The link below is to an article that takes a look at dust jackets and their ‘value.’
For more visit:
http://bookriot.com/2015/11/18/complicated-relationship-dust-jacket/
The link below is to an article that takes a look at dust jackets and their ‘value.’
For more visit:
http://bookriot.com/2015/11/18/complicated-relationship-dust-jacket/
Sheila T Cavanagh, Emory University
An uproar ensued after it was reported that the Oregon Shakespeare Festival (OSF) – southern Oregon’s 80-year-old annual theatrical extravaganza – would be commissioning playwrights to “translate” all of Shakespeare’s plays into modern English.
The project drew jeers from Shakespearean professors, arts practitioners and others who believe passionately in the power of Shakespeare’s original texts, who abhor any attempt to “dumb down” their language.
OSF Director of Literary Development and Dramaturgy Lue Douthit and OSF Artistic Director Bill Rauch maintain that OSF is undertaking a bold, not sacrilegious, experiment. Nevertheless, howls of outrage have followed what Douhit ruefully has deemed a “career-ending” announcement for those involved.
As an educator and lover of Shakespearean drama, I remain committed to the value of presenting Shakespeare’s plays in their original language. I require my students to read Shakespeare’s plays in their original form, and through my work on the World Shakespeare Project, I’ve witnessed undergraduates in places such as Uganda, rural India and Buenos Aires enthusiastically respond to the challenge.
Yet the outrage over the OSF’s new modernization project is misguided. The organization – which is known for experimentation – is simply participating in larger, centuries-long tradition of molding, melding and adapting Shakespeare’s original texts.
Among those criticizing the new project is Columbia University Professor James Shapiro, a prominent Shakespearean scholar who maintains that “by changing the language in this modernizing way…it just doesn’t pack the punch and the excitement and the intoxicating quality of [the original] language.”
Earlier this month, before an audience at Shakespeare’s Globe, he added, “It’s a really bad idea.”
Notably, however, Shapiro (along with many others) responded quite differently to the translation of a different classic text. On Nobel Laureate Seamus Heaney’s oft-praised 1999 rewriting of Beowulf, Shapiro wrote in The New York Times:
Examples like this add up to a translation that manages to accomplish what before now had seemed impossible: a faithful rendering that is simultaneously an original and gripping poem in its own right.
In this instance, at least, Heaney’s talent apparently overcame Shapiro’s objections to the concept.
The playwrights the company has commissioned to “modernize” the language of Shakespeare’s works may or may not achieve the majesty attributed to Seamus Heaney’s Beowulf. But for whatever reason, changing the language of Shakespeare remains an anathema, while the setting, costuming and theoretical conceptualization of his plays are fair game for innovation.
The hottest theater ticket in Britain at the moment, for example, is Benedict Cumberbatch’s Hamlet, which caused similar outrage for opening with the famous “To Be or Not to Be” soliloquy, rather than the traditional “Who’s there?.” By the end of previews, the speech was moved back to (one of) the places it traditionally resides. Cumberbatch’s audiences have been comparatively silent, however, about the production’s addition of modern props, like a phonograph player.
London’s Young Vic Theatre, meanwhile, is currently presenting a strong version of Shakespeare’s Measure for Measure, with a set filled with dozens of naked, anatomically correct, inflatable dolls. Like the phonograph player on the set of Hamlet, it’s unlikely that theatergoers will object to the dolls, nor will they protest the video screens employed during the performance.
But when it comes to changing the language – well, the main objection, it appears, stems from concerns that it will encourage series such as Shakespeare for Dummies or No Fear Shakespeare, which presents original Shakespearean text adjacent to what its editors call “the kind of English people actually speak today.”
Such projects are understandable, if worrisome. Shakespeare does have a reputation for being too dense for ordinary people to easily comprehend.
At the same time, there are many remarkable projects that bring Shakespeare’s plays to even the most unconventional audiences. There’s Curt Tofteland’s Shakespeare Behind Bars, which offers prisoners the opportunities to present full-length Shakespeare plays, while former Royal Shakespeare Company artist Kelly Hunter’s project Shakespeare’s Heartbeat uses Shakespearean drama as the basis for games designed for children with autism.
It’s worth noting the OSF is not planning to replace Shakespeare’s original texts during its current presentation of the complete Shakespearean canon, which will take place over the next decade.
While the company hopes that the newly commissioned versions of Shakespeare will be performed in Oregon and elsewhere, they also retain their commitment to presenting the conventional texts, albeit with regular tweaks and cuts.
As Shapiro and many others admit, Shakespearean drama has been altered, rewritten and reimagined repeatedly since the plays were first presented during the reigns of Elizabeth Tudor and James Stuart.

