Emerson's celebrated essays - the twelve published in Essays : first series (1841) and eight in Essays : second series (1844) are here presented for the first time in an authoritative one-volume edition which incorporates all the changes and corrections Emerson made after their initial publications.
Both a historical recovery and a critical rethinking of the functions and practices of textbooks, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of our rhetorical traditions. The authors describe how the pervasive influence of nineteenth-century literacy textbooks demonstrate the early emergence of substantive instruction in reading and writing. Tracing the histories of widespread educational practices, the authors treat the textbooks as an important means of cultural formation that restores a sense of their distinguished and unique contributions. At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century’s end, education was a mass—though not universal—experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Many of the books have been forgotten, their contributions slighted or dismissed, or they are remembered through a haze of nostalgia as tokens of an idyllic form of schooling. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. The volume includes a substantial bibliography of primary and secondary works related to literacy instruction at all levels of education in the United States during the nineteenth century.
Both a historical recovery and a critical rethinking of the functions and practices of textbooks, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of our rhetorical traditions. The authors describe how the pervasive influence of nineteenth-century literacy textbooks demonstrate the early emergence of substantive instruction in reading and writing. Tracing the histories of widespread educational practices, the authors treat the textbooks as an important means of cultural formation that restores a sense of their distinguished and unique contributions. At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century’s end, education was a mass—though not universal—experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Many of the books have been forgotten, their contributions slighted or dismissed, or they are remembered through a haze of nostalgia as tokens of an idyllic form of schooling. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. The volume includes a substantial bibliography of primary and secondary works related to literacy instruction at all levels of education in the United States during the nineteenth century.
While there have been several studies of writing programs at larger, baccalaureate institutions, the community college classroom has often been overlooked. Authors Howard Tinberg and Jean-Paul Nadeau fill this gap with The Community College Writer, a systematic and unique case study of first semester writing students at a community college. Drawing on surveys, interviews, and samples of classroom assignments, Tinberg and Nadeau use their research at one community college to reach out to instructors throughout the nation, fostering communication between community college faculty members in the effort to establish full-fledged writing programs geared toward student success. At the heart of the book are the voices of the students themselves, as they discuss both their teachers’ expectations and their own. Through a series of case studies, the authors reveal the challenges students face as budding writers, and their firsthand experiences with writing programs at the community college level. With this informative study, Tinberg and Nadeau seek not only to encourage dialogue between student and teacher or community college instructors, but to expand the conversation about program improvement to include both two- and four-year colleges, bringing composition faculty together in an effort to improve writing programs in all schools. Included in the volume are seven appendices, including surveys and interviews with faculty and students, making The Community College Writer a comprehensive and practical guide to tackling the issues facing writing programs and instructors.
Letters and Social Aims, published in 1875, contains essays originally published early in the 1840s as well as those that were the product of a collaborative effort among Emerson, his daughter Ellen Tucker Emerson, his son Edward Waldo Emerson, and his literary executor James Eliot Cabot. The volume takes up the topics of Poetry and Imagination, Social Aims, Eloquence, Resources, The Comic, Quotation and Originality, Progress of Culture, Persian Poetry, Inspiration, Greatness, and, appropriately for Emerson's last published book, Immortality. The historical introduction demonstrates for the first time the decline in Emerson's creative powers after 1865; the strain caused by the preparation of a poetry anthology and delivery of lectures at Harvard during this time; the devastating effect of a house fire in 1872; and how the Emerson children and Cabot worked together to enable Emerson to complete the book. The textual introduction traces this collaborative process in detail and also provides new information about the genesis of the volume as a response to a proposed unauthorized British edition of Emerson's works. Historical Introduction by Ronald A. BoscoNotes and Parallel Passages by Glen M. JohnsonText Established and Textual Introduction and Apparatus by Joel Myerson
Emerson's celebrated essays - the twelve published in Essays : first series (1841) and eight in Essays : second series (1844) are here presented for the first time in an authoritative one-volume edition which incorporates all the changes and corrections Emerson made after their initial publications.
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