DOCSLIB.ORG

Document Resume Ed 043 644 Te 001 091 Title Pub Date

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Document Resume Ed 043 644 Te 001 091 Title Pub Date DOCUMENT RESUME ED 043 644 TE 001 091 TITLE Phase-Elective English, 1970. INSTITUTTON Jefferson County Board of Education, Louisville, KY. PUB DATE 70 NOTE 128p. ERRS PRICE EDRS Price MF-$1.25 BC-$16.50 DESCRIPTORS American Literature, *Composition (Literary), Creative Writing, Educational Objectives, *Elective Subjects, *English Curriculum, Instructional Materials, *Language Arts, *Literature, Local Color Writing, Mass Media, Poetry, Reading Skills, Social Problems, Teaching Techniques, Theater. Arts, World Literature A BST! ACT These 40 elective courses, each phased according to one of five levels of difficulty and each comprising 12 weeks of study (a minimum of three courses being required of every student per academic year), offer an individualized program designed to realistically serve the immediate needs and future objectives of each student. Provided for each course are a brief course description, suggested achievement level needed for the course, general objectives, seecific objectives, suggested approaches, course outline, time schedule, supplementary materials, and bibliography. Some areas of study covered are creative writing, vocational English, mass media, theatre arts, reading techniques, folktales and legends, American literature, literature of social protest, poetry, Shakespeare, and modern world literature. Information on book selection and material reevaluation procedures, as well as a sample citizen's request for reevaluation of material, are appended. (MF) U.S. DIPAMMENT Of HEM EDUCATION & WILIAM MK( Of EDUCATION Is -4* THIS DOCUMENT HAS MI PIPITODUCID EMILY AS 11(11VID ROM THE C) PITON OR OKANI/ATION 0110010 Ii.POINIS Of VII* 01 OPINIONS te STAID DO 501 NECESSARILY REPVE;1111 OFFICIAL Off1(1 Of EDUCATION P0S111011 01 POLICY. '*11° C:) PHASE - ELECTIVE ENGLISH LAJ 1970 JEFFERSON COUNTY PUBLIC SCHOOLS Department of Curriculum Development and Supervision Administrative Staff Richard VanHoose Superintendent James E. Farmer Associate Superintendent for Instruction O. H. Lassiter Assistant Superintendent for Curriculum and Supervision Mildred Cobb Director of CurricuNm 0 d 0 Jefferson County Board of Education 3332 Newburg Road Louisville, Kentucky 40218 FOREWORD This tentative curricula grew primarily from the combination of results of experimental programs in English conducted in the Jeffersontown and Doss High Schools in their eleventh- and twelfth-grade classes. These schools were given an opportunity to build effective courses of study geared to actual student needs. The administrative and English staffs with the Supervisor of Elvish Instruction devoted extensive time and effort to investigating, writing, teaching, and revising the variety of nongraded, elective course offerings contained in this guide. Each course is phased according to levels of difficulty and comprises twelve weeks cf study. Each student, therefore, is required to elect a minimum of three English courses per academic year. This results in a program that not only fulfills many worthwhile objectives but also enriches the English offerings. Consequently, a desirable and ultimate goal in providing such a program is to assist each student to develop a changed attitude toward language learning. This in turn, generates an Individual program designed to serve more realistically the immediate needs of each student and to aid in the formation of his future objectives. Ric rd VanHoose Superintendent Jefferson County Public Schools TABLE OF CONTENTS Alphabetical List of Courses Description of Phases r Composition English 301 Basic Composition 302 Writing Laboratory 303 Creative Writing 410 Research Techniques Language English 311 English Fundamentals 312 Vocabulary Building 317 locational English I 321 Mass Media 323 Journalism 326 Oral Communication 327 Speech Techniques 332 Drama Workshop 333 Theatre Arts 338 Improving Reading Techniques 340 Reading for Enjoyment I 341 Individualized Reading 412 Developing Advanced Vocabulary Skills 413 semantics 417 Vocational English II 440 Reading for Enjoyment II Literature English 348 Folktales and Legends 349 Mythology 350 Ethnic Literature 351 The Short Story 355 Our Ameri,:an Heritage 356 American Literature of Today 357 The American Novel 360 Major Kentucky Authors: Jesse