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Ingham, Patricia Clare
2011-12-22T02:04:11Z
2011-12-22T02:04:11Z
2010-01
Ingham, Patricia Clare. Chaucer’s Haunted Aesthetics: Mimesis and Trauma in Troilus and Criseyde. College English, 72.3 (January 2010), 226-247.
http://hdl.handle.net/2022/14014
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Previous issue date: 2010-01
en_US
National Council of Teachers of English
http://www.ncte.org/journals/ce/issues/v72-3
Copyright 2010 National Council of Teachers of English
Chaucer; Troilus; Criseyde
Chaucer’s Haunted Aesthetics: Mimesis and Trauma in Troilus and Criseyde
Article
ORIGINAL
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oai:scholarworks.iu.edu:2022/14014
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oai:scholarworks.iu.edu:2022/154472021-10-18T14:16:03Zcom_2022_13982com_2022_19675com_2022_19673col_2022_13983
Held, Joshua
2013-04-05T14:04:17Z
2013-04-05T14:04:17Z
2013
Joshua Held. "Conscience and Consciousness in The Ambassadors: Epistemology, Focalization, and Narrative Ethics." The Henry James Review 34.1 (2013): 33-46. Project MUSE. Web. 5 Apr. 2013. <http://muse.jhu.edu/>.
http://hdl.handle.net/2022/15447
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Previous issue date: 2013
en_US
The Johns Hopkins University Press
http://muse.jhu.edu/journals/henry_james_review/v034/34.1.held.html
Conscience and Consciousness in The Ambassadors: Epistemology, Focalization, and Narrative Ethics
Article
ORIGINAL
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oai:scholarworks.iu.edu:2022/215762021-10-18T14:34:12Zcom_2022_13982com_2022_19675com_2022_19673com_2022_320col_2022_13983col_2022_321
Brantlinger, Patrick
Higgins, Richard
2017-06-27T01:08:03Z
2017-06-27T01:08:03Z
2006
Patrick Brantlinger and Richard Higgins. Waste and Value: Thorstein Veblen and H. G. Wells. Criticism: A Quarterly for Literature and the Arts 48.4 (Fall 2006): 453–475.
http://hdl.handle.net/2022/21576
https://doi.org/10.1353/crt.2008.0005
Introducing Filth: Dirt, Disgust, and Modern Life, William Cohen declares: “polluting or filthy objects” can “become conceivably productive, the discarded sources in which riches may lie.” “Riches,” though, have often been construed as “waste.” The reversibility of the poles -- wealth and waste, waste and wealth -- became especially apparent with the advent of a so-called consumer society dur- ing the latter half of the nineteenth century. A number of the first analysts of that economistic way of understanding modernity, including Thorstein Veblen and H. G. Wells, made this reversibility central to their ideas. But such reversibility has a much longer history, involving a general shift from economic and social theories that seek to make clear distinctions between wealth and waste to modern ones where the distinctions blur, as in Veblen and Wells; in some versions of post-modernism the distinctions dissolve altogether.
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Previous issue date: 2006
en
WAYNE STATE UNIVERSITY PRESS
http://muse.jhu.edu/article/231443
value
waste
late capitalism
transatlantic literary studies
Waste and Value: Thorstein Veblen and H. G. Wells
Article
ORIGINAL
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oai:scholarworks.iu.edu:2022/215772021-10-18T14:34:15Zcom_2022_13982com_2022_19675com_2022_19673com_2022_320col_2022_13983col_2022_321
Higgins, Richard
2017-06-27T01:36:33Z
2017-06-27T01:36:33Z
2008
Richard Higgins. Feeling like a Clerk in H. G. Wells. Victorian Studies 50.3 Victorian Emotions (Spring, 2008):457-475.
https://www.ncbi.nlm.nih.gov/pubmed/19244862
http://hdl.handle.net/2022/21577
In three turn-of-the-century novels about clerks and scholarship boys, H. G. Wells illustrates the emotional impact of social hierarchies on individual lives. By portraying the conflicted, class-related emotions of lower-middle-class men, Wells departs from the common contemporary image of the clerk as a figure synonymous with his function. But Wells depicts other emotions -- specifically, those associated with domesticity and recklessness -- to push against what he sees as the classed nature of emotional lives. He rewrites Victorian domesticity as a zone of sexuality and desire for his lower-middle-class clerks, and he mobilizes an emergent cultural appreciation of recklessness to instill them with vitality. The "significant selves" that develop as a result help to offset their ultimate failure to escape their class.
