmother survived them. -
AS and a Level English Language and Literature
AS and A Level English Language and Literature GUIDE TO GENERIC COVENTIONS To accompany Voices in Speech and Writing: An Anthology A level and AS: Guide to Genre and Generic Conventions GCE English Language and Literature Guide to Genre and Generic Conventions Contents Introduction 2 Article 5 Autobiography/biography 7 Diary/memoir 9 Digital Texts 12 Blog 14 Podcast 16 Interview 18 Radio Drama/Screenplay 20 Reportage 22 Review 24 Speech 26 Travelogue 28 Bibliography, further reading and resources 30 © Pearson Education Ltd 2015. Copying permitted for Edexcel centres only. This material is not copyright free. 1 Introduction This guide attempts to offer not just some explanation of the types of texts we see in the Voices in Speech and Writing Anthology1, but also to promote a deeper understanding of definitions of genre and genre conventions that will be of use for both AS and A Level students, and perhaps challenge some teachers to refresh their thoughts on these subjects too. This guide has multiple audiences in mind and it is hoped will serve multiple purposes: as a teaching aid or resource book for teachers; an introductory document for students taking AS and/or A Level English Language and Literature; and also as revision support for student nearing the end of their studies. Let’s start with some thoughts on definitions. What is genre? We can define genre in a number of ways – try using several dictionaries to look up definitions, any well-known online search engine or an online resource that is universally trusted, such as this example from the Oxford English Dictionary (the OED). -
'Night' by Elie Wiesel
A TEACHER’S RESOURCE for PART OF THE “WITNESSES TO HISTORY” SERIES PRODUCED BY FACING HISTORY AND OURSELVES & VOICES OF LOVE AND FREEDOM A TEACHER’S RESOURCE for Night by Elie Wiesel Part of the “Witnesses to History” series produced by Facing History and Ourselves & Voices of Love and Freedom Acknowledgments Voices of Love and Freedom (VLF) is a nonprofit educational organization that pro- motes literacy, values, and prevention. VLF teacher resources are designed to help students: • appreciate literature from around the world • develop their own voices as they learn to read and write • learn to use the values of love and freedom to guide their lives • and live healthy lives free of substance abuse and violence. Voices of Love and Freedom was founded in 1992 and is a collaboration of the Judge Baker Children’s Center, Harvard Graduate School of Education, City University of New York Graduate School, and Wheelock College. For more information, call 617-635-6433, fax 617-635-6422, e-mail [email protected], or write Voices of Love and Freedom, 67 Alleghany St., Boston, MA 02120. Facing History and Ourselves National Foundation, Inc. (FHAO) is a national educa- tional and teacher training organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust and other exam- ples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. -
Modern Scottish Fiction: Telling Stories in Order to Live
Modern Scottish Fiction: Telling Stories in Order to Live David Goldie Scottish fiction has been lauded in recent years for its formal and linguistic inventiveness, its diversity, and the sense it gives of an increasingly self- confident culture edging closer to a distinctive expression of national self- determination. This, though, is a relatively recent phenomenon: the result of only thirty years or so of experiment and development. For much of the second-half of the twentieth-century, in the years before the political and social changes brought about by the Thatcher governments’ assault on the post-war settlement and the consequent destabilisation of the United Kingdom’s constitutional arrangements, Scottish fiction, like Scottish culture more generally, was arguably much less ambitious, less focused, and less self-assured. Like a set of disconnected stories in search of a theme, Scottish fiction might be said, in the years following 1945, to have suffered a deep and disorientating crisis of confidence. The Scottish Literary Renaissance movement that had gained prominence in the decade before the Second World War had brought with it an expansive sense of the possibilities open to a self-assured, assertive national literature. Although it had sometimes fallen far short of the political and aesthetic aspirations of its remarkable animateur, the poet Hugh MacDiarmid, the Renaissance had created the conditions for a literature confident in the lyrical and expressive power of Scots dialect and aware of its potential to grasp and bend the -
Nonfiction - Autobiography/Biography
Nonfiction - Autobiography/Biography CCGPS Standards and "I Can" statements ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. I can analyze and distinguish among a memoir, a biogrphy, and an autobiography 2. I can provide specific examples from the text to support my answers to questions about the text 3. I can analyze and explain the purpose, structure, and elements of nonfiction works, including memoir, biography ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 4. I can articulate the main or central idea of a text, using specific details from the text. ELACC9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 5. I can explain a writer's point of view Task 1. Definitions Use the following links to define each of the terms below ON YOUR OWN PAPER> 1 Nonfiction http://www.learnersdictionary.com/definition/nonfiction 2 Autobiography. http://www.learnersdictionary.com/definition/autobiography 3 Memoir http://www.learnersdictionary.com/definition/memoir 4 Diary http://www.learnersdictionary.com/definition/diary 5 Biography. http://www.learnersdictionary.com/definition/biography Task 2. Graphic Organizer Get the following textbook: 9th grade (GOLD) literature book. Yes, I know it's 9th grade, but it has the info we need for this unit! 1.