Richard Andrews

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing – not frames in themselves – provides a creative and critical approach to English as a subject. Re-framing Literacy breaks new ground in the language arts/literacy field, integrating arts-based and sociologically based conceptions of the subject. The theory of rhetoric the book describes and which provides its overarching theory is dialogic, political, and liberating. Pedagogically, the text works inductively, from examples up toward theory: starting with visuals and moving back and forth between text and image; exploring multimodality; and engaging in the transformations of text and image that are at the heart of learning in English and the language arts. Structured like a teaching course, it is designed to excite and involve readers and lead them toward high-level and useful theory in the field. Offering an authoritative, clear guide to a complex field, it is widely appropriate for pre-service and in-service courses globally in English and language arts education.

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing – not frames in themselves – provides a creative and critical approach to English as a subject. Re-framing Literacy breaks new ground in the language arts/literacy field, integrating arts-based and sociologically based conceptions of the subject. The theory of rhetoric the book describes and which provides its overarching theory is dialogic, political, and liberating. Pedagogically, the text works inductively, from examples up toward theory: starting with visuals and moving back and forth between text and image; exploring multimodality; and engaging in the transformations of text and image that are at the heart of learning in English and the language arts. Structured like a teaching course, it is designed to excite and involve readers and lead them toward high-level and useful theory in the field. Offering an authoritative, clear guide to a complex field, it is widely appropriate for pre-service and in-service courses globally in English and language arts education.

Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent. Grounded in empirical research and theory, but with student voices heard strongly throughout, this book fills the gap of argumentation instruction for the undergraduate and graduate level.Written to enlighten even the most experienced professor, this text contributes to a better understanding of the demands of speaking, writing, and visual argumentation in higher education, and will undoubtedly inform and enhance course design. The book argues for a more explicit treatment of argument (the product) and argumentation (the process) in higher education, so that the ground rules of the academic discipline in question are made clear. Each chapter concludes with practical exercises for staff development use.Topics discussed include: The importance of argument The current state of argumentation in higher education Generic skills in argumentation The balance between generic and discipline specific skills Information communication technologies and visual argumentationHow can we best teach argumentation so that students feel fully empowered in their academic composition? Professors (new and experienced), lecturers, researchers, professional developers and writing coaches worldwide grappling with this question will find this accessible text to be an extremely valuable resource.Richard Andrews is Professor in English at the Institute of Education, University of London.

Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent. Grounded in empirical research and theory, but with student voices heard strongly throughout, this book fills the gap of argumentation instruction for the undergraduate and graduate level.Written to enlighten even the most experienced professor, this text contributes to a better understanding of the demands of speaking, writing, and visual argumentation in higher education, and will undoubtedly inform and enhance course design. The book argues for a more explicit treatment of argument (the product) and argumentation (the process) in higher education, so that the ground rules of the academic discipline in question are made clear. Each chapter concludes with practical exercises for staff development use.Topics discussed include: The importance of argument The current state of argumentation in higher education Generic skills in argumentation The balance between generic and discipline specific skills Information communication technologies and visual argumentationHow can we best teach argumentation so that students feel fully empowered in their academic composition? Professors (new and experienced), lecturers, researchers, professional developers and writing coaches worldwide grappling with this question will find this accessible text to be an extremely valuable resource.Richard Andrews is Professor in English at the Institute of Education, University of London.

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The Italian Renaissance produced a new type of stage comedy, experimental and even revolutionary in its time, by copying and updating the dramatic formats of Plautus and Terence from ancient Rome. These scripted comedies, first written and performed for private audiences, ranged in tone from sober moralism to scurrilous farce, and influenced European dramatists from Shakespeare to Molière and Lope de Vega. This book gives an account of how the new dramatic experiment was born and grew, moving from closed courtly audiences to a wider public. It examines the performing values of these scripts rather than their literary qualities, in order to demonstrate their links with improvised commedia dell'arte, and thus explores a crucial phase in the development of European theatre. It will be of interest to scholars and students in both theatre history and Italian studies.

There is increasingly wide agreement amongst teachers, researchers, inspectors, advisers and policy-makers that both teaching and research will benefit from the two activities being brought closer together. But how can this be achieved? Hard-pressed practitioners can hardly be expected constantly to review a constant flow of conference papers, journals and other publications, even if such items were accessible and clearly understood. This unique book synthesizes relevant research findings for the professional practioner and highlights their implications for the quality of teaching and learning. Whether you are a teacher looking to improve your practice through applying the latest thinking in your subject or a researcher searching for a concise review of the literature, this book will be a vital acquisition.

An informative guide to designing and formulating research questions. Crucial starting points for research are often poorly conceived by students and researchers, resulting in problems as they work through the research and overall design and quality of the thesis, dissertation or research project. As students and researchers often spend six months to a year getting their research question right, this book should help set them on the right road.

The Italian Renaissance produced a new type of stage comedy, experimental and even revolutionary in its time, by copying and updating the dramatic formats of Plautus and Terence from ancient Rome. These scripted comedies, first written and performed for private audiences, ranged in tone from sober moralism to scurrilous farce, and influenced European dramatists from Shakespeare to Molière and Lope de Vega. This book gives an account of how the new dramatic experiment was born and grew, moving from closed courtly audiences to a wider public. It examines the performing values of these scripts rather than their literary qualities, in order to demonstrate their links with improvised commedia dell'arte, and thus explores a crucial phase in the development of European theatre. It will be of interest to scholars and students in both theatre history and Italian studies.