Submitted by Richard Higgins (rshiggin@indiana.edu) on 2017-06-27T01:36:33Z
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FinalLikeaClerk.pdf: 518729 bytes, checksum: 0c0745aedb9325fbbf79dd30de44a747 (MD5)
Previous issue date: 2008
en
Indiana University Press
http://www.jstor.org/stable/40060367
Class status
Emotion
Reading
Shame
Class mobility
Work
Leisure
Feeling like a clerk in H. G. Wells
Article
ORIGINAL
FinalLikeaClerk.pdf
FinalLikeaClerk.pdf
application/pdf
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oai:scholarworks.iu.edu:2022/21577
2021-10-18 10:34:15.104
IUScholarWorks
iusw@indiana.edu
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oai:scholarworks.iu.edu:2022/221312021-10-19T02:46:55Zcom_2022_13982com_2022_19675com_2022_19673col_2022_13983
Gray, Donald J.
Parker, William Riley
2018-05-18T19:04:09Z
2018-05-18T19:04:09Z
1973
Gray, Donald J, and William Riley Parker. The Department of English At Indiana University Bloomington, 1868-1970. Bloomington, Indiana: Indiana University , 1973.
http://hdl.handle.net/2022/22131
With a preface and contributions by Donald J. Gray.
Incorporates material collected by William Riley Parker.
In original illustrated wrappers.
Submitted by Jennifer Hoops (jhoops@iu.edu) on 2018-05-18T19:04:09Z
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Previous issue date: 1973
en
Bloomington, Indiana : Indiana University
https://iucat.iu.edu/catalog/15472691
Indiana University
English Department
The Department of English at Indiana University Bloomington 1868-1970
Book
ORIGINAL
HistoryofEnglishDepartment.pdf
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oai:scholarworks.iu.edu:2022/22131
2021-10-18 22:46:55.275
IUScholarWorks
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oai:scholarworks.iu.edu:2022/231942021-10-18T13:08:16Zcom_2022_13982com_2022_19675com_2022_19673col_2022_13983
Brown, Mary Ellen
2019-06-21T17:39:33Z
2019-06-21T17:39:33Z
2019-06
http://hdl.handle.net/2022/23194
The letters reproduced here represent the bulk of the ninteenth century correspondence between Francis James Child, Harvard professor of English, and William Macmath, a Scottish legal clerk, about Child’s project: a “critical edition” of the “popular” ballads of the English speaking world. The five volume work, The English and Scottish Popular Ballads, was published between 1882 and 1898. The letters reveal Child’s scholarly understanding of his subject, his personal research approach, his many uncertainties—and certainties, his methodical and persistent approaches—his focus and intensity. Above all, they lay bare the procedures he was following for doing his work as editor-in-chief. Too few of his letters have been made available; thus, the extent of his epistolary research has not been obvious to users of his work. The letters also fully reveal Macmath’s enormous contribution to Child’s work and add his name to the list of important nineteenth century ballad scholars. Macmath tilted Child’s work toward Scottish materials, introduced the focus on the historicity of various ballads, stressed the importance of acknowledging reciters, revealed his textual discoveries—most particularly his research at Abbotsford--and his copious corrections and suggestions. This correspondence should serve as a resource for future research.
Submitted by Jennifer Hoops (jhoops@iu.edu) on 2019-06-21T17:39:33Z
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Brown_The Cause.pdf: 9740638 bytes, checksum: 6bd7ad872fcd85dc511b6df627b8fc29 (MD5)
Made available in DSpace on 2019-06-21T17:39:33Z (GMT). No. of bitstreams: 1
Brown_The Cause.pdf: 9740638 bytes, checksum: 6bd7ad872fcd85dc511b6df627b8fc29 (MD5)
Previous issue date: 2019-06
en
The Cause
Francis James Child and William Macmath: Working Together for Ballads
Other
ORIGINAL
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oai:scholarworks.iu.edu:2022/23194
2021-10-18 09:08:16.854
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oai:scholarworks.iu.edu:2022/243942021-10-19T01:47:38Zcom_2022_13982com_2022_19675com_2022_19673col_2022_13983
Borgo Ton, Mary
2019-09-20T18:16:20Z
2019-09-20T18:16:20Z
2019-09
http://hdl.handle.net/2022/24394
This is a pre-print version of an article that will be published in a special issue of Early Popular Visual Culture. This article explores trends across Lucerna, an online web resource, by combining two digital approaches: topic modeling and geospatial mapping. Topic modeling identifies words that occur most frequently together in a large corpus of texts through a form of statistical analysis. Using this method, I studied 2,000 descriptions of magic lantern shows given in between 1874 and 1903. While there were records from Canada, India, and New Zealand in this data set, most of these lantern shows occurred in England. The groupings of words, or “topics”, reflected the prevalence of the Church Army, Band of Hope, and Sunday Schools in Lucerna’s textual record. Mapping these patterns revealed that descriptions of magic lantern shows were relatively