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Coleridge and Shelley: Textual Engagement (The\nineteenth Century Ser.)
by Sally WestSally West's timely study is the first book-length exploration of Coleridge's influence on Shelley's poetic development. Beginning with a discussion of Shelley's views on Coleridge as a man and as a poet, West argues that there is a direct correlation between Shelley's desire for political and social transformation and the way in which he appropriates the language, imagery, and forms of Coleridge, often transforming their original meaning through subtle readjustments of context and emphasis. While she situates her work in relation to recent concepts of literary influence, West is focused less on the psychology of the poets than on the poetry itself. She explores how elements such as the development of imagery and the choice of poetic form, often learnt from earlier poets, are intimately related to poetic purpose. Thus on one level, her book explores how the second-generation Romantic poets reacted to the beliefs and ideals of the first, while on another it addresses the larger question of how poets become poets, by returning the work of one writer to the literary context from which it developed. Her book is essential reading for specialists in the Romantic period and for scholars interested in theories of poetic influence.
Coleridge and the Abyssinian Maid (RLE: Wordsworth and Coleridge #14)
by Geoffrey YarlottFirst published in 1967, this book seeks to show the causes which led to Coleridge’s breakdown in 1802 and to indicate how his views on poetry changed as a result of it. The approach is selective in that it only focuses on one part of Coleridge’s life (roughly 1793-1810); however the author attempts to relate a number of different areas of his activity and to trace his emotional and moral development more closely than might be possible in a full-scale biography. The account of Coleridge’s life ends in 1810, when his relationship with the two key figures in his life Asra and Wordsworth had ruptured, as this reflected which of Coleridge’s Notebooks were available at the time.
Coleridge and the Armoury of the Human Mind: Essays on his Prose Writings (RLE: Wordsworth and Coleridge #7)
by Thomas N. Corns Peter J. KitsonFirst published in 1991, this book collects a broad array of path-finding scholarship by specialists in Coleridge and Romantic literature on the subject of his prose. They range from broad appraisals of Coleridge’s own critical practises; demonstrations of the fecundity of his autobiography, the Biographia Literaria, for contemporaries; the effect of Milton and the radical polemicists of the English Civil War on Coleridge’s early political and religious dissent; and the influence of the Hebrew prophetic tradition in his move away from the conjectural millenarianism of his youth towards the interpretation of Prophecy and a symbolic narrative.
Coleridge and the Daemonic Imagination (Nineteenth-Century Major Lives and Letters)
by Gregory LeadbetterThrough politics, religion and his relationship with Wordsworth, the book builds to a new interpretation of the poems where Coleridge's daemonic imagination produces its myths: The Ancient Mariner, Kubla Khan and Christabel . Re-reading the origins of Romanticism, Leadbetter reveals a Coleridge at once more familiar and more strange.
Coleridge and the Philosophy of Poetic Form
by Ewan James JonesEwan James Jones argues that Coleridge engaged most significantly with philosophy not through systematic argument, but in verse. Jones carries this argument through a series of sustained close readings, both of canonical texts such as Christabel and The Rime of the Ancient Mariner, and also of less familiar verse, such as Limbo. Such work shows that the essential elements of poetic expression - a poem's metre, rhythm, rhyme and other such formal features - enabled Coleridge to think in an original and distinctive manner, which his systematic philosophy impeded. Attentiveness to such formal features, which has for some time been overlooked in Coleridge scholarship, permits a rethinking of the relationship between eighteenth-century verse and philosophy more broadly, as it engages with issues including affect, materiality and self-identity. Coleridge's poetic thinking, Jones argues, both consolidates and radicalises the current literary critical rediscovery of form.
Coleridge and the Romantic Newspaper: The 'Morning Post' and the Road to 'Dejection'
by Heidi ThomsonThis book examines how Coleridge staged his private woes in the public space of the newspaper. It looks at his publications in the Morning Post, which first published one of his most famous poems, Dejection. An Ode. It reveals how he found a socially sanctioned public outlet for poetic disappointments and personal frustrations which he could not possibly articulate in any other way. Featuring fresh, contextual readings of established major poems; original readings of epigrams, sentimental ballads, and translations; analyses of political and human-interest stories, this book reveals the remarkable extent to which Coleridge used the public medium of the newspaper to divulge his complex and ambivalent private emotions about his marriage, his relationship with the Wordsworths and the Hutchinsons, and the effect of these dynamics on his own poetry and poetics.
