The Bible played a crucial role in shaping Anglo-Saxon national and cultural identity. However, access to Biblical texts was necessarily limited to very few individuals in Medieval England. In this book, Samantha Zacher explores how the very earliest English Biblical poetry creatively adapted, commented on and spread Biblical narratives and traditions to the wider population. Systematically surveying the manuscripts of surviving poems, the book shows how these vernacular poets commemorated the Hebrews as God's 'chosen people' and claimed the inheritance of that status for Anglo-Saxon England. Drawing on contemporary translation theory, the book undertakes close readings of the poems Exodus, Daniel and Judith in order to examine their methods of adaptation for their particular theologico-political circumstances and the way they portray and problematize Judaeo-Christian religious identities.
The Vercelli Book is one of the oldest surviving collections of Old English homilies and poems, compiled in England in the tenth century. Preaching the Converted provides a sustained literary analysis of the book's prose homilies and demonstrates that they employ rhetorical techniques commonly associated with vernacular verse. The study argues that the dazzling textual complexity of these homilies rivals the most accomplished examples of Old English poetry. Highlighting the use of word play, verbal and structural repetition, elaborate catalogues, and figurative language, Samantha Zacher's study of the Vercelli Book fills a gap in the history of English preaching by foregrounding the significance of these prose homilies as an intermediary form. Also analyzing the Latin and vernacular sources behind the Vercelli texts to reveal the theological and formal interests informing the collection as a whole, Preaching the Converted is a rigorous examination of Old English homiletic rhetoric and poetics.
The Vercelli Book is one of the oldest surviving collections of Old English homilies and poems, compiled in England in the tenth century. Preaching the Converted provides a sustained literary analysis of the book's prose homilies and demonstrates that they employ rhetorical techniques commonly associated with vernacular verse. The study argues that the dazzling textual complexity of these homilies rivals the most accomplished examples of Old English poetry. Highlighting the use of word play, verbal and structural repetition, elaborate catalogues, and figurative language, Samantha Zacher's study of the Vercelli Book fills a gap in the history of English preaching by foregrounding the significance of these prose homilies as an intermediary form. Also analyzing the Latin and vernacular sources behind the Vercelli texts to reveal the theological and formal interests informing the collection as a whole, Preaching the Converted is a rigorous examination of Old English homiletic rhetoric and poetics.
The Bible played a crucial role in shaping Anglo-Saxon national and cultural identity. However, access to Biblical texts was necessarily limited to very few individuals in Medieval England. In this book, Samantha Zacher explores how the very earliest English Biblical poetry creatively adapted, commented on and spread Biblical narratives and traditions to the wider population. Systematically surveying the manuscripts of surviving poems, the book shows how these vernacular poets commemorated the Hebrews as God's 'chosen people' and claimed the inheritance of that status for Anglo-Saxon England. Drawing on contemporary translation theory, the book undertakes close readings of the poems Exodus, Daniel and Judith in order to examine their methods of adaptation for their particular theologico-political circumstances and the way they portray and problematize Judaeo-Christian religious identities.
Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material. “Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.” —Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline “Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.” —From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison “One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.” —Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.
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