Richard Andrews – författare

There is to date no comprehensive account of the rhythms of free verse. The main purpose of A Prosody of Free Verse: explorations in rhythm is to fill that gap and begin to provide a systematic approach to describing and analyzing free verse rhythms. Most studies have declared the attempt to write such a prosody as impossible: they prefer to see free verse as an aberrant version of regular metrical verse. They also believe that behind free verse is the ‘ghost of metre’. Running against that current, A Prosody of Free Verse bases its new system on additive rhythms that do not fit conventional time signatures. Inspiration is taken from jazz, contemporary music and dance, not only in their systems of notation but in performance. The book argues that twentieth and twenty-first century rhythms in poetry as based on the line rather than the metrical foot as the unit of rhythm , and that larger rhythmic structures fall into verse paragraphs rather than stanzas.

This groundbreaking work takes multimodality studies in a new direction by applying multimodal approaches to the study of poetry and poetics. The book examines poetry’s visual and formal dimensions, applying framing theory to such case studies as Aristotle’s Poetics and Robert Lowell’s "The Heavenly Rain", to demonstrate both the implied, due to the form’s unique relationship with structure, imagery, and rhythm, and explicit forms of multimodality at work, an otherwise little-explored research strand of multimodality studies. The volume explores the theoretical implications of a multimodal approach to poetry and poetics to other art forms and fields of study, making this essential reading for students and scholars working at the intersection of language and communication, including multimodality, discourse analysis, and interdisciplinary literary studies.

This authoritative landmark text examines the highly topical and important issue of ICT in literacy learning. Its distinctive focus on providing a systematic review of research in the field gives the reader an essential, comprehensive overview. As governments worldwide continue to invest heavily in ICT provisions in educational institutions, this book addresses the need to gather and synthesise evidence about the impact of ICT on literacy learning.An expert team of writers draw upon two recent reports by the Organisation for Economic Co-Operation and Development, which highlighted the considerable differences between nations in the access and use of ICT, to take a discursive and expansive look at the subject. Within its wide range and scope, chapters cover areas on:* the history of literacy and ICT* evidence for the effectiveness of ICT on literacy learning* the impact of networked ICT on literacy learning* the relationship between verbal and visual literacies.This book will be an invaluable and informative read with international resonance for student teachers, teachers, academics and researchers worldwide.

This authoritative landmark text examines the highly topical and important issue of ICT in literacy learning. Its distinctive focus on providing a systematic review of research in the field gives the reader an essential, comprehensive overview. As governments worldwide continue to invest heavily in ICT provisions in educational institutions, this book addresses the need to gather and synthesise evidence about the impact of ICT on literacy learning.An expert team of writers draw upon two recent reports by the Organisation for Economic Co-Operation and Development, which highlighted the considerable differences between nations in the access and use of ICT, to take a discursive and expansive look at the subject. Within its wide range and scope, chapters cover areas on:* the history of literacy and ICT* evidence for the effectiveness of ICT on literacy learning* the impact of networked ICT on literacy learning* the relationship between verbal and visual literacies.This book will be an invaluable and informative read with international resonance for student teachers, teachers, academics and researchers worldwide.

Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching.A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents.The authors address many key issues including:why pupil motivation is so importantthe evidence for what works in teaching and learningthe place of Information Technology in the twenty-first centurythe status of English and other languagesglobalisation and political control of education. This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers’ working knowledge in order to engage young people and transform their life chances. A powerful account that will be of interest to students, researchers and academics involved with education.

A Theory of Contemporary Rhetoric describes, explains, and argues the overarching theory of contemporary rhetoric. This current view of rhetoric brings together themes in the communication arts, including political literary criticism; bi- and multi-lingualism; multimodality; framing as an artistic and sociological device for composition and interpretation; literacy in the digital age; and the division between fiction and ‘non-fiction’ in language/literature studies. Chapters explore the implications of rhetoric for particular aspects of the field. Discussions throughout the book provide illustrations that ground the material in practice.As an overarching theory in the communication arts, rhetoric is elegant as a theoretical solution and simple as a practical one. It asks such questions as who is speaking/writing/composing? to whom? why? what is being conveyed? and how is it being conveyed? Acknowledging the dirth of recent works addressing the theory of rhetoric, this book aims to fill the existing theoretical gap and at the same time move the field of language/literature studies forward into new territory. It provides the keynote theoretical guide for a generation of teachers, teacher educators and researchers in the fields of English as a subject; English as a second, foreign or additional language; and language study in general.

