 |
|
|
Item Details
| Title:
|
DEIXIS IN THE EARLY MODERN ENGLISH LYRIC
UNSETTLING SPATIAL ANCHORS LIKE "HERE," "THIS," "COME" |
| By: |
Heather Dubrow |
| Format: |
Electronic book text |
| List price:
|
£30.00 |
|
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
|
| ISBN 10: |
1137411325 |
| ISBN 13: |
9781137411327 |
| Publisher: |
PALGRAVE MACMILLAN |
| Pub. date: |
23 October, 2015 |
| Description: |
This book engages with deictics ('pointing' words like here/there, this/that) of space. It focuses on texts by Donne, Shakespeare, Spenser, and Wroth in particular, relating their forms of deixis to cultural and generic developments; but it also suggests parallels with both iconic and neglected texts from a range of later historical periods. |
| Synopsis: |
This book engages with deictics ('pointing' words like here/there, this/that) of space. It focuses on texts by Donne, Shakespeare, Spenser, and Wroth in particular, relating their forms of deixis to cultural and generic developments. But it also briefly suggests parallels with both iconic and neglected texts from a range of later historical periods and raises broader issues currently of interest to critics specializing in those periods, such as the workings of spatiality and of the material text. Its own methods include cultural critique, genre study, interdisciplinarity, and close reading. The book reconsiders questions central to lyric theory, challenging, for example, assumptions about its immediacy and length. In so doing, the volume both participates in and evaluates contemporary developments in the discipline, especially of the new formalism (or more accurately formalisms) and of space/place studies, as well as the potentialities and risks of interdisciplinarity. |
| Publication: |
UK |
| Imprint: |
Palgrave Pivot |
| Returns: |
Non-returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|