Over the last twenty years there has been a growing international interest in the city of Barcelona. This has been reflected in the academic world through a series of studies, courses, seminars, and publications. The Barcelona Reader hinges together a selection of the best academic articles, written in English, about the city, and its main elements of identity and interest: art, urban planning, history and social movements. The book includes scholarly essays about Barcelona that can be of interest to the student and the general public alike. It focuses on cultural representations of the city: the arts (including literature) provide a complex yet discontinuous portrait of the city, similar to a patchwork. The authors selected create a kaleidoscope of views and voices thus presenting a diverse yet inclusive Barcelona portrait. The Barcelona Reader offers a multifaceted assessment that will be essential reading for anyone interested in this iconic city.

Reading notes constitute a vast resource for an understanding of literary history and culture. They indicate what writers read as well as how they read and what they used in their own work. As such, they play an important role in both the reception and the production of texts. The essays in this volume, representing the newest trends in European and international textual scholarship, examine literary creation and the relationship between reading and writing. To study how readers respond to writing and how reading engenders new writing, the contributing scholars no longer take for granted that authors write in splendid isolation, but turn to a more broadly sociological investigation of authorship, assigning new roles to the writer as reader, notetaker, annotator, book collector and so on. Notes and annotations may be fragmentary, private, undigested and embryonic, but as witnesses to the reading process, they tell unique stories about writers and readers, ranging from great marginalists like Coleridge to women annotators of cookbooks. This subject of research is a junction of several fields of research and tries to bridge gaps between separate disciplines with a common ground, such as the history of the book, the history of reading, and the history of writing, scholarly editing, and textual genetics (the analysis, commentary and critical interpretation of the way in which works of art come into being), bridging the gap between literary and textual criticism.

The Chomsky Reader brings together for the first time the political thought of American's leading dissident intellectual—“arguably the most important intellectual alive” (The New York Times). At the center of practically every major debate over America's role in the world, one finds Noam Chomsky's ideas—sometimes attacked, sometimes studiously ignored, but always a powerful presence. Drawing from his published and unpublished work, The Chomsky Reader reveals the awesome range of this ever-critical mind—from global questions of war and peace to the most intricate questions of human intelligence, IQ, and creativity. It reveals the underlying radical coherency of his view of the world—from his enormously influential attacks on America's role in Vietnam to his perspective on Nicaragua and Central America today. Chomsky's challenge to accepted wisdom about Israel and the Palestinians has caused a furor in America, as have his trenchant essays on the real nature of terrorism in our age. No one has dissected more graphically the character of the Cold War consensus and the way it benefits the two superpowers, or argued more thoughtfully for a shared elitist ethos in liberalism and communism. No one has exposed more logically America's acclaimed freedoms as masking irresponsible power and unjustified privilege, or argued quite so insistently that the “free press” is part of a stultifying conformity that pervades all aspects of American intellectual life. In a lengthy interview with the editor, Chomsky discussed his thought in the context of his personal history.

The first comprehensive Reader to accompany the remarkable city of Barcelona

In its eleven-year history, Oppositions, the journal of the New York-based Institute for Architecture and Urban Studies (IAUS), had an impact far beyond what its modest cover might suggest. Indeed, Oppositions set the agenda, introduced the key players, and published the seminal pieces in the theorization of architecture in the last twenty years. It is a testament to the enduring importance of the journal that its issues are still highly sought after today, prized (and priced) as collector's items, and found behind the desk at virtually every architectural library. Oppositions Reader collects the most important essays from 26 issues of Oppositions. Essays from the editors of the series-Peter Eisenman, Kenneth Frampton, Mario Gandelsonas, Anthony Vidler, and Kurt Forster-are included, along with texts by such noted architects, theorists, and historians as Aldo Rossi, Alan Colquhoun, Leon Krier, Denise Scott Brown, Bernard Tschumi, Rem Koolhaas, Mary McLeod, Georgio Ciucci, and Rafael Moneo. The page design, by Massimo Vignelli, has been faithfully reproduced. Harvard Professor K. Michael Hays has selected the writings for inclusion. Contributors include: Diana Agrest, Stanford Anderson, Giorgio Ciucci, Stuart Cohen, Alan Colquhoun, Francesco Dal Co, Peter Eisenman, William Ellis, Kurt W. Forster, Kenneth Frampton, Mario Gandelsonas, Giorgio Grassi, Fred Koetter, Rem Koolhaas, Leon Krier, Mary McLeod, Rafael Moneo, Joan Ockman, Martin Pawley, Aldo Rossi, Colin Rowe, Denise Scott Brown, Jorge Silvetti, Ignasi de Sol -Morales, Manfredo Tafuri, Bernard Tschumi, Anthony Vidler, and Hajime Yatsuka. It is an understatement to say that this volume is indispensable for any scholar or student interested in contemporary architectural theory.

