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The Language of Periodical News in Seventeenth-Century England
Author: Nicholas Brownlees
Date Of Publication: Apr 2011
Isbn13: 978-1-4438-2855-0
Isbn: 1-4438-2855-6
This volume follows the beginnings and development of seventeenth-century English periodical print news and sees how contemporary news writers shaped their news discourse over the decades. Interdisciplinary in its approach, the volume analyses the different strategies employed by news writers of the day as they determined how best to present and write up both foreign and domestic events for a news-obsessed English readership. In his examination of the language used in corantos, newsbooks and gazettes—the first forms of periodical news in the English press—Nicholas Brownlees provides innovative analyses regarding a rich variety of topics including: the role of translation in early periodical news; the language of hard news in corantos and news pamphlets; forms and styles of epistolary news; fluctuating editorial strategies used to address and involve the reader; text structure and prototypical headlines; English news discourse within a wider European news context; the language of propaganda in the English Civil War; periodicity and the reporting of the Tuscan crisis in 1653; the language of ‘Advertisements’ in The London Gazette; the changing fortunes and semantics of News, Intelligence and Advice. In its focus on how news writers worked and experimented with seventeenth-century English language structures and discourse conventions to forge a style of news rhetoric that could inform, persuade and even entertain, this volume is essential reading for all historians, news analysts and historical linguists working in the early modern period.
Nicholas Brownlees is Associate Professor of English Language at the University of Florence, Italy. He has written extensively on early modern news and edited News Discourse in Early Modern Britain (2006). He is also co-editor of The Language of Public and Private Communication in a Historical Perspective (2010).
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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