uniform across the UK, suggesting that magic lantern shows in urban and rural spaces were represented similarly in periodical literature. Since the topics did not vary by region, I studied how the most prevalent topics differed by host organization and how they changed over time. Descriptions of lantern shows given by evangelistic organizations shared vocabulary with those hosted by Sunday Schools and temperance societies. Individual terms like “friends”, “tea”, “dissolving”, and “interesting” appear in descriptions of lantern shows given by the Church Army, Sunday Schools, and the Band of Hope. Placing these terms in within a topic reveals that these terms appear in different combinations depending on the organization hosting the lantern show. For example, “friend” is statistically more likely to occur alongside “interesting” and “dissolving [view]” in an educational context than in a description of a show given by the Church Army. The fact that evangelistic shows tended to avoid the language of entertainment reflects earlier discourse about the magic lantern on the mission field. Missionaries like David Livingstone emphasized the usefulness of the lantern in their published accounts of their lantern shows, yet their journals and diaries often foreground the value of the lantern as an entertainment. The decline in topics related to Sunday Schools over time corresponds with the rise of educational lantern lectures, particularly those given by secular institutions like the Royal Albert Memorial Museum. Yet, the inheritance that these secular shows inherited from their precursors in the Sunday School is preserved in the inclusion of “Chinese” in a topic describing Frederic Rowley’s lectures at the RAMM. Although Rowley never presented a lecture on China, descriptions of his shows resemble the geographical lectures given the Church Army and in Sunday Schools with the assistance of Newton and Company’s “China and the Chinese”. This study suggests that topic modeling can be used to excavate the performance history of lantern shows by foregrounding latent linguistic similarities in published descriptions of these events.
Submitted by Mary Borgo Ton (meborgo@indiana.edu) on 2019-09-20T18:16:20Z
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Acknowledgements.docx: 12388 bytes, checksum: 3d5af21e714f7e5f0d25729e8f1cd53d (MD5)
Previous issue date: 2019-09
en
Pre-Cinema
Digital Humanities
GIS
Topic Modeling
Magic lantern shows through a macroscopic lens: Topic modelling and mapping as methods for media archaeology
Article
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Permission from journal editor to submit a pre-print version of the article to Scholarworks
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2021-10-18 21:47:38.749
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oai:scholarworks.iu.edu:2022/248602022-03-31T04:06:22Zcom_2022_13982com_2022_19675com_2022_19673col_2022_13983col_2022_27452
Cattani, Dana
Rodak, Miranda
2019-12-06T14:05:33Z
2019-12-06T14:05:33Z
2019
https://hdl.handle.net/2022/24860
This instructor’s guide provides educators with a series of active-learning-based lesson plans designed to teach concrete revision strategies. These lessons focus on empowering students to become autonomous editors of their own and others’ writing by addressing their skill gaps in identifying weak, underperforming writing and revising it for strategic impact. The lesson plans, templates, and accompanying notes we provide are rooted in active learning pedagogy – the philosophy that students acquire skills more effectively when they engage directly in the learning process in a hands-on way.
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Previous issue date: 2019
en
CC BY 4.0
https://creativecommons.org/licenses/by/4.0/
active learning
writing
revision
concision
coherence
clarity
business writing
lesson plan
professional writing
technical writing
writing across the curriculum
Active Learning Revision Clinics for the Intensive-Writing Classroom
Learning Object
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oai:scholarworks.iu.edu:2022/255472021-10-18T17:04:15Zcom_2022_13982com_2022_19675com_2022_19673col_2022_13983
Fulk, R. D.
2020-06-10T17:17:47Z
2020-06-10T17:17:47Z
2014-07
978-0866985147
http://hdl.handle.net/2022/25547
This book was originally published in 2014 by the Arizona Center for Medieval
and Renaissance Studies at Arizona State University, Tempe Arizona. When the
book went out of print, the press kindly allowed the copyright to revert to the
author, so that this corrected reprint could be made freely available as an Open
Access book.
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Previous issue date: 2014-07
en
ACMRS Press
Medieval and Renaissance Texts and Studies;463
MRTS Texts for Teaching;8
https://creativecommons.org/licenses/by/4.0/
An Introductory Grammar of Old English
Book
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IUScholarWorks
iusw@indiana.edu
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