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Titlebook: Defining Literary Criticism; Scholarship, Authori Carol Atherton Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2

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书目名称Defining Literary Criticism
副标题Scholarship, Authori
编辑Carol Atherton
视频video
图书封面Titlebook: Defining Literary Criticism; Scholarship, Authori Carol Atherton Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2
描述Outlining the controversies that have surrounded the academic discipline of English Literature since its institutionalization in the late nineteenth century, this important book draws on a range of archival sources. It addresses issues that are central to the identity of academic English - how the subject came into existence, and what makes it a specialist discipline of knowledge - in a manner that illuminates many of the crises that have affected the development of modern English studies. Atherton also addresses contemporary arguments about the teaching of literary criticism, including an examination of the reforms to A-Level literature.
出版日期Book 2005
关键词English literature; English Studies; George Eliot; literary criticism; Woolf; British and Irish Literatur
版次1
doihttps://doi.org/10.1057/9780230501072
isbn_softcover978-1-349-52393-1
isbn_ebook978-0-230-50107-2
copyrightPalgrave Macmillan, a division of Macmillan Publishers Limited 2005
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Book 2005entury, this important book draws on a range of archival sources. It addresses issues that are central to the identity of academic English - how the subject came into existence, and what makes it a specialist discipline of knowledge - in a manner that illuminates many of the crises that have affecte
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https://doi.org/10.1007/978-1-4471-3396-4 culture […] to enrich your teaching despite the unavoidably narrow straitjacket of the examination system’, particularly at a time of mounting uncertainty about the growth of an ‘exam culture’ in British schools: according to the Prince, such a culture could lead to the creation of ‘an entire generation of culturally disinherited young people’.
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https://doi.org/10.1007/978-1-4471-3396-4ain at a distance from the day-to-day business of ‘doing English’. What these accounts do not engage with is precisely what is needed in order to bring the subject’s early years to life: the vexed and complex questions of what students were actually taught, who they were taught by and what they were expected to learn.
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