Stuart 365 Introduction to Science Fiction 366 Literature of Social Protest 371 Introduction to Poetry 376 Humanities I 469 Modern World Literature 470 Great Books 476 Humanities II 481 Modern English Literature 482 Our English Heritage 483 Shakespeare 484 Shakespeare Seminar 900 Independent Study Table of Contento-2 Appendixes Book Selection and Material Reevaluation Procedures Book Selection and Materials Reevaluation Policy Citizen's Request for Reevaluation of Material Book Selection and Reevaluation Policy ALPHABETICAL LIST OF COURSES Phase-Elective English Course Number Title Phase Section 356 American Literature of Today 3-5 ,Literature 357 American Novel, The 3-5 Literature 301 Basic Composition 2-3 Composition 303 Creative Writing 3-5 Composition 412 Developing Advanced Vocabulary Skills 3-5 Language 332 Drama Workshop 2-5 Language 311 English Fundamentals 1 -2. Language 350 Ethnic Literature 2-4 Literature 348 Folktales and Legends 1-3 Literature 410 Great Books 4-5 Literature 376 Humanities I 1-3 Literature 476 Aumanities II 3-5 Literature 338 Improving Reading Techniques 1-2 Language 900 Independent Study 1-5 Literature 341 Individualizes Reading 2-4 Language 371 Introduction to Poetry 3-5 Language 355 Introduction to Science Fiction 3-5 Language 323 Journalism 3 -S Language 366 Literature of Social Protest 3 -S Literature 360 Major Kentucky Authors:Jesse Stuart 3-5 Literature 321 Mass Media 3-5 Language 481 Modern English Literature 3-5 Literature 469 Modern World Literature 4-5 Literature 349 Mythology 2-4 Literature Alphabetical List-2 Course Number Title Phase Section 326 Oral Communication 1-2 Language 355 Our American Heritage 3-4 Literature 482 Our English Heritage 3-5 Literature 340 Reading for Enjoyment I 1-2 Language 440 Reading for Enjoyment II 1-2 Language 410 Research Techniques 4-5 Composition 413 Semantics 3-5 Language 483 Shakespeare 3-4 Literature 484 Shakespeare Seminar 4-5 Literature 351 Short Story, The 2-4 Literature 327 Speech Techniques 4-5 Language 333 Theatre Arts 2 -S Language 312 Vocabulary Building 1-3 Language 317 Vocational English I 1-2 Language 417 Vocational English II 1-3 Language 302 Writing Laboratory 4 -S Composition DESCRIPTION OF PHASES Phase 1 includes courses designed for students who may have reading or learning problems and for those who have, to date, shown little or no interest in English studies. In the selection of materials and in the planning of activities, care has been given to (1) increasing interest through greater enjoyment antreater relevance and (2) developing basic skills.Much student involvement is strongly recommended. Phase 2 courses are designed to increase motivation and competence in reading, language usage, and composition. A course bearing this phase designation does not introduce books of known difficulty but stresses inter- pretation and transfer of understandings in works at a comparatively easy reading level. Phase 3 courses require a higher level of reading competence than do Phases 1 and 2 as well as a willingness to extend this and other language skills. The application of basic principles in literature, language, and composition makes a Phase 3 course a more structured approach to learning. Phase 4 includes courses that require students to work at a more sophisticated level and to demonstrate a higher degree of self-motivation. Course materials and activities demand a high reading level, a grasp of language structure, and a degree of proficiency in writing. Phase 5 designates cem.rses equal, in level of difficulty, to those of college freshmen. The design of Phase 5 courses presupposes students with highly developed skills and understanding as well as maturity in thought and purpose. Both Phase 4 and Phase 5 courses focus on depth and quality rather than breadth and quantity of work. COMPOSITION English 301 BASIC COMPOSITION (Phase 2-3) Course Description Basic Composition is designed to help students develop basic writing skills in narrating, describing, and explaining. Assignments are based upon expression of ideas in an effective way. Extensive work is done in class on the development of the sentence and the paragraph. Achievement Level The students should have a desire to improve their writing. A lack of mechanical accuracy will not preclude enrollment in this class. Students with a grod command of basic writing techniques should be guided into an advanced composition