How did audiences across the world respond to the films of The Lord of the Rings? This book presents findings from the largest film audience project ever undertaken, drawing from 25,000 questionnaire responses and a wide array of other materials. Contributors use these materials to explore a series of widely speculated questions: why is film fantasy important to different kinds of viewers? Through marketing, previews and reviews, debates and cultural chatter, how are audiences prepared for a film like this? How did fans of the book respond to its adaptation on screen? How do people choose their favorite characters? How was the films' reception shaped by different national and cultural contexts? The answers to these questions shed fresh light on the extraordinary popularity of The Lord of the Rings and provide important new insights into the global reception of cinema in the twenty-first century.

" With New Line Cinema's production of The Lord of the Rings film trilogy, the popularity of the works of J.R.R. Tolkien is unparalleled. Tolkien's books continue to be bestsellers decades after their original publication. An epic in league with those of Spenser and Malory, The Lord of the Rings trilogy, begun during Hitler's rise to power, celebrates the insignificant individual as hero in the modern world. Jane Chance's critical appraisal of Tolkien's heroic masterwork is the first to explore its "mythology of power"--that is, how power, politics, and language interact. Chance looks beyond the fantastic, self-contained world of Middle-earth to the twentieth-century parallels presented in the trilogy.

A detailed work of reference and scholarship, this one volume Encyclopedia includes discussions of all the fundamental issues in Tolkien scholarship written by the leading scholars in the field. Coverage not only presents the most recent scholarship on J.R.R. Tolkien, but also introduces and explores the author and scholar's life and work within their historical and cultural contexts. Tolkien's fiction and his sources of influence are examined along with his artistic and academic achievements - including his translations of medieval texts - teaching posts, linguistic works, and the languages he created. The 550 alphabetically arranged entries fall within the following categories of topics: adaptations art and illustrations characters in Tolkien's work critical history and scholarship influence of Tolkien languages biography literary sources literature creatures and peoples of Middle-earth objects in Tolkien's work places in Tolkien's work reception of Tolkien medieval scholars scholarship by Tolkien medieval literature stylistic elements themes in Tolkien's works theological/ philosophical concepts and philosophers Tolkien's contemporary history and culture works of literature

Based on years of ground-breaking research, this book supplies a look at the unique relationship between each text and the individual reader that results in a satisfying, pleasurable, and even life-changing reading experience. Following up on her critically acclaimed Reading Matters: What the Research Reveals about Reading, Libraries, and Community, Catherine Sheldrick Ross takes a new look at pleasure reading through 30 thought-provoking essays based on themes arranged from A to Z. In short lively chapters, she discusses topics ranging from "Alexia," "Bad Reading," and "Changing Lives" to "Romance Fiction," "Self-help," "Titles," "Vampires," and "Year of Reading." Drawing on her own research as well as other published sources, Ross comments on the significance of each theme, provides examples of the phenomenon, and develops the topic chronologically, through further examples, or through reversals. The essays are unified by an underlying theory of reading that views readers as sense-makers, actively engaged in reading themselves into the text and reading the texts back into their own lives. It gives educators and librarians insights into their roles with readers and offers a message about the importance of pleasure reading. A short list of resources for further reading is supplied with each topic.

In this new collection of his nonfiction, well-known critic and novelist Darrell Schweitzer writes about The Lord of the Rings, Neil Gaiman, E. R. Eddison, the Three Stooges, H. P. Lovecraft, Lord Dunsany, Arthur C. Clarke, Robert Nathan, alternate histories, the culture of bookselling, and many others. "The finest kind of criticism--knowledgeable, witty, and highly accessible"--Robert Reginald

Stories are basic to life. Everybody loves a good story. We have been reading, listening to, or watching stories all of our lives, so we intuitively know a lot about how they work. Yet, more and more, Christians are unfamiliar with the stories of the Bible and how the grand narrative of God's Word fits together. Indeed, God gave us the stories of the Bible to reveal great truth about Himself and about our lives, and He wants to draw us into the ongoing story of what He is doing in the world. By focusing on the narrative framework of Scripture we can better understand what the Bible teaches and live out its instruction more effectively. Reading God's Story takes that clear narrative approach to the Bible, arranging the complete text into a fresh chronological reading plan developed for the Read the Bible for Life biblical literacy initiative. In this plan the books, chapters, and verses of the Bible are thoughtfully arranged so readers can track the story of Scripture, day by day, from beginning to end, understanding the flow of events and how all the different parts fit together to make sense. Reading God's Story features two-color interior page layout and is organized into 52 weeks of readings (six readings per week). It presents Scripture in three main acts (God's Plan for All People; God's Covenant People; God's New Covenant People) and seventeen total scenes, providing an introduction for each act and scene to orient the reader to its importance in the grand story. Unlike other chronological Bibles, this arrangement is not date specific (e.g. "January 1"), so a person can begin using this edition at any point in the calendar year.

Joel is a charming drifter who finds his moorings in the world of books. He strikes up an unlikely friendship while attending a creative writing class, but as he opens up painful memories come flooding back. Meanwhile his flatmate, a budding actress named Nomee, battles her own demons after being cast in a dream role. Will her fears, like those of her character, doom her to failure and regret? Creative Writing for Beginners is an absorbing novel exploring love, creativity and ego. Crafted with intelligence and poise, it also celebrates the redemptive power of fiction.

This book examines the whys and wherefores of family language transmission from the perspective of parents as language planners and managers of their linguistic resources. It draws on a qualitative, interview-based study of twenty families in which German is, was, or could have been the target language. Successive census analyses have charted a marked decline in the number of German speakers in Australia, indicating that motivation for transmitting German has waned. The situations where it is presently being transmitted are therefore particularly interesting. Data analysis was facilitated by a decision map depicting the planning, implementation and outcome phases of the transmission undertaking. The main findings show that the parents' decision is negotiated around their own needs, interests and ambitions in terms of child-focussed, reciprocal and parent-centred motives. These, in turn, are linked to transmission strategies and the linguistic outcomes for the children. Through an understanding of the motivational issues arising in this context, it will hopefully be possible to better predict the effectiveness of the transmission strategies presently applied.

"Provides rich, nuanced readings." - Victor Bascara, University of California, Los Angeles

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers’ identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers’ identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With four interlinked sections, this book offers: Nuanced understandings of how writer identities are shaped and formed; Insights into how classroom practice changes when teachers position themselves as writers alongside their students; New understandings of what this positioning means for students’ identities as writers and writing pedagogy; and Illuminating case studies mapping young people's writing trajectories. With an international team of contributors, the book offers a global perspective on this vital topic, and makes a new and strongly theorised contribution to the field. Viewing writer identity as fluid and multifaceted, this book is important reading for practising teachers, student teachers, educational researchers and practitioners currently undertaking postgraduate studies. Contributors include: Teresa Cremin, Terry Locke, Sally Baker, Josephine Brady, Diane Collier, Nikolaj Elf, Ian Eyres, Theresa Lillis, Marilyn McKinney, Denise Morgan, Debra Myhill, Mary Ryan, Kristin Stang, Chris Street, Anne Whitney and Rebecca Woodard.