Synopses & Reviews
This innovative and intriguing introduction to Old English literature is structured around what the author calls ‘figures’ from Anglo-Saxon culture: the Vow, the Hall, the Miracle, the Pulpit, and the Scholar.
- An innovative and intriguing introduction to Old English literature.
- Structured around ‘figures’ from Anglo-Saxon culture: the Vow, the Hall, the Miracle, the Pulpit, and the Scholar.
- Situates Old English literary texts within a cultural framework.
- Creates new connections between different genres, periods and authors.
- Combines close textual analysis with historical context.
- Based on the author’s many years experience of teaching Old English literature.
- The author is co-editor with Seamus Heaney of Beowulf: A Verse Translation (2001) and recently published with Blackwell Lady Godiva: A Literary History of the Legend (2003).
Synopsis
This beginner's guide to Old English literature is divided into sections on the representative figures' from Anglo-Saxon culture: the vow, the hall, the miracle, the pulpit and the scholar'. The discussion of themes and style crosses genres, including epic, laments, homilies, charters, biblical worlks, laments and riddles. The focus is very much on the connection between these genres rather than linguistic matters. Few extracts are included and these are accompanied by English translations.
Synopsis
This innovative and intriguing introduction to Old English literature is structured around what the author calls 'figures' from Anglo-Saxon culture: the Vow, the Hall, the Miracle, the Pulpit, and the Scholar.
Synopsis
This innovative and intriguing introduction to Old English literature is structured around what the author calls ‘figures’ from Anglo-Saxon culture: the Vow, the Hall, the Miracle, the Pulpit, and the Scholar. These unconventional categories not only situate Old English texts within a cultural framework but also create new connections between different genres, periods and authors: for example, between prose and poetry, the vernacular and Latin, and the obscure and the well known. The book is based on the author’s many years' experience of teaching Old English literature and combines close textual analysis with historical context, making it suitable for both new students and general readers.
About the Author
Penny Hauser-Cram(Ed.D., 1983, Harvard Graduate School of Education) is professor of developmental and educational psychology at the Lynch School of Education, Boston College. Her research focuses on longitudinal studies of children and families and on change in children's developmental processes. She is an associate member of the MacArthur Network on Successful Pathways through Middle Childhood. She was a teacher of young children and is author of Early Education in the Public Schools (with D. E. Pierson, D. K. Walker, and T. Tivnan) (1991) and numerous publications on the development of children with developmental disabilities.
Marji Erickson Warfield(Ph.D., 1991, Brandeis University) is assistant professor of pediatrics at the University of Massachusetts Medical School. Her work has focused on evaluating early intervention and other educational and support programs for young children and their families, investigating the development of children with disabilities and the adaptation of their families, and examining the impact of parenting a child with disabilities on balancing work and family roles. Her publications include "Employment, parenting, and well-being among mothers of children with disabilities," Mental Retardation (2001), as well as several articles on the cost-effectiveness of early intervention services and the well-being of parents raising a child with a disability. She is the principal investigator of an NICHD-funded study entitled "Two-earner families of children with disabilities."
Jack P. Shonkoff(M.D., 1972, New York University School of Medicine) is dean of the Heller Graduate School and Samuel F. and Rose B. Gingold professor of human development and social policy at Brandeis University. His work focuses on early childhood health and development, and the interactions among research, policy, and practice. He has served as chair of the Board on Children, Youth and Families and the Committee on Integrating the Science of Early Childhood Development at the National Academy of Sciences and the Institute of Medicine. He is a member of the MacArthur Foundation and McDonnell Foundation Research Network on Early Experience and Brain Development, and co-editor (with Deborah Phillips) of From Neurons to Neighborhoods: The Science of Early Childhood Development and co-editor (with Samuel Meisles) of the second edition of the Handbook of Early Childhood Intervention.
Marty Wyngaarden Krauss(Ph.D., 1981, Brandeis University) is associate dean for faculty and professor of social policy at the Heller Graduate School at Brandeis University. She is also the Director of the Starr Center for Mental Retardation at the Heller Graduate School. Her research focuses on family caregiving for persons with developmental disabilities over the lifespan and on health policy issues affecting children with special health care needs. She served as Chairperson of the MA Governor's Commission on Mental Retardation for six years. She has authored numerous publications on the well-being of families of persons with mental retardation and other disabilities.
In collaboration with:
Aline Sayer(Ed.D., 1992, Harvard Graduate School of Education) is senior research scientist at the Murray Research Center, Radcliffe Institute for Advanced Studies, Harvard University. She is a developmental psychologist with interests in statistical modeling of individual growth. Her methodological interests include the incorporation of measurement models into hierarchical linear models and latent growth curve models. Her substantive interests include examining the predictors of adolescent alcohol expectancies and the influences of preschool quality on child outcomes. She is co-editor (with Linda Collins) of New Methods for the Analysis of Change (2001).
Carole Christofk Upshur(Ed.D. 1975, Harvard Graduate School of Education) is professor of public policy at the University of Massachusetts, Boston and director of the public policy Ph.D. program. Her work focuses on the planning and evaluation of services for vulnerable children and families and encompasses policy analysis and evaluation research on a range of issues affecting communities at risk. Among her publications are The government-nonprofit relationship: Towards a partnership model for HIV/AIDS prevention in the Latino community _(Letona, Mills & Upshur, in press); and Significant health issues among Massachusetts racial and ethnic minorities: A policy paper prepared for the Division of Medical Assistance (Upshur, Cortes, Chan, Turner, Besozzi & Mas, 1998).
Table of Contents
List of Illustrations.
Introduction.
.
List of Abbreviations.
1. The Vow.
2. The Hall.
3. The Miracle.
4. The Pulpit.
5. The Scholar.
Notes.
Furthur Reading.
Index.