course. General Objectives To teach the patterns of expository, nerrative, And descriptive writing To provide opportunities for expression in three types of writing Specific Objectives To conduct an in-depth study of the use of words To explore in depth the use of sentences To construct paragraphs To help students distinguish writing styles MIterials Provided for Students Blickhahn, Katherine M., and others. Writing: Unit-Lessons in POMPOgi' tion, Foundations Book C Roget, Peter M. Roitetls, Pocket Thesaurus Filmstrips English 301 Course Outline 1. Words A. Description S. Narration 1. Concrete 2. Abstr.zt II. Sentences A. Subject B. Predicate C. Sentence parts D. Balanced sentences 1. Sentence rhythm 2. Structure patterns III. Scntences in relation to each other A. Connected sentences 1. Controlled repetition 2. Reference B. Experiences 1. Pictures through words 2. Objecta in
Load more

Recommended publications
  • UNIT 2 George Crabbe's the Village Book I
    George Crabbe: The Village: UNIT 2 GEORGE CRABBE’S THE VILLAGE Book I BOOK I Structure 2.0 Objectives 2.1 Introduction and Background 2.2 Explanation 2.3 Critical Responses 2.4 Suggested Readings 2.5 Check Your Progress : Possible Questions 2.0 OBJECTIVES This unit will help you understand: • The primary themes in Crabbe’s The Village • The eighteenth century tradition of topographical poetry • Scholarly perspectives and responses on The Village 2.1 INTRODUCTION AND BACKGROUND George Crabbe’s (1754 – 1832) ‘‘The Village’’, published in 1783, is a narrative poem, following on the footsteps of eighteenth century Augustan topographical poetry. The eighteenth century was replete with poetry which celebrated the rural English countryside as the epitome of pristine beauty. They amalgamated elements of the pastoral and georgics to picture the rural landscape and living as humanity’s ideal goal. Georgics chiefly described specifically named actual localities, but in the eighteenth century, along with describing the natural scenery they usually also gave information about specific rural subject matters giving genre sketches and brief histories of the resident people and their livelihood. The georgics get their name from Virgil’s classical Latin composition ‘‘Georgics’’ which presented agricultural themes and celebrates peaceful rural nature. With John Dryden’s translation of Virgil’s Georgics in 1697, meant for a quintessentially urban literate readership, the rural themes garnered a renewed attention in poetry all throughout the eighteenth century. Some famous instances of Augustan poetry which thematically work around and adapt the georgics are Alexander Pope’s ‘‘Windsor Forest’’ and Thomson’s ‘‘The Seasons’’.
    [Show full text]
  • Hugo Award -- Britannica Online Encyclopedia
    10/10/2017 Hugo Award -- Britannica Online Encyclopedia Hugo Award Hugo Award, any of several annual awards presented by the World Science Fiction Society (WSFS). The awards are granted for notable achievement in science �ction or science fantasy. Established in 1953, the Hugo Awards were named in honour of Hugo Gernsback, founder of Amazing Stories, the �rst magazine exclusively for science �ction. Hugo Award. This particular award was given at MidAmeriCon II, in Kansas City, Missouri, on August … Michi Trota Pin, in the form of the rocket on the Hugo Award, that is given to the finalists. Michi Trota Hugo Awards https://www.britannica.com/print/article/1055018 1/10 10/10/2017 Hugo Award -- Britannica Online Encyclopedia year category* title author 1946 novel The Mule Isaac Asimov (awarded in 1996) novella "Animal Farm" George Orwell novelette "First Contact" Murray Leinster short story "Uncommon Sense" Hal Clement 1951 novel Farmer in the Sky Robert A. Heinlein (awarded in 2001) novella "The Man Who Sold the Moon" Robert A. Heinlein novelette "The Little Black Bag" C.M. Kornbluth short story "To Serve Man" Damon Knight 1953 novel The Demolished Man Alfred Bester 1954 novel Fahrenheit 451 Ray Bradbury (awarded in 2004) novella "A Case of Conscience" James Blish novelette "Earthman, Come Home" James Blish short story "The Nine Billion Names of God" Arthur C. Clarke 1955 novel They’d Rather Be Right Mark Clifton and Frank Riley novelette "The Darfsteller" Walter M. Miller, Jr. short story "Allamagoosa" Eric Frank Russell 1956 novel Double Star Robert A. Heinlein novelette "Exploration Team" Murray Leinster short story "The Star" Arthur C.
