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Michael Sharkey

This volume contains a selection of the Australian poet Michael Sharkey’s uncollected essays and occasional writings on poetics and poets, chiefly Australian and New Zealand. Reviews and conversations with other poets highlight Sharkey’s concern with preserving and interrogating cultural memory and his engagement with the practice and championing of poetry. Poets discussed range from Lord Byron to colonial-era and early-twentieth-century poets (Francis Adams, David McKee Wright, and Zora Cross), under-represented Australian women poets of World War I, traditionalists and experimentalists, including several ‘New Australian Poetry’ activists of the 1970s, and contemporary Australian and New Zealand poets. Writings on poetics address form and tradition, the teaching and reception of poetry, and canon-formation. The collection is culled from commissioned and occasional contributions to anthologies of practical poetics, journals devoted to literary and cultural history and book reviewing, as well as newspaper and small-magazine features from the 1980s to the present. The writing reflects Sharkey’s poetic practice and pedagogy relating to the teaching of literature, rhetorical analysis, cultural studies, and writing in universities, schools, and cultural organizations in Australia, New Zealand, China, and Germany. It also evidences Sharkey’s familiarity with literatures written in English and his wider career in publishing, editing, free-lance journalism, and the promotion of Australian and New Zealand literature, especially poetry.

Von der Idee zum Text

Eine Anleitung zum wissenschaftlichen Schreiben


Helga Esselborn-Krumbiegel


Edited by Claire Clivaz, Paul Dilley and David Hamidović

The volume presents a selection of research projects in Digital Humanities applied to the “Biblical Studies” in the widest sense and context, including Early Jewish and Christian studies, hence the title “Ancient Worlds”. Taken as a whole, the volume explores the emergent Digital Culture at the beginning of the 21st century. It also offers many examples which attest to a change of paradigm in the textual scholarship of “Ancient Worlds”: categories are reshaped; textuality is (re-) investigated according to its relationships with orality and visualization; methods, approaches and practices are no longer a fixed conglomeration but are mobilized according to their contexts and newly available digital tools.


Edited by Francesca Bianchi and Sara Gesuato

Pragmatic Issues in Specialized Communicative Contexts, edited by Francesca Bianchi and Sara Gesuato, illustrates how interactants systematically and effectively employ micro and macro linguistic resources and textual strategies to engage in communicative practices in such specific contexts as healthcare services, TV interpreting, film dialogue, TED talks, archaeology academic communication, student-teacher communication, and multilingual classrooms. Each contribution presents a pedagogical slant, reporting on or suggesting didactic approaches to, or applications of, pragmatic aspects of communication in SL, FL and LSP learning contexts. The topics covered and the issues addressed are all directly relevant to applied pragmatics, that is, pragmatically oriented linguistic analysis that accounts for interpersonal-transactional issues in real-life situated communication.


Edited by Esther Breuer and Arlene Archer

Multimodality in Higher Education theorizes writing practices and pedagogy from a multimodal perspective. It looks at the theoretical and methodological uptake of multimodal approaches in a range of domains in Higher Education, including art and design, architecture, composition studies, science, management accounting and engineering. Changes in the communication landscape have engendered an increasing recognition of the different semiotic dimensions of representation. Student assignments require increasingly complex multimodal competencies and Higher Education needs to be equipped to students with these texts. Multimodality in Higher Education explores the changing communication landscapes in Higher Education in terms of spaces and texts, as well as new processes of production and creativity in the new media.


Edited by Cecile Badenhorst and Cally Guerin

Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences.

With contributions from: Nick Almond, Cecile Badenhorst, Agnes Bosanquet, Marcia Z. Buell, Jayde Cahir, Mary Davies Turner, Robert B. Desjardins, Gretchen L. Dietz, Jennifer Dyer, Shawana Fazal, Marília Mendes Ferreira, Amanda French, Clare Furneaux, Cally Guerin, Pejman Habibie, Devon R. Kehler, Muhammad Ilyas Khan, Kyung Min Kim, Sally S. Knowles, Stephen Kuntz, Tara Lockhart, Michelle A. Maher, Muhammad Iqbal Majoka, Cecilia Moloney, Zinia Pritchard, Janna Rosales, Brett H. Say, Natalia V. Smirnova, Natalie Stillman-Webb, Joan Turner, John Turner, Gina Wisker, and K. Hyoejin Yoon.


