Rosalind Powell – författare

In the first full-length study of Christopher Smart’s translations and the place and function of translation in Smart’s poetry, Rosalind Powell proposes a new approach to understanding the relationship between Smart’s poetics and his practice. Drawing on translation theory from the early modern period to the present day, this book addresses Smart's translations of Horace, Phaedrus and the Psalms alongside the better-known religious works such as Jubilate Agno and A Song to David. Five recurrent threads run throughout Powell’s study: the effect of translation on the identity of a narrative voice in a rewritten text; the techniques that are used to present translated texts to a new literary, cultural and linguistic readership; performance and reading contexts; the translation of great works as an attempt to achieve literary permanence; and, finally, the authorial influence of Smart himself in terms of the overt religiosity and nationalism that he champions in his writing. In exploring Smart’s major translation projects and revisiting his original poems, Powell offers insights into classical reception and translation theory; attitudes towards censorship; expressions of nationalism in the period; developments in liturgy and hymnody; and the composition of children’s books and school texts in the early modern era. Her detailed analysis of Smart’s translating poetics places them within a new, contemporary context and locality to uncover the poet's works as a coherent project of Englishing.

In the first full-length study of Christopher Smart’s translations and the place and function of translation in Smart’s poetry, Rosalind Powell proposes a new approach to understanding the relationship between Smart’s poetics and his practice. Drawing on translation theory from the early modern period to the present day, this book addresses Smart's translations of Horace, Phaedrus and the Psalms alongside the better-known religious works such as Jubilate Agno and A Song to David. Five recurrent threads run throughout Powell’s study: the effect of translation on the identity of a narrative voice in a rewritten text; the techniques that are used to present translated texts to a new literary, cultural and linguistic readership; performance and reading contexts; the translation of great works as an attempt to achieve literary permanence; and, finally, the authorial influence of Smart himself in terms of the overt religiosity and nationalism that he champions in his writing. In exploring Smart’s major translation projects and revisiting his original poems, Powell offers insights into classical reception and translation theory; attitudes towards censorship; expressions of nationalism in the period; developments in liturgy and hymnody; and the composition of children’s books and school texts in the early modern era. Her detailed analysis of Smart’s translating poetics places them within a new, contemporary context and locality to uncover the poet's works as a coherent project of Englishing.

Perception and analogy explores ways of seeing scientifically in the eighteenth century. The book examines how sensory experience is conceptualised during the period, drawing novel connections between treatments of perception as an embodied phenomenon and the creative methods employed by natural philosophers. Covering a wealth of literary, theological, and pedagogical texts that engage with astronomy, optics, ophthalmology, and the body, it argues for the significance of analogies for conceptualising and explaining new scientific ideas. As well as identifying their use in religious and topographical poetry, the book addresses how analogies are visible in material culture through objects such as orreries, camera obscuras, and aeolian harps. It makes the vital claim that scientific concepts become intertwined with Christian discourse through reinterpretations of origins and signs, the scope of the created universe, and the limits of embodied knowledge.

Options for teaching science writing in humanities courses Science writing is an expansive genre that invites collaborations between the humanities and science—not as separate endeavors but as mutually constitutive practices. Engaging with long-standing scholarly conversations in science and technology studies, literature and science, rhetoric, and science communication, the essays in this volume showcase the value of science writing as a mode of cultural analysis, as an object of close reading, and as a foundation for justice-oriented pedagogies. Readers will find practical strategies for teaching science writing in literature, writing, and interdisciplinary classrooms, from general education courses to electives to graduate courses. This volume also contains discussion of the following authors and works: Adelard of Bath, Quaestiones naturales (Natural Questions); Albertus Magnus, On Animals; Amy Matilda Cassey; Geoffrey Chaucer, Parliament of Fowls; Samuel Taylor Coleridge, The Rime of the Ancient Mariner; Charles Darwin; Lorraine Daston and Peter Galison, Objectivity; Emily Dickinson; Amitav Ghosh, The Hungry Tide; Ibn al-Nafis, Theologus Autodidactus (Self-Taught Theologian); Robin Wall Kimmerer, Braiding Sweetgrass; Jamaica Kincaid, My Garden (Book); Thomas S. Kuhn, The Structure of Scientific Revolutions; Bruno Latour; Marie de France, "Bisclavret" ("The Werewolf"); Aimee Nezhukumatathil, World of Wonders; Philosophical Transactions of the Royal Society; Britt Rusert, Fugitive Science; C. P. Snow, The Two Cultures; Bram Stoker, Dracula; Émile Zola, L'Assommoir.

Options for teaching science writing in humanities courses Science writing is an expansive genre that invites collaborations between the humanities and science—not as separate endeavors but as mutually constitutive practices. Engaging with long-standing scholarly conversations in science and technology studies, literature and science, rhetoric, and science communication, the essays in this volume showcase the value of science writing as a mode of cultural analysis, as an object of close reading, and as a foundation for justice-oriented pedagogies. Readers will find practical strategies for teaching science writing in literature, writing, and interdisciplinary classrooms, from general education courses to electives to graduate courses. This volume also contains discussion of the following authors and works: Adelard of Bath, Quaestiones naturales (Natural Questions); Albertus Magnus, On Animals; Amy Matilda Cassey; Geoffrey Chaucer, Parliament of Fowls; Samuel Taylor Coleridge, The Rime of the Ancient Mariner; Charles Darwin; Lorraine Daston and Peter Galison, Objectivity; Emily Dickinson; Amitav Ghosh, The Hungry Tide; Ibn al-Nafis, Theologus Autodidactus (Self-Taught Theologian); Robin Wall Kimmerer, Braiding Sweetgrass; Jamaica Kincaid, My Garden (Book); Thomas S. Kuhn, The Structure of Scientific Revolutions; Bruno Latour; Marie de France, "Bisclavret" ("The Werewolf"); Aimee Nezhukumatathil, World of Wonders; Philosophical Transactions of the Royal Society; Britt Rusert, Fugitive Science; C. P. Snow, The Two Cultures; Bram Stoker, Dracula; Émile Zola, L'Assommoir.