Suitable for use in composition and literature courses that have an essay writing emphasis, at both the university and college level. This student-centered text offers a wide variety of challenging and provocative essays by Canadian writers. The essays are organized around the steps in the writing process: invention, development, arrangement, style, and delivery. The final two chapters suggest ways in which students can apply these steps to two specific types of writing: rhetorical analyses and research papers.
This book covers the latest research on landmarks in GIS, including practical applications. It addresses perceptual and cognitive aspects of natural and artificial cognitive systems, computational aspects with respect to identifying or selecting landmarks for various purposes, and communication aspects of human-computer interaction for spatial information provision. Concise and organized, the book equips readers to handle complex conceptual aspects of trying to define and formally model these situations. The book provides a thorough review of the cognitive, conceptual, computational and communication aspects of GIS landmarks. This review is unique for comparing concepts across a spectrum of sub-disciplines in the field. Portions of the ideas discussed led to the world’s first commercial navigation service using landmarks selected with cognitive principles. Landmarks: GI Science for Intelligent Services targets practitioners and researchers working in geographic information science, computer science, information science, cognitive science, geography and psychology. Advanced-level students in computer science, geography and psychology will also find this book valuable as a secondary textbook or reference.
Faculty often worry that students can't or won't read critically, a foundational skill for success in academic and professional endeavors. "Critical reading" refers both to reading for academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy through composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences.
Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and problem solving; (4) assigning and evaluating transactional writing; (5) audience and purpose in writing; (6) the poetic function of language; (7) using narration to shape experience; (8) readers and expressive language; (9) what every educator should know about reading research; (10) reconciling readers and texts; (11) peer critiques, teacher student conferences, and essay evaluation as a means of responding to student writing; and (12) the role of the writing laboratory. A concluding chapter provides a select bibliography on language and learning across the curriculum. (FL)
At the beginning of a new writing project—whether it’s the first page of a new novel or a less ambitious project, writers often experience exhilaration, fear, or dread. For Kristjana Gunnars, the call of a new project is “like someone you don’t know knocking on your door—you either choose to let the person in or not. It’s both exciting and dangerous to start a new manuscript.” This book is an engagement with that “stranger” called writing. Creative or imaginative writing is a complex process that involves more than intellect alone. Writers make use of everything: their sensibilities, history, culture, knowledge, experience, education, and even their biology. These essays seek out, and gather into a discussion, what writers have said about their own experiences in writing. Although the writers are from around the world and of very different backgrounds, the commonality of their remarks brings home the realization that writers everywhere are grappling with similar problems—with the seemingly simple problems of when, where, why, and what to write, but also larger questions such as the relationship between writer and society, or issues of privacy, appropriation, or homelessness. While none of these questions can be definitively answered, they can be fruitfully discussed. Originating as questions posed in creative-writing seminars, these essays have grown into companion texts for both writers and readers who want to participate in a conversation about what writers do.
Regarded as the leading text in Christian theology for the last 25 years, Alister E. McGrath’s The Christian Theology Reader is now available in a new 5th edition featuring completely revised and updated content. Brings together more than 350 readings from over 200 sources that chart 2,000 years of Christian history Situates each reading within the appropriate historical and theological context with its own introduction, commentary, and study questions Includes new readings on world Christianity and feminist, liberation, and postcolonial theologies, as well as more selections by female theologians and theologians from the developing world Contains additional pedagogical features, such as new discussion questions and case studies, and a robust website with new videos by the author to aid student learning Designed to function as a stand-alone volume, or as a companion to Christian Theology: An Introduction, 6th edition, for a complete overview of the subject
Do we map as we read? How central to our experience of literature is the way in which we spatialise and visualise a fictional world? Reading and Mapping Fiction offers a fresh approach to the interpretation of literary space and place centred upon the emergence of a fictional map alongside the text in the late nineteenth and early twentieth centuries. Bringing together a range of new and emerging theories, including cognitive mapping and critical cartography, Bushell compellingly argues that this activity, whatever it is called – mapping, diagramming, visualising, spatialising – is a vital and intrinsic part of how we experience literature, and of what makes it so powerful. Drawing on both the theory and history of literature and cartography, this richly illustrated study opens up understanding of spatial meaning and interpretation in new ways that are relevant to both more traditional academic scholarship and to newly emerging digital practices.
Printing Landmarks tells the story of the late Tokugawa period’s most distinctive form of popular geography: meisho zue. Beginning with the publication of Miyako meisho zue in 1780, these monumental books deployed lovingly detailed illustrations and informative prose to showcase famous places (meisho) in ways that transcended the limited scope, quality, and reliability of earlier guidebooks and gazetteers. Putting into spellbinding print countless landmarks of cultural significance, the makers of meisho zue created an opportunity for readers to experience places located all over the Japanese archipelago. In this groundbreaking multidisciplinary study, Robert Goree draws on diverse archival and scholarly sources to explore why meisho zue enjoyed widespread and enduring popularity. Examining their readership, compilation practices, illustration techniques, cartographic properties, ideological import, and production networks, Goree finds that the appeal of the books, far from accidental, resulted from specific choices editors and illustrators made about form, content, and process. Spanning the fields of book history, travel literature, map history, and visual culture, Printing Landmarks provides a new perspective on Tokugawa-period culture by showing how meisho zue depicted inspiring geographies in which social harmony, economic prosperity, and natural stability made for a peaceful polity.
SHORTLISTED FOR THE SAMUEL JOHNSON PRIZE SHORTLISTED FOR THE WAINWRIGHT PRIZE From the bestselling author of UNDERLAND, THE OLD WAYS and THE LOST WORDS 'Few books give such a sense of enchantment; it is a book to give to many, and to return to repeatedly' Independent 'Enormously pleasurable, deeply moving. A bid to save our rich hoard of landscape language, and a blow struck for the power of a deep creative relationship to place' Financial Times 'A book that ought to be read by policymakers, educators, armchair environmentalists and active conservationists the world over' Guardian 'Gorgeous, thoughtful and lyrical' Independent on Sunday 'Feels as if [it] somehow grew out of the land itself. A delight' Sunday Times Discover Robert Macfarlane's joyous meditation on words, landscape and the relationship between the two. Words are grained into our landscapes, and landscapes are grained into our words. Landmarks is about the power of language to shape our sense of place. It is a field guide to the literature of nature, and a glossary containing thousands of remarkable words used in England, Scotland, Ireland and Wales to describe land, nature and weather. Travelling from Cumbria to the Cairngorms, and exploring the landscapes of Roger Deakin, J. A. Baker, Nan Shepherd and others, Robert Macfarlane shows that language, well used, is a keen way of knowing landscape, and a vital means of coming to love it.