    [Show full text]
  • The Depart..Nt at Librarllwlhlp Dectl.Ber 1974
    SCIENCE FICTION I AN !NTRCIlUCTION FOR LIBRARIANS A Thes1B Presented to the Depart..nt at LibrarllWlhlp hpor1&, KaM.., state College In Partial ll'u1f'lllJlent at the Require..nte f'ar the Degrlle Muter of' L1brartlUlllhlp by Anthony Rabig . DeCtl.ber 1974 i11 PREFACE This paper is divided into five more or less independent sec­ tions. The first eX&lll1nes the science fiction collections of ten Chicago area public libraries. The second is a brief crttical disOUBsion of science fiction, the third section exaaines the perforaance of SClltl of the standard lib:rary selection tools in the area.of'Ulcience fiction. The fourth section oona1ats of sketches of scae of the field's II&jor writers. The appendix provides a listing of award-w1nD1ng science fio­ tion titles, and a selective bibli-ography of modem science fiction. The selective bibliogmphy is the author's list, renecting his OIfn 1m000ledge of the field. That 1m000ledge is not encyclopedic. The intent of this paper is to provide a brief inU'oduction and a basic selection aid in the area of science fiction for the librarian who is not faailiar With the field. None of the sections of the paper are all-inclusive. The librarian wishing to explore soience fiction in greater depth should consult the critical works of Damon Knight and J&Iles Blish, he should also begin to read science fiction magazines. TIlo papers have been Written on this subject I Elaine Thomas' A Librarian's .=.G'="=d.::.e ~ Science Fiction (1969), and Helen Galles' _The__Se_l_e_c­ tion 2!. Science Fiction !2!: the Public Library (1961).
    [Show full text]
  • Stony Brook University
    SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... Inhume, Entomb, Inurn, Immure: Cemeteries and Constructions of Britishness, 1767-1852 A Dissertation Presented by Sarah Louise Hoglund to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History Stony Brook University May 2012 Copyright by Sarah Louise Hoglund 2012 Stony Brook University The Graduate School Sarah Louise Hoglund We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Kathleen Wilson Professor, Department of History Joel T. Rosenthal Distinguished Professor Emeritus, Department of History Susan Hinely Lecturer, Department of History Timothy Barringer Paul Mellon Professor of Art, History of Art, Yale University This dissertation is accepted by the Graduate School Charles Taber Interim Dean of the Graduate School ii Abstract of the Dissertation Inhume, Entomb, Inurn, Immure: Cemeteries and Constructions of Britishness, 1767-1852 by Sarah Louise Hoglund Doctor of Philosophy in History Stony Brook University 2012 This dissertation examines the emergence of commercial cemeteries in late-eighteenth and early-nineteenth century Britain, arguing that these spaces of the dead were a key site for the rehearsal of a middle class, British identity. Unlike earlier scholars, who tended to approach the nineteenth century as something like a golden age of burial, hoping to remind the reader of the sacrifices we have made to become thoroughly modern, I have instead attempted to use the cemetery as a way of engaging a series of current issues in the field of nineteenth century studies.
    [Show full text]
  • The Post-Medieval Rural Landscape, C AD 1500–2000 by Anne Dodd and Trevor Rowley
    THE THAMES THROUGH TIME The Archaeology of the Gravel Terraces of the Upper and Middle Thames: The Thames Valley in the Medieval and Post-Medieval Periods AD 1000–2000 The Post-Medieval Rural Landscape AD 1500–2000 THE THAMES THROUGH TIME The Archaeology of the Gravel Terraces of the Upper and Middle Thames: The Thames Valley in the Medieval and Post-Medieval Periods AD 1000-2000 The post-medieval rural landscape, c AD 1500–2000 By Anne Dodd and Trevor Rowley INTRODUCTION Compared with previous periods, the study of the post-medieval rural landscape of the Thames Valley has received relatively little attention from archaeologists. Despite the increasing level of fieldwork and excavation across the region, there has been comparatively little synthesis, and the discourse remains tied to historical sources dominated by the Victoria County History series, the Agrarian History of England and Wales volumes, and more recently by the Historic County Atlases (see below). Nonetheless, the Thames Valley has a rich and distinctive regional character that developed tremendously from 1500 onwards. This chapter delves into these past 500 years to review the evidence for settlement and farming. It focusses on how the dominant medieval pattern of villages and open-field agriculture continued initially from the medieval period, through the dramatic changes brought about by Parliamentary enclosure and the Agricultural Revolution, and into the 20th century which witnessed new pressures from expanding urban centres, infrastructure and technology. THE PERIOD 1500–1650 by Anne Dodd Farmers As we have seen above, the late medieval period was one of adjustment to a new reality.