Edited by Giulia Ortoleva, Mireille Bétrancourt and Stephen Billett

In their edited volume Writing for Professional Development, Giulia Ortoleva, Mireille Bétrancourt and Stephen Billett provide a range of contributions in which empirical research, instructional models and educational practice are used to explore and illuminate how the task and process of writing can be used as tools for professional development.

Throughout the volume, two main perspectives are considered: learning to write professionally and writing to learn the profession, both for initial occupational preparation and ongoing development within them. The contributions consider a range of fields of professional practice, across sectors of education, starting from the premises that the role of writing as evolved in all occupational domains, becoming a key activity in most workplaces.

Contributors are: Cecile M. Badenhorst, Elena Boldrini, Esther Breuer, Inês Cardoso, Alberto Cattaneo, Peter Czigler, Jessica Dehler, Pauline Glover, Terri Grant, Jean-Luc Gurtner, Jacqueline Hesson, Ashgar Iran-Nejad, Rhonda Joy, Ann Kelly, Merja Kurunsaari, Xumei Li, Laetitia Mauroux, Heather McLeod, Elisa Motta, Astrid Neumann, Julian Newman, Sigrid Newman, Sharon Penney, Luísa Alvares Pereira, Sarah Pickett, Iris Susana Pires Pereira, Anna Perréard Vité, Arja Piirainen, Elisa Redondi, Sabine Vanhulle, Ray Smith, Kirk P. H. Sullivan, Linda Sweet, Païvi Tynjälä, Dorothy Vaandering, Rebecca Woodard, and Gabrielle Young.


Edited by Steinar A. Sæther

In Expectations Unfulfilled: Norwegian Migrants in Latin America, 1820-1940 scholars from Europe and Latin America study the experiences of workers, sailors, whalers, landowners, intellectuals and investors who migrated from Norway to Latin America during the age of mass migration. One recurrent theme is the absence of a large migratory stream from Norway to Latin America. In relative terms, Norwegian emigration was among the highest in Europe. Latin America was one of the principal receivers of migrants in the 19th and early 20th centuries. Why, then, did so few Norwegians end up in Latin America? Combining different levels of analysis, the authors explain how Norwegians experienced Latin America, and how their experiences were communicated to potential migrants at home.

Contributors are: María Alvarez Solar, Cecilia Alvstad, María Bjerg, Mieke Neyens, Synnøve Ones Rosales, Ricardo Pérez Montfort, Steinar A. Sæther and Ellen Woortmann.


Jennifer Helm

In Poetry and Censorship Jennifer Helm offers insight into motives and strategies of Counter-Reformation censorship of poetry in Italy. Materials of Roman censorial authorities reveal why the control of poetry and of its reception was crucial to Counter-Reformation cultural politics.
Censorship of poetry should enable the church to influence human inner life that ---from thought and belief to fantasy and feeling--- was evolving considerably at that time. The control of poetic genres and modes of writing played an important part here. Yet, to what extent censorship could affect poetic creation emerges from a manuscript of the Venetian poet Domenico Venier. The materials suggest the impact of Counter-Reformation censorship on poetry began earlier and was more extensive than has yet been propagated.

Spoken Word and Social Practice

Orality in Europe (1400-1700)


Edited by Thomas V. Cohen and Lesley K. Twomey

Spoken Word and Social Practice: Orality in Europe (1400-1700) addresses historians and literary scholars. It aims to recapture oral culture in a variety of literary and non-literary sources, tracking the echo of women’s voices, on trial, or bantering and gossiping in literary works, and recapturing those of princes and magistrates, townsmen, villagers, mariners, bandits, and songsmiths. Almost all medieval and early modern writing was marked by the oral. Spoken words and turns of phrase are bedded in writings, and the mental habits of a speaking world shaped texts. Writing also shaped speech; the oral and the written zones had a porous, busy boundary. Cross-border traffic is central to this study, as is the power, range, utility, and suppleness of speech.
Contributors are Matthias Bähr, Richard Blakemore, Michael Braddick, Rosanna Cantavella, Thomas V. Cohen, Gillian Colclough, Jan Dumolyn, Susana Gala Pellicer, Jelle Haemers, Marcus Harmes, Elizabeth Horodowich, Carolina Losada, Virginia Reinburg, Anne Regent-Susini, Joseph T. Snow, Sonia Suman, Lesley K. Twomey and Liv Helene Willumsen.