A Theory of Contemporary Rhetoric describes, explains, and argues the overarching theory of contemporary rhetoric. This current view of rhetoric brings together themes in the communication arts, including political literary criticism; bi- and multi-lingualism; multimodality; framing as an artistic and sociological device for composition and interpretation; literacy in the digital age; and the division between fiction and ‘non-fiction’ in language/literature studies. Chapters explore the implications of rhetoric for particular aspects of the field. Discussions throughout the book provide illustrations that ground the material in practice.As an overarching theory in the communication arts, rhetoric is elegant as a theoretical solution and simple as a practical one. It asks such questions as who is speaking/writing/composing? to whom? why? what is being conveyed? and how is it being conveyed? Acknowledging the dirth of recent works addressing the theory of rhetoric, this book aims to fill the existing theoretical gap and at the same time move the field of language/literature studies forward into new territory. It provides the keynote theoretical guide for a generation of teachers, teacher educators and researchers in the fields of English as a subject; English as a second, foreign or additional language; and language study in general.

Rebirth of Rhetoric brings together contributions from several fields to provide a forum in which a unifying theory for language and literature studies can be debated.The book does not aim to resurrect classical Renaissance rhetoric, but to remake it within a contemporary context. The context of texts (both spoken and written) is one of the main emphases of this collection, whether it is the ideology informing the text, or the way in which a text is transformed by its audience. The book also aims to present a range of practical approaches to the study of texts of all kinds: literary; televisual; film and photography. It also argues the case for developments in the Arts and Humanities which will bring together people working in Education, Linguistics, Composition, Literature and Cultural Studies.

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.

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.

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.

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.

Like every other play in the Cambridge School Shakespeare series, The Comedy of Errors has been specially prepared to help all students in schools and colleges. This version aims to be different from other editions of the play. It invites you to bring the play to life in your classroom through enjoyable activities that will help increase your understanding. You are encourage to make up your own mind about the play, rather than have someone else's interpretation handed down to you. Whatever you do, remember that Shakespeare wrote his plays to be acted, watched and enjoyed.

It began as an intriguing piece of puzzle-solving - and ended with the discovery of the greatest secret of all.Dissatisfied with the explanations of previous researchers, Richard Andrews and Paul Schellenberger applied mathematical logic to the enduring mystery of the Rennes-le-Chateau and the 'treasure' alleged to be buried there.The quest began with an investigation into the activities of a group of 19th century priests who had become embroiled in the legend. These priests had grown rich because of their involvement and had maintained the anonymity of the paymasters, but in 1993 an extraordinary clue came to light which suggested the priests were engaged in activities at odds with traditional Roman Catholic pastimes. A series of paintings was unearthed which incorporated a cryptic, obscure geometry; a set of interrelating shapes with a very direct link to the priests' habitat and spiritual role. Through the centuries a pattern emerged - a web of concealment on maps, in fine art, on tombstones which defied coincidence and pointed to one very specific location...

The Commedia dell'Arte of Flaminio Scala presents a translation and commentary of selected scenarios composed or collected by the actor-manager Flaminio Scala that were first published in 1611. Thirty of Scala's 50 scenarios are included, complete with a detailed scene-by-scene analysis that demonstrates the methodology of Italian improvised theatre in the early modern period for the purposes of study as well as re-creation.Taking into consideration previous translations of the work, Richard Andrews's English translation and lengthy analytic commentary of the scenarios provide an overview of the commedia dell'arte style, describing how actors fleshed out scenes by inserting existing material from their repertoire into a plot framework and demonstrating a constant interchange of plot, characterization, and scene structure that moved between scripted and improvised comedy. Andrews points out similarities between the scenarios, borrowings from earlier Italian scripted comedies, analogies with other early modern drama including Shakespeare, and the re-use of these components by later dramatists such as Molière and Goldoni.An extensive introduction sets the parameters for the commentaries, giving a description of commedia dell'arte as a phenomenon, explaining the categories of masked characters, and describing the nature and structure of the genre. A comprehensive index is organized for quick reference and lists which characters and masks appear in which scenarios, as well as frequent scenic components that recur, such as types of speeches, relationships, and emotional situations.

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.

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 improved, larger-format edition of the Cambridge School Shakespeare plays, extensively rewritten, expanded and produced in an attractive new design. An active approach to classroom Shakespeare enables students to inhabit Shakespeare's imaginative world in accessible and creative ways. Students are encouraged to share Shakespeare's love of language, interest in character and sense of theatre. Substantially revised and extended in full colour, classroom activities are thematically organised in distinctive 'Stagecraft', 'Write about it', 'Language in the play', 'Characters' and 'Themes' features. Extended glossaries are aligned with the play text for easy reference. Expanded endnotes include extensive essay-writing guidance for 'Hamlet' and Shakespeare. Includes rich, exciting colour photos of performances of 'Hamlet' from around the world.

