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The literarisation of the early modern Baltic Sea region was a long and complex process with varying trajectories for different vernacular languages. This volume highlights the interaction of local social and cultural settings with wider political and confessional contexts. With rarely examined materials, such as prints, court protocols, letters and manuscripts in Latin and a range of vernacular languages, including Estonian, Finnish, German, Ingrian, Karelian, Latvian, Lenape, Sami languages and Swedish, the thirteen authors chart the social and literary developments of the area. Wide networks of learned men and officials but also the number of native speakers in the clergy defined the ways the poetic resources of transnational and local literary and oral cultures benefited the nascent literatures.
Contributors include: Eeva-Liisa Bastman, Kati Kallio, Suvi-Päivi Koski, Ulla Koskinen, Miia Kuha, Anu Lahtinen, Tuija Laine, Tuomas M. S. Lehtonen, Ilkka Leskelä, Aivar Põldvee, Sanna Raninen, Kristiina Ross, Taarna Valtonen, Kristi Viiding
Contributors include: Eeva-Liisa Bastman, Kati Kallio, Suvi-Päivi Koski, Ulla Koskinen, Miia Kuha, Anu Lahtinen, Tuija Laine, Tuomas M. S. Lehtonen, Ilkka Leskelä, Aivar Põldvee, Sanna Raninen, Kristiina Ross, Taarna Valtonen, Kristi Viiding
The literarisation of the early modern Baltic Sea region was a long and complex process with varying trajectories for different vernacular languages. This volume highlights the interaction of local social and cultural settings with wider political and confessional contexts. With rarely examined materials, such as prints, court protocols, letters and manuscripts in Latin and a range of vernacular languages, including Estonian, Finnish, German, Ingrian, Karelian, Latvian, Lenape, Sami languages and Swedish, the thirteen authors chart the social and literary developments of the area. Wide networks of learned men and officials but also the number of native speakers in the clergy defined the ways the poetic resources of transnational and local literary and oral cultures benefited the nascent literatures.
Contributors include: Eeva-Liisa Bastman, Kati Kallio, Suvi-Päivi Koski, Ulla Koskinen, Miia Kuha, Anu Lahtinen, Tuija Laine, Tuomas M. S. Lehtonen, Ilkka Leskelä, Aivar Põldvee, Sanna Raninen, Kristiina Ross, Taarna Valtonen, Kristi Viiding
Contributors include: Eeva-Liisa Bastman, Kati Kallio, Suvi-Päivi Koski, Ulla Koskinen, Miia Kuha, Anu Lahtinen, Tuija Laine, Tuomas M. S. Lehtonen, Ilkka Leskelä, Aivar Põldvee, Sanna Raninen, Kristiina Ross, Taarna Valtonen, Kristi Viiding
Editor:
Semiotics: Signs of the Times is Brill’s new series devoted to the study of semiotics across disciplines. This book series starts from the general idea of semiotic signs, divided into icons, indexes, and symbols. Semiotics gives meaning to signs, sign functions, and sign processes. It is also concerned with sign-users (senders and receivers) and how signs are transmitted from one organism to another. To give meaning happens in everyday experience as well as experimentation. Semiotics seeks to discover how the signs of language, gestures, visual images, music, dance, theater, as well as medical and psychological symptoms, architecture, and political theory embark with a theory of signs to give belief, values, and techniques which serve for theoretical foundations and interdisciplinary method in sciences and humanities.
Semiotics: Signs of the Times invites contributions on the newest trend of cultural research in linguistics, literature, fine arts, philosophy, biology, anthropology, folklore, technology, and other fields. The series is open to new synthesis of techniques of research, experiences, memories, and myth with new meanings.
Proposals for single-authored monographs and edited volumes are equally welcome.
All submissions are subject to a double anonymous peer-review process prior to publication.
Authors are equally invited to submit proposals and/or full manuscripts to the publisher at BRILL, Christa Stevens.