    [Show full text]
  • 2020-08-09 Edition
    HAMILTON COUNTY Hamilton County’s Hometown Newspaper www.ReadTheReporter.com REPORTER Facebook.com/HamiltonCountyReporter TodAy’S Weather Sunday, Aug. 9, 2020 Today: Partly sunny. Isolated shower or storm possible. Arcadia | Atlanta | Cicero | Sheridan Tonight: Partly cloudy. Spotty showers and storms. Carmel | Fishers | Noblesville | Westfield NEWS GATHERING Like & PARTNER Follow us! HIGH: 86 LOW: 69 Just my opinion Community First Bank gives "I hope you don't COLUMNIST take this personally." Well how else am I supposed to take it? $2,500 check to Noblesville Elks Most people do not The REPORTER intend to hurt us. The 35th annual Steve Renner Golf With that being Outing for Cancer Research could not be said, there are those held due to current public safety guide- who seem to have a lines and health concerns of members and knack for telling us JANET HART LEONARD participants. what they think and From the Heart However, Community First Bank of not in a good way. Indiana still remained committed to the It's like they should be saying, "I'm not Noblesville Elks Lodge by presenting a sorry for telling you this. You need to know $2,500 check on Thursday in support of the ... blah blah blah." Then they proceed to Elks and its dedication to the Noblesville leave a not-so-nice plate of doo doo in our community for cancer research. lap. They then walk away feeling like they The Elks' State Major Project fights the have done their duty. Malarky. various dreaded cancer diseases. Indiana How do we deal with it? has two major cancer research facilities, In the past I would mostly smile and with one located at Purdue University's Photo provided say, "Oh it's OK." But it wasn't.
    [Show full text]
  • Full Statewide Report for the Study of Teacher Preparation for Early
    2014-15 Study of Mississippi Teacher Preparation for Early Literacy Instruction A Project of The Barksdale Reading Institute (BRI) and The Institutions of Higher Learning (IHL) STATEWIDE REPORT December 2015 For public release 31 March 2016 Copies available for download at www.msreads.org 2014-15 Study of Mississippi Teacher Preparation for Early Literacy Instruction STATEWIDE REPORT “Evidence-based” refers to practices that have been shown to be successful in improving reading achievement. The success of these practices is demonstrated in two ways: by research-study data collected according to rigorous design, and by consensus among expert practitioners who monitor outcomes as part of their practice. These results—whether scientific data or expert consensus—must be valid and reliable and come from a variety of sources. Reading Excellence Act, 1999 Research in reading should follow the norms of science. Each researcher must try to learn from the work of those who preceded him and to add to a unified body of knowledge—knowing that neither he nor anyone following him will ever have the final word. Jeanne Chall, Learning to Read: The Great Debate, 1967 2014-15 Study of Mississippi Teacher Preparation for Early Literacy Instruction STATEWIDE REPORT ACKNOWLEDGEMENTS This document was made possible because of the vision and expertise of a dedicated team committed to improving literacy for all children in Mississippi. I wish to publicly thank them here. It must be acknowledged that this team included the deans and faculty of the 15 teacher preparation programs. Your willingness to participate and your spirit of transparency have enabled a thorough examination of how we are preparing teachers to teach reading in Mississippi.
