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Hailed as a crucial study of J.H. Prynne’s poetry, Violence in the Work of J.H. Prynne provides an accessible and comprehensive analysis of one of the world’s leading figures of contemporary poetry. This indispensable resource analyses the nexus between Prynne’s evolving political thought and his linguistic innovation over a period of three decades. Never hesitant before the difficulty of Prynne’s poetry, Hall provides an acute and skilfully articulated argument which illuminates the complexity of Prynne’s most challenging volumes. In reinventing the methodologies by which contemporary poetry can be read, Hall synthesizes earlier critical work, providing a crucial pathway into Prynne’s work—full of new insights, new inventions, and new critical understandings.

A new edition of one of the market leading texts for those interested in critical theory and its effect on our reading of the English literary canon. Renowned for its accessible, witty style, the new edition is updated throughout and contains four new chapters to reflect the continuing development of the subject. * The key elements of this book that make it so popular are its clear, highly accessible articulation of ideas, the wide range of texts used as illustrative examples, and its witty, humourous style. * Number 1 textbook on our Literature list. * Literary Theory & Criticism is the only major, core course in English departments - every Literature student will study it. * A new chapter on Creative Writing - currently the biggest 'growth area' in the Humanities in the UK.

A poet takes another's text, excises this, prints over that, cancels, erases, rearranges, defaces-and generally renders the original unreadable, at least in its original terms. What twentieth-century writers and artists have meant by such appropriations and violations, and how the "illegible" results are to be read, is the subject Craig Dworkin takes up in this ambitious work. Reading the Illegible explores such formal and structural manipulations in a wide range of exemplary cases: John Cage's and Jackson MacLow's practices of "writing-through" other texts; the intentional "cancellations" of text by book artist Ken Campbell and conceptual artist Marcel Broodthaers; Susan Howe's experiments in typography and cultural transmission; visual complexity in Charles Bernstein, Stan Brakhage, and Rosemarie Waldrop; the "sedimentary" texts of post-minimalist artist Robert Smithson and poets Steve McCaffery and Christopher Dewdney ; the tactics of erasure employed by the poet Ronald Johnson and book artist Tom Phillips. In his scrutiny of these works, and with reference to a rich variety of contextual materials--from popular and scientific texts to visual artworks, political and cultural theories, and experimental films-Dworkin proposes a new way of apprehending the radical formalism of such unreadable texts. His method seeks to unveil what Dworkin describes as "the politics of the poem"-what is signified by its form, enacted by its structures, implicit in the philosophy of language, how it positions its reader, and other questions relating to the poem as material object. In doing so, he exposes the mechanics and function of truly radical formalism as a practice that moves beyond aesthetic considerations into the realm of politics and ideology. Thus this book asks us to reconsider poetry as a physical act, and helps us to see how the range of a text's linguistic and political maneuvers depends to a great extent on the material conditions of reading and writing as well as on the mechanics of reproduction.

Endless material is available to teachers and teacher educators on topics related to the techniques of teaching, but very little connects the theories of education and the challenges of daily teaching practice in the classroom. Educators are often wondering, 'What are the basics of teaching?' and 'How do teachers transform the techniques of teaching and federal mandates into positive relationships children?'. Here, the author helps readers understand the connection between our perceptions and the potential for teachers and children to learn within a pedagogical relationship. Anne Hill provides classroom stories, insights offered by teachers and children, and the discourses of philosophy, literature, and educational theory. Teachers' actions, interactions, and words are interpreted as expressions of professional and personal knowledge, a knowledge that is formed through their daily relationships with children, parents, and curriculum. For all teachers and teacher educators.