An updated collection of the best articles from the award-winning magazine

The Contexts Reader collects over sixty of the best articles from the award-winning magazine Contexts in one affordable anthology.

What does the Frankfurt School have to say about the creative industries? Does the spread of Google prove we now live in an information society? How is Madonna an example of postmodernism? How new is new media? Does the power of Facebook mean we're all media makers now? This groundbreaking volume – part reader, part textbook - helps you to engage thoroughly with some of the major voices that have come to define the landscape of theory in media studies, from the public sphere to postmodernism, from mass communication theory to media effects, from production to reception and beyond. But much more than this, by providing assistance and questions directly alongside the readings, it crucially helps you develop the skills necessary to become a critical, informed and analytical reader. Each reading is supported on the facing page by author annotations which provide comments, dissect the arguments, explain key ideas and terminology, make references to other relevant material, and pose questions that emerge from the text. Key features: Opening chapters: ‘What is theory?’ and ‘What is reading?’ bring alive the importance of both as key parts of media scholarship Pre-reading: substantial Introductory sections set each text and its author in context and show the relevance of the reading to contemporary culture Post-reading: Reflection sections summarise each reading’s key points and suggests further areas to explore and think about 4 types of annotations help you engage with the reading – context, content, structure, and writing style .... as well as questions to provoke further thought Split into 4 sections – Reading theory, Key thinkers and schools, Approaches and Media Theory in context New to the second edition: New chapters on New Media, and Audiences as Producers Reading Media Theory will assist you in developing close-reading and analytic skills. It will also increase your ability to outline key theories and debates, assess different case studies critically, link theoretical approaches to a particular historical context, and to structure and present an argument. As such, it will be essential reading for undergraduate and postgraduate students of media studies, cultural studies, communication studies, the sociology of the media, popular culture and other related subjects.

Nineteenth-century America witnesses an unprecedented rise in reading activity as a result of increasing literacy, advances in printing and book production, and improvements in transporting printed material. As the act of reading took on new cultural and intellectual significance, American writers had to adjust to changes in their relationship with a growing audience. Calling for a new emphasis on historical analysis, Readers in History reconsiders reader-response and reception approaches to the shifting contexts of reading in nineteenth-century America. James L. Machor and his contirbutors dispute the "essentializing tendency" of much reader-response criticism to date, arguing that reading and the textual construction of audience can best be understood in light of historically specific interpretive practices, ideological frames, and social conditions. Employing a variety of perspectives and methods—including feminism, deconstruction, and cultural criticsim—the essays in this volume demonstrate the importance of historical inquiry for exploring the dynamics of audience engagement.

Over the last decade there has been an intense and widespread interest in the writing and publishing of cookery books; yet there remains surprisingly little contextualized analysis of the recipe as a generic form. This essay collection asserts that the recipe in all its cultural and textual contexts - from the quintessential embodiment of lifestyle choices to the reflection of artistic aspiration - is a complex, distinct and important form of cultural expression. In this volume, contributors address questions raised by the recipe, its context, its cultural moment and mode of expression. Examples are drawn from such diverse areas as: nineteenth and twentieth-century private publications, official government documents, campaigning literature, magazines, and fictions as well as cookery writers themselves, cookbooks and TV cookery. In subjecting the recipe to close critical analysis, The Recipe Reader serves to move the study of this cultural form forward. It will interest scholars of literature, popular culture, social history and women's studies as well as food historians and professional food writers. Written in an accessible style, this collection of essays expands the range of writers under consideration, and brings new perspectives, contexts and arguments into the existing field of debate about cookery writing.

Based on the most exhaustive study ever conducted of the reading selections that have actually been taught in freshman composition, The Arlington Reader is uniquely built on research into what essays -- and what kinds of essays -- work best for college writing classes. Lynn Bloom's research into the essay canon has identified not only the most enduringly popular essays but also the qualities that make them enduringly popular. Therefore, in addition to offering familiar selections that have long proven themselves in the classroom, The Arlington Reader includes an extensive selection of essays that have approached canonical status in the past five years, plus an abundance of new selections that exhibit the qualities that are likely to render them canonical in the future. Each of the ten thematic chapters includes a canonical "magnet essay" that is followed by about ten pages of contextual material, allowing students to get a sense of the original context from which these canonical essays sprung.

This book represents the most comprehensive account to date of foreign language writing. Its basic aim is to reflect critically on where the field is now and where it needs to go next in the exploration of foreign language writing at the levels of theory, research, and pedagogy.