    [Show full text]
  • Filosofická Fakulta Masarykovy Univerzity
    Masarykova univerzita Filozofická fakulta Katedra anglistiky a amerikanistiky Bakalářská diplomová práce Lenka Melicherová Lenka 2011 Lenka Melicherová 20 11 Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Lenka Melicherová Eighteenth-Century English Village as Illustrated in Two Works by Oliver Goldsmith Bachelor‟s Diploma Thesis Supervisor: PhDr. Lidia Kyzlinková, CSc., M.Litt. 2011 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Acknowledgement I would like to thank my supervisor PhDr. Lidia Kyzlinková, CSc., M.Litt. for her kind help and invaluable advice. I would also like to thank her for introducing the work of Oliver Goldsmith to me which proved as a brilliant topic for me to deal with in the thesis. Table of Contents 1. INTRODUCTION .................................................................................................... 5 2. HISTORICAL AND SOCIAL BACKGROUND .................................................... 7 2.1 English Village in the Eighteenth Century ......................................................... 7 2.2 The Agricultural Revolution and Its Effect on Society .................................... 10 2.3 Other Aspects of the Rural Life in Eighteenth-Century England .................... 16 3. GOLDSMITH‟S CONTRIBUTION TO HISTORY AND LITERATURE .......... 19 3.1 Ireland and England in Goldsmith‟s Life and Writing ................................
    [Show full text]
  • Rd., Urbana, Ill. 61801 (Stock 37882; $1.50, Non-Member; $1.35, Member) JOURNAL CIT Arizona English Bulletin; V15 N1 Entire Issue October 1972
    DOCUMENT RESUME ED 091 691 CS 201 266 AUTHOR Donelson, Ken, Ed. TITLE Science Fiction in the English Class. INSTITUTION Arizona English Teachers Association, Tempe. PUB DATE Oct 72 NOTE 124p. AVAILABLE FROMKen Donelson, Ed., Arizona English Bulletin, English Dept., Ariz. State Univ., Tempe, Ariz. 85281 ($1.50); National Council of Teachers of English, 1111 Kenyon Rd., Urbana, Ill. 61801 (Stock 37882; $1.50, non-member; $1.35, member) JOURNAL CIT Arizona English Bulletin; v15 n1 Entire Issue October 1972 EDRS PRICE MF-$0.75 HC-$5.40 PLUS POSTAGE DESCRIPTORS Booklists; Class Activities; *English Instruction; *Instructional Materials; Junior High Schools; Reading Materials; *Science Fiction; Secondary Education; Teaching Guides; *Teaching Techniques IDENTIFIERS Heinlein (Robert) ABSTRACT This volume contains suggestions, reading lists, and instructional materials designed for the classroom teacher planning a unit or course on science fiction. Topics covered include "The Study of Science Fiction: Is 'Future' Worth the Time?" "Yesterday and Tomorrow: A Study of the Utopian and Dystopian Vision," "Shaping Tomorrow, Today--A Rationale for the Teaching of Science Fiction," "Personalized Playmaking: A Contribution of Television to the Classroom," "Science Fiction Selection for Jr. High," "The Possible Gods: Religion in Science Fiction," "Science Fiction for Fun and Profit," "The Sexual Politics of Robert A. Heinlein," "Short Films and Science Fiction," "Of What Use: Science Fiction in the Junior High School," "Science Fiction and Films about the Future," "Three Monthly Escapes," "The Science Fiction Film," "Sociology in Adolescent Science Fiction," "Using Old Radio Programs to Teach Science Fiction," "'What's a Heaven for ?' or; Science Fiction in the Junior High School," "A Sampler of Science Fiction for Junior High," "Popular Literature: Matrix of Science Fiction," and "Out in Third Field with Robert A.
