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Free Dictionary and Thesaurus Tools (Online and Software)


The link below is to an article that takes a look at 25 free dictionary and thesaurus tools (online and software).

For more visit:
https://www.getfreeebooks.com/25-free-dictionary-thesaurus-online-softwares/

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Even More on the 2019 Booker Prize Fallout


The links below are to articles with further news from the fallout of the 2019 Booker Prize.

For more visit:
https://www.the-tls.co.uk/articles/public/what-happened-booker-prize-ellmann/
https://www.theguardian.com/books/2019/oct/22/bernardine-evaristo-doubles-lifetime-sales-in-five-days-after-joint-booker-win

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2019 Queensland Literary Awards Shortlist


The link below is to an article reporting on the shortlist for the 2019 Queensland Literary Awards.

For more visit:
https://www.booksandpublishing.com.au/articles/2019/10/01/140106/queensland-literary-awards-2019-shortlists-announced/

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‘I’m in another world’: writing without rules lets kids find their voice, just like professional authors



When children write freely, they say they escape from everyday thinking.
from shutterstock.com

Brett Healey, Curtin University

Ask a child why they write and you might receive a common response: the teacher told me to. Kids often lack confidence as writers and find it emotionally draining. The problem might be the classroom and its detachment from what writers do in the real world.

In some classrooms, students learn writing techniques and then apply them to a writing assignment. In others, students are given freedom over their writing with little teacher intervention.

Authors spend a lot of time writing freely.
Julia Joppien/Unsplash

Both approaches work to develop the writing craft, for similar reasons they work for authors. Authors learn discrete techniques from mentors to improve their skills and also write freely to experiment with style.

Teachers have a lot of influence over their classroom writing environment. But, while most identify as proficient readers, not many know what it’s like to be a writer.

Studies show teachers who identify as writers have a positive impact on their students’ writing. This is because they empathise with the experiences of writers at different stages of the writing process.

I conducted a study to help teachers understand what the creative writing experience is like for the students they teach. I interviewed eight children in Year 6 (10-11 years old) throughout a creative writing unit in class to find out.

Another world

When children write freely, they often feel as though they’re stepping into a different world. All kids I spoke to talked about this experience, with one student summarising it this way:

I feel like I’m in that place, another world, another zone. So I go into that place where I’m writing. I take my characters there, this large meadow or something. When I come back I’m like, where’s the meadow gone?

Most feel as though writing is a momentary “escape from your everyday thinking”. One student felt they don’t need to think very hard, because “my head is creating that and not me”.

Where’s the meadow gone?
from shutterstock.com

This other-world experience is like watching a movie in vivid detail. Ideas “come out of the blue” and “pop in and out like a slideshow”. One student said ideas “flow into words like water, through your brain and onto your page”.

Published authors have a similar experience. In Writing Down the Bones, a book on the writing process, author Natalie Goldberg writes:

Of course, you can sit down and have something you want to say. But then you must let its expression be born in you and on the paper. Don’t hold too tight; allow it to come out how it needs to rather than trying to control it.

My thoughts have been caged up

All students I spoke to talked about the frustration of being pulled out of this other world. One student recounted moments when he thought his writing ideas did not meet the task set by his teacher:

My mind is stuck inside, like, a perfect writing thing. It’s like all those sections where all my thoughts have been […] have to be caged up.

All caged up.
from shutterstock.com

For these children, it is impossible to be a student and a writer at the same time. Being a student means maintaining awareness of task requirements, grade-level standards and rules of spelling, punctuation and grammar.

Addressing school requirements made one student feel as though they “need to put away good ideas, and think of what would give me an A”. Another said doing this means they “can’t let my brain fly” and “can’t add my own words”.

This leads to “so many mental blanks because I’m afraid I’m gonna fail”.

Balancing the student and the writer

Most students I spoke to expressed being frustrated when free writing time gets interrupted.

A progressive view of teaching suggests teachers allow children to explore their writing world, encouraging them to make decisions at each stage of the writing process. This is called the process approach to writing and it helps kids develop their writer identities.

A traditional view favours providing students with fundamental writing skills aimed at developing a finished product, known as the product approach. This develops kids’ knowledge of texts.

But are writing identities and knowledge mutually exclusive?

The students I spoke with understood the need to learn explicit knowledge such as text structures, vocabulary and literary techniques to grow as writers. But they did not think of these things when writing freely.

Even Hemingway admitted to bad first drafts.
Sergey Zolkin/Unsplash

Authors think more about these things, but not necessarily in the first instance. Ernest Hemingway is famously known to have said: “the first draft of anything is shit”. And Anne Lamott advised:

Perfectionism is a mean, frozen form of idealism, while messes are the artist’s true friend. What people somehow (inadvertently, I’m sure) forgot to mention when we were children was that we need to make messes in order to find out who we are and why we are here — and, by extension, what we’re supposed to be writing.

We can teach kids to think more like authors.

The solution may be in striking a balance between kids as students and kids as writers. Kids, like published authors, need space to write freely first without distraction from teachers and expectations. This helps them generate ideas, motivating them to find a purpose for their writing.

Then they become students. They write another draft, but this time they seek advice from teachers to use literary techniques, like authors and their mentors.The Conversation

Brett Healey, PhD Student, Curtin University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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Not My Review: The Stepford Wives by Ira Levin


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Some of the World’s Best Bookshops


The link below is to an article that takes a look at 14 of the world’s best bookshops.