Dylan Martinez/Reuters
During the English Restoration, King Lear was given a happy ending. More recently, the 2001 film Scotland, Pa. offered a modern retelling of Macbeth, set at a fast food restaurant. Henry IV found itself placed among male prostitutes in Oregon in Gus Van Sant’s 1991 film My Own Private Idaho. Even Justin Kurzel’s acclaimed new film Macbeth opens with a twist: the funeral of Macbeth’s toddler.
The best adaptations – West Side Story, the musical Kiss Me, Kate and the Japanese film Throne of Blood – thrive. The bad, silly and unfortunate – Romeo and Juliet: Sealed with a Kiss and Animal Planet’s Romeo and Juliet: A Monkey’s Tale – fall by the wayside.
As poet Andrew Marvell might say, there is “world enough and time” for any number of Shakespearean adaptations and iterations.
While Shakespeare’s original language is remarkably rich and compelling, like Cleopatra, “age will not wither it.” Neither will OSF’s revisionary experimentation.
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Sheila T Cavanagh, Professor of English, Emory University
This article was originally published on The Conversation. Read the original article.
The link below is to an article that provides some helpful tips for using the Kindle Owners’ Lending Library.
For more visit:
http://ebookfriendly.com/kindle-owners-lending-library-lists-tips/
John Dale, University of Technology Sydney
Clearing out my office in preparation for a faculty move, I am faced with the dilemma of what books to retain and what to discard. With non-fiction it is easy: keep any reference books that might prove useful in later life, such as the Oxford Guide to Philosophy or Primates of the World. But with fiction, particularly Australian fiction, it is harder to decide.
What lasts, I ask myself, what writing survives? The Guardian critic Jonathan Jones bemoaned in August that a middlebrow cult of the popular was holding literature to ransom. My colleague Ivor Indyk in the Sydney Review of Books added in September that it was in the giving of literary prizes that:
the cult of the middlebrow seems now to have established itself.
The academic Beth Driscoll entered the debate, with a recent, wide-ranging article on the middlebrow, with particular focus on three recent Australian novels, by Susan Johnson, Stephanie Bishop and Antonia Hayes. To which the authors in question last week published their responses, in part taking umbrage at the description of their work as middlebrow because, in Hayes’ words:
it implies an aesthetic pecking order, and is more often than not used in a derogatory way.
The distinctions between highbrow and middlebrow fiction are as old as literature itself.
In the 18th century, novel-reading was regarded as frivolous and morally suspicious. Real literature was to be found in religious tracts, epic poetry and mannered letters written by the nobility. It was the duty of learned men to uphold literary standards against the rising tide of middle-class tastes.
Even Dickens was considered by many of his contemporaries to be too middlebrow to be a serious writer, and Edmund Wilson wrote of Raymond Chandler that he “remained a long way below Graham Greene”.
“Literature is bunk,” Chandler replied, “written by fancy boys, clever-clever darlings, stream-of-consciousness ladies and gents and editorial novelists.”
Would I ever read Graham Greene again? Probably not, I decide – all that Catholic angst – but I keep two novels by Raymond Chandler. If we can’t trust our literary academics and critics, to whom, then, should we entrust the judgement of literary quality?
The only answer is the passage of time. What is valorised today might not be read in 50 years. Quintus Servinton (1830), the first novel published in Australia, was written by a convict in 1830, but no one would ever describe it as literature. It survives for its historical value alone.
In a 2002 poll by the Norwegian Nobel Institute, 100 international authors, including Nobel prize-winners, chose Don Quixote (1605) as the most important book of all time, ahead of novels by Tolstoy and Dostoevsky. (No Australian writer made their list.)
In fact, Dostoevsky declared Cervantes book:
the final and the greatest expression of human thought, the bitterest irony that a human is capable of expressing …
And yet Don Quixote is neither highbrow nor middlebrow; if anything it is a satire on literary pretensions, on those genres — the epic and romance of chivalry — that preceded it. Yet for a long time Don Quixote was regarded as light literature and not worthy of serious study.
To talk about literature, therefore, we must ask what is literature? A common response is that it’s a force for change, or morally instructive, but these vague motherhood statements would exclude Rabelais, Henry Miller or the Marquis de Sade.
In a wonderful 2002 essay, Negotiating with the Dead, Margaret Atwood suggested there is only one question to be asked about any work — is it alive, or is it dead?
This is a far better measure of a novel or story’s worth than whether it is highbrow or lowbrow. The best fiction transcends brows. The playwright David Mamet suggested the purpose of literature is to delight.
“To create or endorse the Scholastic is a craven desire,” he wrote in 2000. “It may yield a low-level self-satisfaction, but how can this compare with our joy at great, generous writing.”
Great, generous writing that is alive. Now we are getting closer to answering the question: What lasts, what writing survives? And what books should I keep?