Please advise our Guidelines for a Book Proposal.
BRILL strongly recommends the use of the MLA Handbook of Style or the Chicago Manual of Style for this series.
Semiotics: Signs of the Times invites contributions on the newest trend of cultural research in linguistics, literature, fine arts, philosophy, biology, anthropology, folklore, technology, and other fields. The series is open to new synthesis of techniques of research, experiences, memories, and myth with new meanings.
Proposals for single-authored monographs and edited volumes are equally welcome.
All submissions are subject to a double anonymous peer-review process prior to publication.
Authors are equally invited to submit proposals and/or full manuscripts to the publisher at BRILL, Christa Stevens.
Please advise our Guidelines for a Book Proposal.
BRILL strongly recommends the use of the MLA Handbook of Style or the Chicago Manual of Style for this series.
Reading, Writing, and Texting in the Literacy Instruction Classroom
Author:
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Foreword by Marcel Danesi
Foreword by Marcel Danesi
Reading, Writing, and Texting in the Literacy Instruction Classroom
Author:
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Foreword by Marcel Danesi
Foreword by Marcel Danesi
Past, present and future of knowledge inscription
Brill’s Scholarly Communication offers a new venue for original studies into the mutual shaping of reading, writing and scholarship in the past, present and future. It also welcomes manuscripts that interrogate this mutual shaping with respect to science. The series aims to bring together insights into the literate nature of scholarship and scholarly activity from across the entire spectrum of social sciences and humanities disciplines, emphasizing work aimed at understanding change in reading, writing and scholarship. The focus in this series is less on disciplinary specificities than it is on topical and imaginative contributions to scholarly literacy in the widest sense. English is presupposed.
Dialogical Life in Letters
Author:
This monograph spotlights women writers’ contributions to the philosophy of German Romanticism. Dorothea Mendelssohn Veit Schlegel, Rahel Levin Varnhagen, Karoline von Günderrode, and Bettina Brentano von Arnim suggested a new vision for an emancipated community of women that develops through philosophical discourse of Progressive Universal Poetry. Their personal, fictionalized, and literary letters reinvent and retheorize the Romantic notions of sociability, symphilosophy, and sympoetry, as theorized by men, and retheorize the concepts of love. They provided a model for shaping intellectual and cultural life in the modern world while challenging rigid dichotomies of classs, gender, and ethnicity.
Dialogical Life in Letters
Author:
This monograph spotlights women writers’ contributions to the philosophy of German Romanticism. Dorothea Mendelssohn Veit Schlegel, Rahel Levin Varnhagen, Karoline von Günderrode, and Bettina Brentano von Arnim suggested a new vision for an emancipated community of women that develops through philosophical discourse of Progressive Universal Poetry. Their personal, fictionalized, and literary letters reinvent and retheorize the Romantic notions of sociability, symphilosophy, and sympoetry, as theorized by men, and retheorize the concepts of love. They provided a model for shaping intellectual and cultural life in the modern world while challenging rigid dichotomies of classs, gender, and ethnicity.
Series:
Studies in Writing, Volume: 40
This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.
Series:
Studies in Writing, Volume: 40
This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.
Volume 1: Interactive, Contrastive, and Cultural Representational Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it’s over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook, but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the interaction approach, contrastive approach and cultural representational approach.
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 1: Interactive, Contrastive, and Cultural Representational Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it’s over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook, but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the interaction approach, contrastive approach and cultural representational approach.
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2: Multilingual and Intercultural Competences Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it's over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the multilingualism approach and transfer approach including research into intercultural competences. Volume 1 offers nine additional chapters exemplifying the interaction approach, contrastive approach, and cultural representational approach. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2: Multilingual and Intercultural Competences Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it's over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the multilingualism approach and transfer approach including research into intercultural competences. Volume 1 offers nine additional chapters exemplifying the interaction approach, contrastive approach, and cultural representational approach. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link