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    An Introductory Grammar of Old English
    (ACMRS Press, 2014-07) Fulk, R. D.
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    Active Learning Revision Clinics for the Intensive-Writing Classroom
    (2019) Cattani, Dana; Rodak, Miranda
    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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    Magic lantern shows through a macroscopic lens: Topic modelling and mapping as methods for media archaeology
    (2019-09) Borgo Ton, Mary
    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.
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    The Cause
    (2019-06) Brown, Mary Ellen
    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.
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    The Department of English at Indiana University Bloomington 1868-1970
    (Bloomington, Indiana : Indiana University, 1973) Gray, Donald J.; Parker, William Riley
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    Feeling like a clerk in H. G. Wells
    (Indiana University Press, 2008) Higgins, Richard
    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.
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    Waste and Value: Thorstein Veblen and H. G. Wells
    (WAYNE STATE UNIVERSITY PRESS, 2006) Brantlinger, Patrick; Higgins, Richard
    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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    Chaucer’s Haunted Aesthetics: Mimesis and Trauma in Troilus and Criseyde
    (National Council of Teachers of English, 2010-01) Ingham, Patricia Clare