The only way a text can survive is through its interaction with a reader – “no matter how far away that reader may be from the writer in time and space,” Atwood wrote. Miguel Cervantes died in 1616 yet his creation Don Quixote de la Mancha lives on four centuries later, and no-one today reads a pastoral romance.
We all know what dead writing is, for we encounter it every day in managerial speak, in those densely-worded, multi-paged documents about course intended learning outcomes, quality assurance mechanisms and international benchmarking activities. All around us dead sentences are falling on the living.
But the writing that survives, great literature, reminds us of our existence in this world, and our connection with other living things.
Tolstoy’s Anna Karenina (1877) was written 140 years ago and yet most of it remains alive and vivid. There is something presumptuous, if not pretentious, about the term “literary fiction”. One can’t imagine Tolstoy telling Chekhov at his country estate that he was writing “literary fiction” or “highbrow literature”.
On the contrary, Tolstoy held an aesthetic that required fiction to be morally improving and accessible to the widest public. It is not the morally improving aspects of Tolstoy’s prose that we appreciate today; rather it is passages such as the scene of Konstanin Levin travelling through the Russian countryside, during which:
the tall grass softly twined around the wheels and the horse’s legs, leaving its seeds on the wet spokes and hubs.
This is what lasts, this is what survives, our joy of discovery at something simple and straightforward that connects us to the world. If the best fiction is a way of dealing with death, then it is also a way of learning about the inter-related nature of life.
That is the fiction worth keeping.
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John Dale, Professor of Writing and Director – Centre for New Writing, University of Technology Sydney
This article was originally published on The Conversation. Read the original article.
Kylie Robson, University of Canberra
As parents, we know how important it is to read to our children. Many families include this as a regular part of the bedtime routine.
While we feel confident this is contributing to our child’s literacy development,
new research shows that this nightly routine could also be used to help improve maths skills.
The study by researchers in the US gave 587 students in year 1 (between 6 and 7 years old) tablets featuring an app with short passages to read with their parents.
Parents would read these passages with their child and then answer questions based on the text. Families used the app on average 4 times a week between the Autumn and Spring of 2013-14.
One group read stories which contained a mathematical focus, which allowed children and their parents to discuss maths in a natural way and complete simple problems together.
Each passage came with five questions ranging in difficulty from preschool to fifth-grade level and covered topics including counting and arithmetic, fractions, geometry and probability.
There was also an additional bank of questions for families who wished to explore the passage further. Families could complete as many questions as they were comfortable with after reading the story.
A second, comparison group read the same passage with the specific maths content removed and answered questions which focused on recalling facts, inferring information and spelling.
The results were overwhelming.
The students were tested before and at the end of the study and those who read the maths stories, adapted from the Bedtime Math app, showed significant improvement in their overall mathematics learning during the year.
When comparing the children in each group who used the app most frequently, the study saw a three month advancement in maths achievement for those who read the maths-focused stories.
Research shows that parents tend to place more importance on language learning than on mathematical development when their children are young. A reason for this could be that parents don’t feel as comfortable with teaching maths, compared to literacy.
But research shows that when parents are stressed about maths, their children learn less mathematics over the school year and can also develop the same negative feelings towards the subject.
Children who feel anxious about maths are also less likely to engage in the classroom and will avoid mathematical tasks.
This avoidance leads to missed learning opportunities and a greater sense of potential failure.
Once the cycle has begun, it can be hard to redirect this momentum.
While the research focused on stories designed for an electronic device, the findings highlight some key points for parents.
Sharing stories with a mathematical focus, and the discussions which are then created, can contribute to an increase in achievement at school.
For parents who are struggling with their own mathematical anxieties, this comes as welcome news. The study goes on to suggest that this sharing of stories and discussing maths with our children, can help parents become less anxious in this space.
The federal Government recently committed $6.4m to support the development of maths resources for students. This forms a part of the government’s agenda to improve the teaching of science, technology, engineering and maths subjects in our schools.
So how can parents use books to help improve their child’s maths skills? Here are some suggestions:
Read books with mathematical concepts to your children.
In some books the content is obvious – we are all familiar with Eric Carle’s The Very Hungry Caterpillar.
Try reading these as well:
Consider asking your local librarian for some other ideas. Look for books with amusing pictures and colourful illustrations – we know how this attracts children to read.
Talk about the book with your child, as you would with any other story.
The mathematical elements will naturally come into the conversation and should be encouraged – this will help children to see maths as part of everyday life.
By simply including books which include mathematical concepts in nighttime routines, parents can feel more confident that they are contributing to the mathematical development of their child outside the classroom at the same time as creating a less stressful environment for discussing mathematics.
Kylie will be taking part in an Ask An Expert Q&A on Twitter from noon to 1pm on Thursday, November. Head over to Twitter and post your questions about learning and teaching maths using #AskAnExpert.