    [Show full text]
  • SUMMER 1981 Vol
    m $3.00 x -t SUMMER1981 Vol. 22, No. 2 XJ ,,J:a The Fantastic Stories of 0 Cornell Woolrich r­ Edited by Charles G. Waugh and Martin H. J:a Greenberg. Introduction by Francis M . Nevins, Jr. -t Afterword by Barry M. Malzberg. Alfred Hitch­ cock recogni zed their ee ri e potential immediately, -0 m ak ing m ovies fro m the s to ri es of Corn ell Woolrich. Tales of the utterl y lost w ith a se nse of 2 EXTRAPOLATION creeping doom as palpable as colda fingers bout the throat. $24.95 The Magazine of Fantasy and Science Fiction April, 1965 en Edited by Edward L. Ferman. Memoirs edited by c Martin H. Greenberg. This is a fa cs imile of th e first s: iss ue o f Th e M agazine o f Fantasy and Science Fic­ s: tio n edited b y one o f th e acknowledged greats in m the field, Ed ward L. Ferman. Al so incl uded here are :ti specially so li cited m emoirs fro m contributors such as Poul Anderso n, Isaac Asimov, and o th ers. $16.95 Also of interest ... Astounding Science Fiction July, 1939 < Edited b y John W. Ca mpbell, Jr. Additional matter g_ edited b y M artin H. Gree nberg. Preface by Stanley Sc hmidt $12.95 The Science Fiction of Mark Clifton Ed it ed by Barry N . M alzbcrg and M art in H . Green­ berg. Introducti on b y Ba rry N. Malzberg $15.00 Bridges to Science Fiction Edited by George E.
    [Show full text]
  • Medieval Costumes and Royal Politics in Mid-Nineteenth Century Britain
    75 Ludicrous or lucid? Medieval costumes and royal politics in mid-nineteenth century Britain Ian Hunter Abstract: This paper explores the motivation and impact of the use of medieval imagery on the notion of nineteenth century queenship by examination of Sir Edward Landseer’s painting, the 1842 Bal Costumé portrait, and a 1867 group statue ‘The Parting,’ by William Theed. The painting presents Victoria and Albert in formal thirteenth-century costume, the memorial statue portrays the couple dressed in ninth-century Anglo-Saxon clothing. This paper explains how what may initially appear to be ludicrous anachronistic representations of the royal couple can be explained as a lucid attempt to manipulation the symbolic image of Victoria as a wife, mother and head of state. This paper also explores how the use of chivalric medieval iconography, particularly of a Germanic nature, bolstered the position of Prince Albert as consort and husband. ___________________________________________________________________________ The two artefacts discussed here are Sir Edward Landseer’s (1802-73) Queen Victoria and Prince Albert, 1842, oil on canvas, known as the Bal Costumé portrait, which presents the royal couple in formal thirteen-century court dress and, The Parting, 1867, in marble by William Theed (1804-91), which shows Victoria and Albert in ninth-century Anglo-Saxon clothing. This paper explores the use of what, at first glance, might appear to be anachronistic and ludicrous medieval imagery on the Victorian concept of queenship. It highlights how Victoria and her advisors used medieval motifs to address contemporary concerns in a manner that helped mould public perceptions of the monarchy, and in particular reframe Albert’s role and relationship to his wife, and confirm Victoria’s triple role as head of state, wife and mother.
    [Show full text]
  • JLE 2015 #01.Indd
    Journal of Language & Education Volume 1, Issue 1, 2015 Language, Task and Situation: Authenticity inthe Classroom Ken Beatty Anaheim University (USA) There is debate onthe use of authenticity inlanguage classrooms interms of language, task, and situation. “Authenticity of language” spans acontinuum that begins with inauthentic ma- terials– wholly created by ateacher or materials developer– to constructed materials, mod- ifi ed from real-world materials, to those materials created for non-pedagogical L1 purpos- es. “Authenticity of task” questions whether students are engaging with language materials inaway that would appear natural outside the classroom. “Authenticity of situation” refers to non-classroom contexts. Complicating ideas of authenticity is the question of materials selec- tion. This paper explores teachers’ awareness of authenticity and suggests ways to incorporate authentic language, tasks, and situations to enhance classroom learning. Keywords: Authenticity, curriculum development, English for academic purposes, teacher education Authenticity is a relatively new concept in lan- other than to teach language” (p. 99). The diffi culty guage teaching and learning fi rst surfacing as acon- with this defi nition is that it is so broad to the point cern inthe 1970s. It is also aslippery concept that has that it provides no direction to teachers and materi- curiously defi ed defi nition despite repeated attempts. als developers; if almost everything is authentic, how, The act of trying to defi ne authenticity means that then, do they make choices? the concept continues to evolve to the point where it Rogers & Medley (1988) seem aware of this pitfall now encompasses not just language (language content and suggest that the criteria should include the qual- inparticular) but also task and situation.
    [Show full text]