For more visit:
https://www.epicreads.com/blog/best-bookstores-world/

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How to Read Slowly


The link below is to an article with some tips on how to read slowly.

For more visit:
https://bookriot.com/2019/10/07/how-to-read-slowly/

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More on Peter Handke Winning the Nobel Prize for Literature


The link below is to another article reporting on the fallout from Peter Handke’s win of the Nobel Prize for Literature.

For more visit:
https://www.theguardian.com/books/2019/oct/21/swedish-academy-defends-peter-handkes-controversial-nobel-win

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2019 German Book Prize Shortlist


The link below is to an article reporting on the shortlist for the 2019 German Book Prize.

For more visit:
https://publishingperspectives.com/2019/09/german-book-prize-releases-2019-shortlist-generational-shift/

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Bruny review: Heather Rose’s new book has a sense of place yet taps into global unease



Scandal strikes a Tasmanian construction project in the novel Bruny.
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Simon Ryan, Australian Catholic University

When in 2017 Nordstrom began selling US$425 jeans (A$620) covered in fake mud, it seemed the long prophesied “late stage capitalism” had finally arrived. Suddenly the phrase itself was everywhere from Reddit to Twitter and applied to every freakish story about excessive consumption or corporate perfidy.

Earlier this year, meanwhile, US President Donald Trump expressed an interest in buying Greenland, blithely ignoring national feeling in Denmark and the local attachment of the Inuit inhabitants. It seems to many we are living in a period in which national and cultural meanings are being drained by the inanities and indignities of an economic system that regards humans as units of production and consumption and nothing more.


Allen & Unwin

Heather Rose’s Bruny takes up this sense that national boundaries and local attachments can be dissolved by the relentless power of capital. Bruny is a departure from Rose’s previous work, The Museum of Modern Love, for which she won the Stella Prize in 2017.

The compelling protagonist of Bruny is New York-based UN mediator Astrid (Ace) Coleman. She is cynical, efficient and covertly working for a state intelligence organisation.

A Tasmanian by birth, she escaped at the first opportunity from an island she found provincial and suffocating. But when one of the supports of the nearly completed bridge to Bruny island is blown up, she returns to manage the tensions between construction workers and anti-bridge protestors.




Read more:
Exquisite prose, with rare and subtle insight


Bruny is a family drama. Rather improbably, Astrid’s brother, known as JC, is the Premier of Tasmania, while her sister Max is leader of the opposition Labor party. Their mother is a difficult person facing serious illness and their father can only speak in Shakespearean phrases after a series of strokes. To his credit, the quotes are invariably relevant.

In the novel, the Tasmanian government has a network of commercial-in-confidence agreements that defy transparency. When part of a $2 billion bridge being built to connect mainland Tasmania with picturesque Bruny Island is destroyed, it is quickly agreed that hundreds of Chinese workers will be imported to complete it by the target date. But who has blown it up and why?

China is the source of capital for construction and has plans for Tasmania. Large scale population removal is one of the key features of European colonisation – see Palm Island. Australia’s repressed history returns uncannily in novels of invasion published as early as 1877, however, the xenophobia that energised these works is discharged carefully in Bruny through some sympathetic Chinese who have opted to settle in Tasmania and understand the attractions of its isolation and space.

Bruny’s central premise (which continues this literary invasion theme) contains a revelation that once would have been clearly absurd, threatening the realism a political thriller requires.

Readers might choose to consider this dramatic revelation as satirical. The novel mixes family drama, political intrigue and geopolitical speculation in ways that seem exaggerated and improbable. Yet elements are not so far removed from possibility, leaving a feeling of unease reminiscent of Sinclair Lewis’ 1935 novel about American fascism, It Can’t Happen Here.

There are a few flaws in the novel. As potential satire, it does not have to draw complex secondary characters, but insofar as it is a family drama the failure to do so weakens the effect. Perhaps this is an unavoidable outcome of the hybrid genre, but one might feel the politically powerful siblings, JC and Max, are not developed beyond caricature.

And there are a few elements in the writing that grate. Characters are repeatedly described by their likeness to actors – including Christopher Pike, Gene Hackman, and Chris Hemsworth.

Elsewhere Monty Python is misquoted. The epithet shouted at the Popular Front of Judea in Life of Brian is “splitter” not “quitter”. It is a minor point but distracting.

Rose uses a localised setting to speak to broader societal unease.
www.shutterstock.com

Structurally, the pacing is quite slow until the pivotal revelation and then things move quickly – perhaps too quickly. The treacherous or weak federal politicians fade from the scene and Tasmanian quislings are punished by losing office – a benign punishment given the scale of their betrayal. However, there are balancing pleasures, such as seeing the quick and intuitive intelligence of Ace at work and the loving descriptions of the landscape.

It is not giving away too much to say the heroes in the novel are the intelligence agencies, functioning as the last defence of liberal democracy. One only has to read opinion sites to realise the final, desperate hope of some in the centre-left of politics is that certain agencies may intervene to maintain the stability of the geopolitical order.

Bruny captures this sense of everything being up for sale. The novel portrays a political class working at the behest of capital and ambition. The novel catalogues contemporary concerns: the power of China, the ability of capital to erode beliefs and cultures, the repression of protest and the complicity of local politicians with international interests.The Conversation

Simon Ryan, Associate Professor (Literature), Australian Catholic University

This article is republished from The Conversation under a Creative Commons license. Read the original article.