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Paul W. Kroll – 1st expert on this subject based on the ideXlab platform

  • Anthologies in the Tang
    Oxford Handbooks Online, 2017
    Co-Authors: Paul W. Kroll


    The importance and influence of Anthologies during the Tang dynasty is evident in their increasing numbers and broad variety. The names of over a hundred Tang Anthologies are known, and over a score have been preserved in whole or part. These include general Anthologies of verse and prose, some conceived of as sequels to pre-Tang Anthologies, as well as Anthologies devoted only to verse, to choice extracts, or to particular periods or occasions, particular groups of writers, particular topics, or even particular areas from which writers hailed. They range in size from those with barely two dozen compositions to those containing a thousand or more.

  • reflections on recent Anthologies of chinese literature in translation
    The Journal of Asian Studies, 2002
    Co-Authors: Paul W. Kroll


    It was not very long ago that teachers of undergraduate survey courses on Chinese (or any other) literature in translation contentedly compiled their own, individually edited, course readers, with no dread of copyright infringements. We cut and pasted blithely, creating as many different readers-out of the whole range of previous publications and personal manuscripts-as there were such courses in America. It was, by and large, an effective approach, for materials could be chosen to reflect quite accurately and narrowly the particular focus of each course; and it was also helpful in preserving an awareness of many important contributions to the field that might have gone unnoticed by beginners, for we could reprint articles from specialist journals

Naomi M Watkins – 2nd expert on this subject based on the ideXlab platform

  • the literature of literature Anthologies an examination of text types
    The Middle Grades Research Journal, 2014
    Co-Authors: Naomi M Watkins, Lauren Aimonette Liang


    The Common Core State Standards standards represent literacy skills that students should perform across all content areas using both literary and informational text. These standards particularly emphasize the use of informational text across all content areas by increasing the amount of this text type on assessments. The 2009 National Assessment of Educational Progress (NAEP) was the first time policy specified the proportion of text type by grade level, showing increased emphasis on informational text with the advancement of grade level. The Common Core State Standards further supported with this text type division: 50% literary and 50% informational text in the fourth grade year, 45% literary and 55% informational text in the eighth grade year, and 30% literary and 70% informational text in the 12th grade year.This focus on increasing the amount of informational text reading stems from a history of students who have difficulty reading these types of texts (Carnegie Council on Advancing Adolescent Literacy, 2010; Heller & Greenleaf, 2007). Researchers argue that students must have exposure and access to a variety of text types, and be provided direct, explicit instruction on how to use and comprehend these texts types (Carnegie Council on Advancing Adolescent Literacy, 2010; Kamil et al., 2008). With these new text type divisions in play, it is important to examine the types of texts used in classrooms, particularly in English language arts classrooms, since it is in these classrooms that the much of the literacy instruction for secondary students has traditionally occurred (Bean & Harper, 2011). Thus, this study investigated the types of texts used in literature Anthologies, a widely and commonly used text in English language arts classrooms.BACKGROUNDAuthors of the Common Core explain that “this division [of literary and informational text] reflects the unique, time-honored place of English language arts (ELA) teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (Common Core State Standards Initiative, 2012, para. 7). Despite these intentions, this split of literary and informational text has caused several misconceptions to emerge. Many ELA teachers have reported that administrators and district personnel have required a cut to literature in favor of including more informational text-cuts that have angered and frustrated ELA teachers (Short, 2013). Sandra Stotsky’s (2012) opinion piece in The Huffington Post further fueled this fire, spreading a heated debate across major national newspapers and web sites about the types of texts that should be taught in ELA classrooms according to Common Core {The Huffington Post, 2012; Layton, 2012; Petri, 2012; Pimental & Coleman, 2012). She argued that the strong emphasis on informational text could result in decreased analytical thinking and decreased teaching of significant literary works.In response, many have reemphasized the original intent of the Common Core’s text type division. Short (2013) pointed out that because nonfiction and informational texts are receiving more attention, especially in the younger grades, this emphasis does not translate to a deemphasis of fiction and literary texts. She states, “This belief is a misunderstanding of the standards, which are an attempt to correct an imbalance, not to establish a new imbalance where kids are not reading enough fiction” (para. 2). Additionally, the 50/50 literary versus informational text split in the middle grades and the 30/70 split in high school does not translate to secondary ELA teachers teaching all of these texts. Shanahan (2012) explained that “they [teachers] need to understand that these requirements govern not just the ELA class, but students’ entire school reading experience. Thus, how much informational text students need to read in any class is somewhat dependent on what they are doing in their other classes” (para. …

  • examining text types in adolescent literature Anthologies
    , 2010
    Co-Authors: Naomi M Watkins


    Given that one-fourth of eighth graders in u.S. public schools are unable to read for infonnation with proficiency, the need for middle school students to be exposed to infonnational texts is of great importance, particularly as students need these skills in order to be successful in school and society and because they are also expected to read a larger quantity of challenging infonnational texts. While many may believe that middle school students are exposed to infonnational text in content area classes, students do not always read these textbooks and are seldom taught how to actually read these texts. Because infonnational text instruction rarely occurs in content area middle school classrooms, the responsibility often falls to language arts teachers to instruct students on how to read these texts; however, the secondary language arts curriculum and literature Anthologies have been predominately literature-focused, concentrating on the study of major literary works and training students to be literary scholars instead of teaching them strategies to access informational text and become highly literate learners. This lack of exposure to infonnational text proves problematic for middle school students, because an emphasis on literary text does not provide students with opportunities to practice reading, learn from reading, or gain the skills necessary to utilize infonnational text. Additionally, the 2009 NAEP Reading Framework calls for 45% literary and 55% infonnational text on the eighth grade assessment-calling for more infonnational text on an assessment than

Jing Chen – 3rd expert on this subject based on the ideXlab platform

  • reinventing the pre tang tradition compiling and publishing pre tang poetry Anthologies in sixteenth century china
    Journal of Chinese Literature and Culture, 2017
    Co-Authors: Jing Chen


    This article examines how the making of pre-Tang poetry Anthologies in sixteenth-century Ming China led to a reinvention of the pre-Tang poetic tradition. From the Zhengde period 正德 (1506–21) well into the Wanli reign 萬曆 (1573–1620), the compilation and publication of new pre-Tang poetry Anthologies saw a dramatic increase, making the anthologizing practices in the 1500s crucial to understanding the pre-Tang tradition. Through a study of paratextual elements (book titles, tables of contents, prefaces, postscripts, etc.) in twenty-two pre-Tang poetry Anthologies compiled in the 1500s, this article identifies three types of anthologizing practices. By employing quantitative and network analysis, the author hopes to historicize these practices, investigate the motivations for the Anthologies, and explore their citation networks. These anthologizing practices, I conclude, gradually transformed the classification principles of previous Anthologies, expanded the scope of canonized Anthologies, and established a distinct pre-Tang tradition by the end of the sixteenth century.