The thirteenth century saw such a proliferation of new encyclopedic texts that more than one scholar has called it the “century of the encyclopedias.” Variously referred to as a speculum, thesaurus, or imago mundi—the term encyclopedia was not commonly applied to such books until the eighteenth century—these texts were organized in such a way that a reader could easily locate a collection of authoritative statements on any given topic. Because they reproduced, rather than simply summarized, parts of prior texts, these compilations became libraries in miniature. In this groundbreaking study, Mary Franklin-Brown examines writings in Latin, Catalan, and French that are connected to the encyclopedic movement: Vincent of Beauvais’s Speculum maius; Ramon Llull’s Libre de meravelles, Arbor scientiae, and Arbre de filosofia d’amor; and Jean de Meun’s continuation of the Roman de la Rose. Franklin-Brown analyzes the order of knowledge in these challenging texts, describing the wide-ranging interests, the textual practices—including commentary, compilation, and organization—and the diverse discourses that they absorb from preexisting classical, patristic, and medieval writing. She also demonstrates how these encyclopedias, like libraries, became “heterotopias” of knowledge—spaces where many possible ways of knowing are juxtaposed. But Franklin-Brown’s study will not appeal only to historians: she argues that a revised understanding of late medievalism makes it possible to discern a close connection between scholasticism and contemporary imaginative literature. She shows how encyclopedists employed the same practices of figuration, narrative, and citation as poets and romanciers, while much of the difficulty of the imaginative writing of this period derives from a juxtaposition of heterogeneous discourses inspired by encyclopedias. With rich and innovative readings of texts both familiar and neglected, Reading the World reveals how the study of encyclopedism can illuminate both the intellectual work and the imaginative writing of the scholastic age.

In this dynamic collection of essays, many leading literary scholars trace gay and lesbian themes in Latin American, Hispanic, and U.S. Latino literary and cultural texts. Reading and Writing the Ambiente is consciously ambitious and far-ranging, historically as well as geographically. It includes discussions of texts from as early as the seventeenth century to writings of the late twentieth century. Reading and Writing the Ambiente also underscores the ways in which lesbian and gay self-representation in Hispanic texts differs from representations in Anglo-American texts. The contributors demonstrate that--unlike the emphasis on the individual in Anglo- American sexual identity--Latino, Spanish, and Latin American sexual identity is produced in the surrounding culture and community, in the ambiente. As one of the first collections of its kind, Reading and Writing the Ambiente is expressive of the next wave of gay Hispanic and Latin scholarship.

Using Peer Tutoring to Improve Reading Skills is a very practical guide, offering a straightforward framework and easy-to-implement strategies to help teachers help pupils progress in reading. A succinct introduction, it shows how schools can make positive use of differences between pupils and turn them into effective learning opportunities. Outlining the evidence base supporting peer tutoring approaches, it explores the components of the reading process and explains how peer tutoring in reading can be used with any method of teaching reading. Core topics covered include: Planning and implementing peer tutoring Getting your school on board How to structure effective interaction Training peer tutors and tutees Paired Reading - cross-ability approaces One Book for Two - fostering fluency, reading comprehension, and motivation Reading in Pairs - cross and same-year tutoring Supporting struggling readers Involving families in peer tutoring Evaluation and feedback. Illustrated throughout with practical examples from diverse schools across Europe, Using Peer Tutoring to Improve Reading Skills is an essential introduction offering easy-to-use guidelines that will support teachers in primary and secondary schools as they enhance pupil motivation and improve reading standards.

This book is devoted to medieval Iberian women, readers and writers. Focusing on the stories and texts women heard, visually experienced or read, and the stories that they rewrote, the work explores women’s experiences and cultural practices and their efforts to make sense of their place within their familial networks and communities. The study is based on two methodological and interpretive threads: a new paradigm to represent premodern reading and, a study of women’s writing, or, more precisely, women’s textualities, as a process of creating words but also acts, social practices, emotions and, ultimately, affectus, understood here as the embodiment of the ability to affect and be affected.

A literary journal in book form. Essays, fiction, poetry and art. Contributors: Stanley Crouch, Mike Wallace, Barbara Probst Solomon, April Deller. Writers from Mexico, Kenya, Israel, and France. Art: David Newman, Bill Anthony and Lorraine Shemesh.