This book provides a historical study on the evolution of editorial style and its progress towards standardisation through an examination of early modern English style guides. The text considers the variety of ways authors, editors and printers directly implemented or uniquely interpreted and adapted the guidelines of these style guides as part of their inherently human editorial practice. Offering a critical mapping of early modern style guides, Jocelyn Hargrave explores when and how style guides originated, how they contributed to the evolution of editorial practice and how they impacted the overall publishing of content.
This book provides a historical study on the evolution of editorial style and its progress towards standardisation through an examination of early modern English style guides. The text considers the variety of ways authors, editors and printers directly implemented or uniquely interpreted and adapted the guidelines of these style guides as part of their inherently human editorial practice. Offering a critical mapping of early modern style guides, Jocelyn Hargrave explores when and how style guides originated, how they contributed to the evolution of editorial practice and how they impacted the overall publishing of content.
A key challenge facing all educators working in practice-based subjects is the need to negotiate tensions between past and present and provide a training that prepares students for fast-changing conditions, while also conveying long-standing principles. This Element therefore investigates how effectively editing and publishing programmes prepare graduates for industry and how well these graduates translate this instruction to the workplace. Taking a global perspective to gauge the state of the discipline, the mixed-methods approach used for this Element comprised two online surveys for educators and graduates, three semi-structured interviews with industry practitioners (scholarly, education and trade) and ethnographic practice (author as educator and practitioner). Three key concepts also framed this Element's enquiry: being, learning and doing. The Element demonstrates how these transitioning but interdependent concepts have the potential to form a holistic practice-led pedagogy for students of editing and publishing programmes.
This book provides a concise introduction to Richardson, by combining a close reading of Pamela, Clarissa and Sir Charles Gerandison with a discussion of their central themes. An outsider by birth, education and profession, Richardson found common cause with women in a world that needed change. Employing forms familiar to them, letters and tales of courtship and marriage, he urged his mainly female readers to train their powers of reason and morality by debating the issues of his novels. Dr Harris explores Richardson's vision that the relationship between men and women is as politically charged as that between monarch and subject. In Clarissa this relationship is imaginatively represented by means of the characters' archetypes - Evne, Lucretia and queen Elizabeth on the one hand, Sarah, don Juan, Fault and King on the other. In Grandison, Richardson shows men what they must be if they wish to marry women like Clarissa, and argues that marriage, then the necessary female destiny, can only thus be made to work to women's advantage.
Origins for Persuasion -- The reviser at work : MS chapter 10 to chapters X-XI (1818) -- At the White Hart : MS chapter 11 to chapter XII (1818) -- The history of Buonaparte -- Domestic virtues and national importance -- A critique on Walter Scott -- Prejudice on the side of ancestry -- The worth of Lyme -- The white glare of Bath -- Conclusion: Meaning to have spring again.
A key challenge facing all educators working in practice-based subjects is the need to negotiate tensions between past and present and provide a training that prepares students for fast-changing conditions, while also conveying long-standing principles. This Element therefore investigates how effectively editing and publishing programmes prepare graduates for industry and how well these graduates translate this instruction to the workplace. Taking a global perspective to gauge the state of the discipline, the mixed-methods approach used for this Element comprised two online surveys for educators and graduates, three semi-structured interviews with industry practitioners (scholarly, education and trade) and ethnographic practice (author as educator and practitioner). Three key concepts also framed this Element's enquiry: being, learning and doing. The Element demonstrates how these transitioning but interdependent concepts have the potential to form a holistic practice-led pedagogy for students of editing and publishing programmes.
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