Hits 4.321 – 4.340 of 183.539
| 4322 |
A constructional analysis of written academic English as a Lingua Franca: The case of unedited and edited research writing
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4323 |
Perceptions of transformational leadership: The effects of organizational justice for English language learners
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In: Educational Policy Studies Dissertations (2020)
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| 4324 |
“Kids Can Change the World”: An Action Research of Latinx English Language Learners Students’ Experiences With Culturally Relevant Morning Meetings
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In: Middle and Secondary Education Dissertations (2020)
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| 4325 |
Quality Improvement Project Evaluating the use of CyraCom Language Translation Application in Two Metro Atlanta Infusion Centers
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In: Nursing Doctoral Projects (DNP) (2020)
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| 4326 |
Seeking the unseen humanities macrostructures: The use of corpus- and genre-assisted research methodologies to analyze written norms in English and Spanish literary criticism articles
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4327 |
Adopting Home Language and Multimodality in Composition Courses
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In: English Dissertations (2020)
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| 4328 |
Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory
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In: Early Childhood and Elementary Education Faculty Publications (2020)
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| 4329 |
Language Program Development through Internationalization
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4330 |
The Innateness of Human Language: Viewing from Grammatical Errors of Second Language Learners
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| 4331 |
Workplace English as Professional Development: The UW-Madison Model
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In: MITESOL Journal: An Online Publication of MITESOL (2020)
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| 4332 |
User Experience of Alexa when controlling music - comparison of face and construct validity of four questionnaires
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In: Fraunhofer IIS (2020)
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| 4333 |
School Leaders’ Perceptions of Instructional Practices for English Language Learners in Community Charter Schools
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In: ETD Collection for Fordham University (2020)
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| 4335 |
Examining Dual-Language as a Tool for Equity Through an Adaptive Leadership Lens
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| 4336 |
Multilingual Mindset: Using Cross-Functional Strategies Within the Texas Education Agency to Prioritize English Learners
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| 4337 |
The English Baroque: The Logic of Excess in Early Modern Literature
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Abstract:
This dissertation argues that early modern English literature was an essential part of the first global aesthetic movement—the baroque. While the baroque remains a foundational concept for other European traditions, scholars have largely elided the word from English literary history. By emphasizing multilingual and cross-confessional relations, I show why the baroque is a better concept for understanding early modern English literature than more isolated terms like metaphysical. “The English Baroque” begins by presenting a new theory of the baroque based on its etymology in a thirteenth-century poem by the English logician William of Sherwood. A mnemonic device for remembering logical syllogisms, William’s poem gives the name Baroco to a syllogism notorious for its excessive complexity. Based on this philology, I argue that the baroque is best understood as a logic of excess—a process of thought that pushes systems toward complexity, confusion, and the sublime. I trace the development of this logic of excess in early modern English poetry, prose, and performance, including works by Margaret Cavendish, Abraham Cowley, Richard Crashaw, John Donne, Andrew Marvell, John Milton, and William Shakespeare. “The English Baroque” not only demonstrates the relevance of early modern English literature to the global baroque, but also supports the emergence of a new baroque style that affirms excess as an aesthetic form of freedom.
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Keyword:
Baroque; Classical Literature; Comparative literature; Early Modern Literature; English Baroque; English literature; Renaissance Literature; Translation; Translation studies
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368936
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| 4338 |
What to do with Black English in a Mainstream English Curriculum?
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In: Georgia Educational Research Association Conference (2020)
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| 4339 |
Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms
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In: National Youth Advocacy and Resilience Conference (2020)
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| 4340 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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