Coleridge in William Greswell’s Workbook
by J. C. MaysThis book provides a critical and biographical account of the fascinating hand-made book of rector William Greswell (1848-1923), in which he assembled British and American reviews and accounts of the Romantic poet, critic, philosopher, and religious thinker Samuel Taylor Coleridge (1772-1834). J.C.C. Mays re-evaluates Coleridge’s nineteenth-century reputation through the lens provided by Greswell’s workbook. Mays demonstrates how Coleridge is one of the most complicated and influential religious thinkers of the nineteenth century, whose “religious musings” (most prominently as published in Aids to Reflection and On the Constitution of the Church and State, but also in posthumous collections such as Confessions of an Inquiring Spirit) cast a long shadow over religious thinking in nineteenth-century England and America. Although Greswell was but one of Coleridge’s many readers in the nineteenth century, his engagement with Coleridge’s writings was noteworthy for the sheer mass of the materials he assembled, and the breadth of the Coleridge he depicts. Greswell’s Coleridge is a Coleridge in whom all Coleridgeans will be interested.
Coleridge, Language and the Sublime
by Christopher StokesTraversing the themes of language, terror and representation, this is the first study to engage Coleridge through the sublime, showing him to have a compelling position in an ongoing conversation about finitude. Drawing on close readings of both his poetry and prose, it depicts Coleridge as a thinker of 'the limit' with contemporary force.
Coleridge On Imagination V 6
by John Constable I. A. RichardsIn the sixth volume of his Selected Works, I. A. Richards focuses on the writings of Samuel Taylor Coleridge.
Coleridge on Shakespeare: The text of the lectures of 1811-12 (Monographs)
by R. A. FoakesFirst published in 1971. The only substantial text of a series of lectures on Shakespeare by S T Coleridge is that provided by J P Collier's Seven Lectures on Shakespeare and Milton (1856). His text of these important lectures given by Coleridge in 1811-12 has been the basis of all modern editions. This edition is based on hitherto unpublished transcripts of the lectures made by Collier when, as a young man, he attended Coleridge's lectures. R A Foakes' introduction and appendices demonstrate the extent to which Collier revised and altered Coleridge's words for the edition he published forty-five years later. This volume therefore provides a much more authoritative text of Coleridge's most important Shakespeare lectures.
Coleridge the Poet (RLE: Wordsworth and Coleridge #11)
by George WatsonFirst published in 1966. Despite the intense interest in Coleridge in the twentieth century, this book represents the first study of Coleridge’s poetry to be published in Britain. It is also the first to be based upon the conclusion that Coleridge’s greatness as a poet is a matter of achievement rather than aspiration and to argue that his literary career was nearly half a century long, consisting of more than just well-known texts like The Ancient Mariner and Kubla Khan. The author argues the formality of the romantic achievement and its success in creating whole and fully realised poems in the established literary kinds.
Coleridge's Dejection Ode (Nineteenth-Century Major Lives and Letters)
by J.C.C. MaysColeridge's Dejection Ode completes J.C.C. Mays’ analysis of Coleridge’s poetry, following Coleridge’s Ancient Mariner (Palgrave 2016) and Coleridge’s Experimental Poetics (Palgrave 2013). "Dejection: An Ode" stands alone in Coleridge's oeuvre: written at a time of personal crisis, it reaches far back and deeply into his thinking in an attempt to find a poematic solution to ideas and problems he had mulled over for a long time. Mays reveals how the poem also marks the opening of the second half of Coleridge's career as both poet and thinker. In three central chapters Mays examines the new style that evolved in the process of writing the Ode: the technical means of metrics, rhyme and grammar; language and allusion; and symbol and structure. He recounts the complex, sometimes controversial critical history of the Ode, and suggests an editorial solution to the problem created by the Letter to Sara Hutchinson; re-evaluates the position of Wordsworth in the poem apropos the political statement it makes; clarifies the distinction between the views on Imagination expressed and those contained in Biographia Literaria; and traces the links of the concept "dejection" as it underpins Coleridge's late poems.