Rebirth of Rhetoric brings together contributions from several fields to provide a forum in which a unifying theory for language and literature studies can be debated.The book does not aim to resurrect classical Renaissance rhetoric, but to remake it within a contemporary context. The context of texts (both spoken and written) is one of the main emphases of this collection, whether it is the ideology informing the text, or the way in which a text is transformed by its audience. The book also aims to present a range of practical approaches to the study of texts of all kinds: literary; televisual; film and photography. It also argues the case for developments in the Arts and Humanities which will bring together people working in Education, Linguistics, Composition, Literature and Cultural Studies.

Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching.A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents.The authors address many key issues including:why pupil motivation is so importantthe evidence for what works in teaching and learningthe place of Information Technology in the twenty-first centurythe status of English and other languagesglobalisation and political control of education. This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers’ working knowledge in order to engage young people and transform their life chances. A powerful account that will be of interest to students, researchers and academics involved with education.

This groundbreaking work takes multimodality studies in a new direction by applying multimodal approaches to the study of poetry and poetics. The book examines poetry’s visual and formal dimensions, applying framing theory to such case studies as Aristotle’s Poetics and Robert Lowell’s "The Heavenly Rain", to demonstrate both the implied, due to the form’s unique relationship with structure, imagery, and rhythm, and explicit forms of multimodality at work, an otherwise little-explored research strand of multimodality studies. The volume explores the theoretical implications of a multimodal approach to poetry and poetics to other art forms and fields of study, making this essential reading for students and scholars working at the intersection of language and communication, including multimodality, discourse analysis, and interdisciplinary literary studies.

There is to date no comprehensive account of the rhythms of free verse. The main purpose of A Prosody of Free Verse: explorations in rhythm is to fill that gap and begin to provide a systematic approach to describing and analyzing free verse rhythms. Most studies have declared the attempt to write such a prosody as impossible: they prefer to see free verse as an aberrant version of regular metrical verse. They also believe that behind free verse is the ‘ghost of metre’. Running against that current, A Prosody of Free Verse bases its new system on additive rhythms that do not fit conventional time signatures. Inspiration is taken from jazz, contemporary music and dance, not only in their systems of notation but in performance. The book argues that twentieth and twenty-first century rhythms in poetry as based on the line rather than the metrical foot as the unit of rhythm , and that larger rhythmic structures fall into verse paragraphs rather than stanzas.

Arts Entrepreneurship: Creating a New Venture in the Arts provides the essential tools, techniques, and concepts needed to invent, launch, and sustain a business in the creative sector.Building on the reader’s artistic talents and interests, the book provides a practical, action-oriented introduction to the business of art, focusing on product design, organizational planning and assessment, customer identification and marketing, fundraising, legal issues, money management, cultural policy, and career development. It also offers examples, exercises, and references that guide entrepreneurs through the key stages of concept creation, business development, and growth. Special attention is paid to topics such as cultural ventures seeking social impact, the emergence of creative placemaking, the opportunities afforded by novel corporate forms, and the role of contemporary technologies in marketing, fundraising, and operations.A hands-on guide to entrepreneurial success, this book is a valuable resource for students of Arts Entrepreneurship programs, courses, and workshops, as well as for early-stage business founders in the creative sector looking for guidance on how to create and sustain their own successful venture.

Arts Entrepreneurship: Creating a New Venture in the Arts provides the essential tools, techniques, and concepts needed to invent, launch, and sustain a business in the creative sector.Building on the reader’s artistic talents and interests, the book provides a practical, action-oriented introduction to the business of art, focusing on product design, organizational planning and assessment, customer identification and marketing, fundraising, legal issues, money management, cultural policy, and career development. It also offers examples, exercises, and references that guide entrepreneurs through the key stages of concept creation, business development, and growth. Special attention is paid to topics such as cultural ventures seeking social impact, the emergence of creative placemaking, the opportunities afforded by novel corporate forms, and the role of contemporary technologies in marketing, fundraising, and operations.A hands-on guide to entrepreneurial success, this book is a valuable resource for students of Arts Entrepreneurship programs, courses, and workshops, as well as for early-stage business founders in the creative sector looking for guidance on how to create and sustain their own successful venture.