`This is a textbook for the times, which addresses itself brilliantly to the twin phenomena of expanding horizons and diminishing resources of English studies.' - David Lodge

The Use of Literary Sources in Social Studies, K-8 is a resource for teachers who wish to include varied literary genres in their social studies instruction along with a required social studies textbook. The literature described and exemplified in this book includes fiction, nonfiction, biographies, autobiographies, historical fiction, poetry, fairy tales, folktales, tall tales, and legends. Throughout this book, different instructional suggestions are presented for inclusion with varied social studies topics and literature sources. Each chapter contains questions and pedagogical strategies for critically reading and responding to varied literary genres, modifications to meet the needs of diverse learners, assessment techniques, information tied to technology and the “new literacies,” and connections to the National Curriculum Standards for the Social Studies: A Framework for Teaching, Learning, and Assessment (2010) and the Common Core State Standards for English Language Arts and Literacy in History/Social studies, Science, and Technical Subjects (2010). The final chapter of this book describes the development and implementation of a classroom library for social studies teaching and learning.

From weaker to stronger rhetoric : literature - Laboratories - From weak points to strongholds : machines - Insiders out - From short to longer networks : tribunals of reason - Centres of calculation.

From the Preface: The title for this collection was the title of a course in literary criticism that I gave for many years at Bennington College. And much of the material presented here was used in that course. The title should serve well to convey the gist of these various pieces. For all of them are explicitly concerned with the attempt to define and track down the implications of the term "symbolic action," and to show how the marvels of literature and language look when considered form that point of view. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1968. From the Preface: The title for this collection was the title of a course in literary criticism that I gave for many years at Bennington College. And much of the material presented here was used in that course. The title should serve well to convey the gi

Systematically taking in literary theory, genre and history, the author provides easy to understand descriptions of a variety of approaches to texts, thus offering an accessible and clear general survey of literature.

This book questions when, why, and how it is just for a people to go to war, or to refrain from warring, in a post-9/11 world. To do so, it explores Just War Theory (JWT) in relationship to recent American accounts of the experience of war. The book analyses the jus ad bellum criteria of just war—right intention, legitimate authority, just cause, probability of success, and last resort—before exploring jus in bello, or the law that governs the way in which warfare is conducted. By combining just-war ethics and sustained explorations of major works of twentieth and twenty-first century American war writing, this study offers the first book-length reflection on how JWT and literary studies can inform one another fruitfully.