Coleridge’s Experimental Poetics
by J. C. C. MaysColeridge has been perceived as the youthful author of a few brilliant poems. Coleridge's Experimental Poetics argues that his poetry is actually a continuous process of experimentation and provides a new perspective on both familiar and unfamiliar poems, as well as the relation between Coleridge's poetry and philosophical thinking. Taking into account the 300 new poems published in 2001, this is the first complete poetic analysis of Coleridge's work.
Coleridge's Political Poetics: Radicalism and Whig Verse 1794 - 1802
by Jacob LloydThis book considers Samuel Taylor Coleridge’s engagement with ‘Whig poetry’: a tradition of verse from the eighteenth century which celebrated the political and constitutional arrangements of Britain as guaranteeing liberty. It argues that, during the 1790s, Coleridge was able to articulate radical ideas under the cover of widely accepted principles through his references to this poetry. He positioned his poetry within a mainstream discourse, even as he favoured radical social change. Jacob Lloyd argues that the poets Mark Akenside, William Lisle Bowles, and William Cowper each provided Coleridge with a kind of Whig poetics to which he responded. When these references are understood, much of Coleridge’s work which seems purely personal or imaginative gains a political dimension. In addition, Lloyd reassess Coleridge’s relationship with Thomas Percy’s Reliques of Ancient English Poetry, to provide an original, political reading of ‘The Rime of the Ancyent Marinere’. This book revises our understanding of the political and poetic development of a major poet and, in doing so, provides a new model for the origins of British Romanticism more broadly
Coleridge’s Sublime Later Prose and Recent Theory: Kristeva, Adorno, Rancière
by Murray J. EvansThis book explores the sublime in Samuel Taylor Coleridge’s later major prose in relation to more recent theories of the sublime. Building on the author’s previous monograph Sublime Coleridge: The Opus Maximum, this study focuses on sublime theory and discourse in Coleridge’s other major prose texts of the 1820s: Confessions of an Inquiring Spirit (wr. 1824), Aids to Reflection (1825), and On the Constitution of the Church and State (1829). This book thus ponders the constellations of aesthetics, literature, religion, and politics in the sublime theory and practice of this central Romantic author and three of his important successors: Julia Kristeva, Theodor Adorno, and Jacques Rancière.
Coleshill
by Fiona SampsonDeep in limestone country, at the corner of Wiltshire, Oxfordshire and Gloucestershire, lies the village of Coleshill.This haunting new collection from Fiona Sampson is a portrait of place, both real and imaginary; a dreamscape with its roots deep in the local soil.The poems hum with an evocative music of their own: there are hymns of the orchards, verses for walkers, songs for bees. These are slices of life and states of mind; poems of grief, fears and maledictions, but also of renewal, resurrections and the promise of spring.Coleshill emerges as a “parish of sun / and shade”; its darkness and light perfectly balanced. From the T.S. Eliot and Forward Prize shortlisted poet comes a deep, interrogative collection of astonishing clarity and power.
Collaborating for English Learners: A Foundational Guide to Integrated Practices
by Maria G. Dove Andrea HonigsfeldLooking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.
Collaborating for English Learners: A Foundational Guide to Integrated Practices
by Maria G. Dove Andrea HonigsfeldLooking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.
Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms (Mathematics Education Library #52)
by Tamsin Meaney Tony Trinick Uenuku FairhallLanguage can be simultaneously both a support and a hindrance to students' learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges--political, mathematical, community based, and pedagogical-- to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.
Collaboration and Co-Teaching: Strategies for English Learners
by Andrea M. Honigsfeld Maria G. DoveHelp ELLs achieve success with an integrated, collaborative program! This resource provides a practical guide to collaboration and co-teaching between general education teachers and ESL specialists to better serve the needs of ELLs. Offering classroom vignettes, step-by-step guidelines, ready-to-use resources, and in-depth case studies, the authors help educators: Understand the benefits and challenges of collaborative service delivery Teach content while helping students meet English language development goals Choose from a range of collaborative strategies and configurations, from informal planning and collaboration to a co-teaching partnership Use templates, planning guides, and other practical tools to put collaboration into practice
Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity
by Joan R. Lachance Andrea HonigsfeldTeaching dual-language learners? You’re not alone! When implemented with commitment to collaboration, dual language programs work—and two teachers are better than one. Leveraging the power of teacher collaboration is the key to leading all your students to multilingual identity development and language, literacy, and academic success. This practical book adapts a widely used, evidence-based collaboration and co-teaching framework specifically for educators in dual-language contexts. Features include: Special consideration to social justice and promoting critical consciousness Viable options for schools, districts, and state education agencies to effectively support and expand dual-language education Seven proven co-teaching models, newly applied to elementary and secondary dual-language environments Templates and tools for collaborative curriculum alignment and implementation of dual-language instruction Authentic examples of success from collaborative dual-language teams around the US and beyond More and more schools are implementing dual language programs to serve multilingual learners. This first-of-its-kind innovative resource helps collaborating educators work together to design, deliver, and assess engaging instruction for multilingualism and multiliteracies.
Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity
by Joan R. Lachance Andrea HonigsfeldTeaching dual-language learners? You’re not alone! When implemented with commitment to collaboration, dual language programs work—and two teachers are better than one. Leveraging the power of teacher collaboration is the key to leading all your students to multilingual identity development and language, literacy, and academic success. This practical book adapts a widely used, evidence-based collaboration and co-teaching framework specifically for educators in dual-language contexts. Features include: Special consideration to social justice and promoting critical consciousness Viable options for schools, districts, and state education agencies to effectively support and expand dual-language education Seven proven co-teaching models, newly applied to elementary and secondary dual-language environments Templates and tools for collaborative curriculum alignment and implementation of dual-language instruction Authentic examples of success from collaborative dual-language teams around the US and beyond More and more schools are implementing dual language programs to serve multilingual learners. This first-of-its-kind innovative resource helps collaborating educators work together to design, deliver, and assess engaging instruction for multilingualism and multiliteracies.
Collaboration and Co-Teaching for English Learners: A Leader's Guide
by Andrea M. Honigsfeld Maria G. DoveYour English Language Learners are counting on you to collaborate effectively. The Common Core State Standards have increased the pressure on English Language Learners. And with the EL population increasing every day, schools need proven systems for ensuring that the students of the future are able to thrive. In practice, this is a challenge for educational leaders. The most promising solution is the collaborative approach pioneered by this book’s authors—America’s leading authorities on collaboration and co-teaching for EL achievement. Honigsfeld and Dove’s resources for collaboration and co-teaching include Templates for creating EL profiles that will enable you to address their unique needs Prompts for Professional Learning activities (for teams or individuals) and further reading The latest research findings on best instructional practices that benefit ELs This is your concise, comprehensive guide to creating a powerful collaborative program to benefit your ELs. Start implementing it today and watch the outcomes improve.
Collaboration and Co-Teaching for English Learners: A Leader's Guide
by Andrea M. Honigsfeld Maria G. DoveYour English Language Learners are counting on you to collaborate effectively. The Common Core State Standards have increased the pressure on English Language Learners. And with the EL population increasing every day, schools need proven systems for ensuring that the students of the future are able to thrive. In practice, this is a challenge for educational leaders. The most promising solution is the collaborative approach pioneered by this book’s authors—America’s leading authorities on collaboration and co-teaching for EL achievement. Honigsfeld and Dove’s resources for collaboration and co-teaching include Templates for creating EL profiles that will enable you to address their unique needs Prompts for Professional Learning activities (for teams or individuals) and further reading The latest research findings on best instructional practices that benefit ELs This is your concise, comprehensive guide to creating a powerful collaborative program to benefit your ELs. Start implementing it today and watch the outcomes improve.
Collaboration for Diverse Learners: Viewpoints and Practices
by Victoria J. RiskoEducators often feel frustrated by their school's lack of comprehensive programs to address the needs of diverse learners. Many noted literacy experts believe that school programs for diverse learners will remain ineffectual until instruction involves teachers, specialists, administrators, and families in collaborative decision making, mediation, negotiation, and respect for differences. Collaboration for Diverse Learners brings together several expert perspectives on achieving effective collaboration to accelerate the literacy development of diverse learners. You will find in this important volume many resources to guide your own decision making and development of successful collaboration programs: in-depth analyses of collaborative efforts, multiple ways to think about collaboration and its implementation, and examples of collaborative projects that are successfully in place in schools throughout the United States. You'll be especially inspired by the first-hand stories of educators, children, and families who present the possibilities for partnerships that advance the learning of all students. Published by International Reading Association