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Kylie Robson, Clinical Teaching Specialist – Mathematics and Literacy Education, Faculty of ESTeM, University of Canberra, University of Canberra
This article was originally published on The Conversation. Read the original article.
The link below is to an article that looks at 20 problems that booklovers only can understand.
For more visit:
https://www.goodreads.com/blog/show/580-20-problems-only-book-lovers-understand
The links below are to articles that look at the best software for authors.
For more visit:
– http://www.indiesunlimited.com/2015/11/05/which-software-program-is-best-for-authors-part-1/
–http://www.indiesunlimited.com/2015/11/12/which-software-is-best-for-authors-part-2/
The link below is to an article that provides a guide to Kindle Ebook deals.
For more visit:
http://ebookfriendly.com/kindle-book-deals-guide/
The link below is to an article that takes a look at the best books of 2015 at Amazon.
For more visit:
http://ebookfriendly.com/amazon-best-books-2015/
Ryan Spencer, University of Canberra
As parents know all too well, children love to re-read their favourite books over and over again.
While this may feel painfully repetitive to adults, there is something in the text that is bringing children back time after time.
Children benefit greatly from re-reading as they learn the rhyming or predictable pattern of the text – rather than spending that time trying to understand what the book’s about.
Research shows that repeated reading of favourite books can boost vocabulary by up to 40%.
But this is only truly beneficial when the text is read aloud.
Research shows that when preschool children are frequently read to, their brain areas supporting comprehension and mental imagery are highly engaged. Studies show that this helps with the development of reading skills, such as word recognition, when they start to learn to read.
By assisting our children to develop these skills, we’re ensuring that they know that text conveys a message, and to read on for more information when they get stuck on a word.
And it’s never too early to start reading aloud to your children. Australian author and literacy studies professor Mem Fox says reading to children from birth can help develop a love for and understanding of books.
Need more convincing? Here are five ways that reading aloud can benefit your child:
Fluency when reading is essential in order to build strong and confident readers. But it can frequently be misinterpreted as relating only to reading speed alone.
Researcher Timothy Rasinski highlights the “bridge” that fluency plays in between word recognition and understanding what the book is about. He highlights the way that reading fluently at a natural reading speed helps to ensure that comprehension is maintained when reading.
When you share a book with your child, they get to see good reading modelled for them. They establish a sense of the speed and prosody that is essential to fluent reading. This then aids in their comprehension of the story.
To help your child hear themselves as a fluent reader, choose a favourite book, and take it in turns reading a sentence, such as in the style of echo reading, where you might read a sentence or a page first then your child repeats the same part.
Hearing themselves as confident and fluent readers allows children to break out of the struggling reader mindset where every book is a challenge.
Research shows that possessing a broad vocabulary is essential to making sure that children have access to a range of different words with different meanings.
It makes sense that the more words that children know when reading independently, the more they’ll enjoy what they’re reading.
While vocabulary lessons are taught in schools, parents can also assist in helping their children learn new words at home by reading favourite books aloud.
Before reading a book for the first time, flick through the pages with your child. Look for any interesting words that your child might not have seen before. Talk about what these words mean and where they may have seen them before.
Successful reading is all about making sense of what we’re reading.
As adults, if we don’t quite understand something that we’ve just read, the first thing that we tend to do is to go back and reread.
This is a vital skill that we need to encourage in our children to help them become self sufficient readers.
Reading aloud provides the means by which to clearly take about what is happening in the book and to practice this rereading skill.
The conversations about what the book is about can take place before reading with your child in order to predict what might happen. Discussions during and after reading are also usual in clarifying what your children have just read.
Fathers and other significant males in a child’s life play a vital role in encouraging their children to be active readers at home.
While mothers do tend to spend more time with their children and often take on reading as a part of this experience, research demonstrates clear benefits when dads, uncles, grandfathers and male friends read with children.
Dads are often seen as the untapped resource when it comes to reading with their children and they frequently provide a different range of experiences, especially when reading aloud.
This might be through using different funny voices and even the content that is read together.
As any avid reader knows there are few things better in life than curling up with a favourite book and not wanting to put it down.
Sharing this experience with your child is a valuable way to get them on the path to loving books as well.
Consider taking home a new book from the bookstore or library and selling this to your child.
Try talking about the pictures, look at interesting words and predict what might happen before reading together.
When you are reading the book aloud for the first time, use different voices for each character.
If you’re looking for some inspiration on what to read to your child, then try the Children’s Book Council of Australia Awards shortlist, or the Dymock’s Top 51 Kids list which is voted for by kids for kids.
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Ryan Spencer, Clinical Teaching Specialist; Lecturer in Literacy Education, University of Canberra
This article was originally published on The Conversation. Read the original article.
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