The English Miscellany

Most writers and intrigued by the idea that they might be more productive. Some writers want to become prolific. Some writers, such as Shakespeare, were able to churn out two or more major works every year; others, such as Charles Dickens or Walter Scott, astonish us by the sheer quantity of their work. I was surprised to discover recently that my writing notebook lists plans for 23 books. Clearly some of these projects are little more than a title and an outline. So the problem is not having ideas, it’s more a question of having the time, the discipline and the confidence to see them through to completion as published works. In short, I am now trying to increase my productivity by researching some of the recurring ideas typically adopted by successful writers. While doing some research recently on translations of Aristophanes’ Lysistrata , I cam across the impressive productivity of JackLindsay , who produced 170 creative and non-fiction works during his long career.

When s tudent reader s s truggle with poetry, it' s often the relation s hip between s ound and s en s e that pre s ent s a high degree of difficulty. It' s very ea s y to be overcome by pitter-patter rhythm s and arcane name s for metrical technique s and poetic form s . But picking s ound pattern s may help to open up a variety of interpretation s . Thi s mean s s hifting from the identification of a local effect to the elaboration of more complex and nuanced s emantic po ss ibilitie s . The fir s t s onic ta s k for the critical reader involve s the s potting of s imilar s ound s s uch a s alliteration. A higher level of creative reading require s s en s itivity in order to link the s e s ound clu s ter s to the poem' s que s tion s , and it s an s wer s . A great poem hold s together, in tight compre ss ion, the different element s of form and technique, tone s and s tyle, form and content. Critical writing - the expo s ition and appre

The publication of a new edition of Bradley’s Shakespearean Tragedy (1904) presents a timely opportunity to explore a classic expression of the theory and practice of tragic drama. This is also an opportunity for new readers to encounter a distinctive appreciation of Shakespeare’s work in the context of more recent literary and cultural theories. In the process, the obstacles to a clear understanding of what Bradley thought are explored, and we seek to explain why many critics were often hostile to his writings on Shakespeare. We then proceed to an interrogation of Bradley’s philosophy of tragedy in the context the wider project of the development of English Studies as an educational discipline since the end of the nineteenth century. This frame of analysis will also be informed by recent post-colonial theories which will be positioned within the context of literary study understood as a distinctive project of enlightened humane education. [...] One of the predicamen

Quintilian, a highly esteemed Latin rhetorician, argues that composition involves learning a skill. He compares composition with the craft of the musician and with the skills of the sportsman. In his larger project, writing is linked with civic participation, with the arts of cultivation, and with the progress from the natural savage to a state of civilization. Writing should aim to flow harmoniously. Quintilian's Institutes of the Orator , Book 9 (trans. charles Rollin, 1774), 143-146. I well know, that there are some, who will not allow of any care in composition, contending that our words as they flow by chance, how uncouth soever they may sound, are not only more natural, but likewise more manly. If what first sprung from nature, indebted for nothing to care and industry, be only what they deem natural, I allow that the art of oratory in this respect has no pretensions to that quality.  For it is certain that the first men did not speak according to the

Today I am sharing the FURTHER READING list published in my book The Art of Connection: the Social Life of Sentences (Quibble Academic 2013): Amidon, Arlene. "Children's understanding of sentences with contingent relations: Why are temporal and conditional connectives so difficult?" Journal of Experimental Child Psychology 22.3 (1976): 423-437. Astington, Janet Wilde, Janette Pelletier, and Bruce Homer. "Theory of mind and epistemological development: The relation between children's second-order false-belief understanding and their ability to reason about evidence." New Ideas in Psychology 20.2 (2002): 131-144. Bakewell, Sarah. How to Live: A Life of Montaigne in one question and twenty attempts at an answer . Vintage, 2011. Baker, Linda. "Comprehension monitoring: Identifying and coping with text confusions." Journal of Literacy Research 11.4 (1979): 365-374. Bates, Elisabeth, Philip S. Dale, and Donna Thal. &quo