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Copyright of Slavica Litteraria is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology 'opening up a dialogic space for reflection', but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue. This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples. [ABSTRACT FROM AUTHOR]

The gift book "Remember Me!" with Blake's wonderful engraving of the 'Hiding of Moses' was more remarkable for its decorations than for its literary contents. Of the twenty-four copies recorded, each differs from the others in the pattern of binding, colour of fore-edges, endpapers, and the decorated sleeve-case. Despite this varied elegance, the work had only a modest sale, and the same sheets were re-issued in 1825 for the 1826 gift-giving season. This paucity of sales may be related to the fact that the publisher John Poole had little experience of book distribution. His speciality was as a maker of Marble Paper and Fancy Pocket-Books, not in selling them. [ABSTRACT FROM AUTHOR]

This paper considers the impact of the NEAB GCSE anthology on the poetry teaching of a small sample group of practitioners in a range of 11-18 schools in one LEA over a two-year period. While some teachers in the sample embraced the opportunities they believe the anthology offered them, others appeared more resistant, perceiving the anthology as reductive and an imposition on their established poetry teaching practices. The process of adjustment, which occurred as teachers began to make the poetry element of the GCSE syllabus their own, is illustrated, with the implications of these findings for classroom practice. [ABSTRACT FROM AUTHOR]

This paper presents and analyses the poem 'Tea and Bread'. It is about content and process, about a struggle for survival as an asylum seeker in a UK city and about exploring poetic transcription, as pioneered by sociologist Laurel Richardson, as representational practice in public health. The asylum seeker, known by the pseudonym of Peter, was interviewed as part of a project to compare the destitution of the past with that of today. [ABSTRACT FROM AUTHOR]

This research investigated the use of poems for reflection. Participants (n = 16) were enrolled upon a Foundation Degree in Sports Coaching. Part modular assessment saw the students create an action plan that provided key indicators as to their ability within a range of study skills. The entire cohort failed to implement the plan. Whilst there exists a prevailing wind of poetic embrace within the social sciences, limitations are evident within the domain of sport and physical activity. The research questions whether poems may be implemented as a means to initial reflection and reorientation and as a consolidation of prior learning. Findings suggest poetry may aid initial reflection and reorientation and a consolidation of prior learning, that the writings were enjoyable, at times frustrating, developmental and that such creativity might be advocated elsewhere across the HE curriculum. Implications for the learner are discussed and I suggest a framework for practitioners (‘Reflective Facilitation’), which considers how we may assist our learners in a process of guided discovery in which their reflections may become critical and self-governed. The paper then considers the limitations of the research process and offers considerations for future practice. [ABSTRACT FROM PUBLISHER]

This paper, focusing on the two short poems of Robert Browning, Meeting at Night, and Parting at Morning, with the help of the perspective of double vision, studies the double self reflected in these two short poems, what the narrator wants to do internally, and what he is supposed to be socially; and the connotations imposed by the features of this particular historical period, Victorian Era. [ABSTRACT FROM AUTHOR]

The Campbells have the potential to offer much to the theme of literature and borders, given that the kindred's astonishing political success in the late medieval and early modern period depended heavily upon the ability to negotiate multiple frontiers: between Highlands and Lowlands, between Gaelic Scotland and Ireland, and, especially after the Reformation, with England and the matter of Britain. This paper explores the literary dimension to Campbell expansionism, from the Book of the Dean of Lismore in the earlier sixteenth century, to poetry addressed to dukes of Argyll in the earlier eighteenth century. Particular attention will be paid to the literary proclivities of the household of the Campbells of Glenorchy on either side of what appears to be a major watershed in 1550; and to the agenda of the Campbell protégé John Carswell, first post-Reformation bishop of the Isles, and author of the first printed book in Gaelic in either Scotland or Ireland, Foirm na n-Urrnuidheadh (The Form of Prayers), published at Edinburgh in 1567. [ABSTRACT FROM AUTHOR]

In this paper we report on one aspect of a qualitative study about an online wiki community, which was developed to build collaborative knowledge about poetry among a group of pre-service English teachers. Our paper explores pre-service teachers' experiences of writing in a digital medium and their perceptions of themselves as writers. We focus specifically on the processes of poetry writing (both collaborative and independent) undertaken in this digital medium by two groups of teachers, who were working in contrasting settings in the UK and Canada during their pre-service year. We investigate the affordances (Laurillard, Stratford, Lucklin, Plowman, & Taylor, 2000) that a multimodal, wiki environment offered these teachers for learning about poetry writing and question the impact that these affordances have had both on the teachers' collaborations and the poetry they wrote. In analysing the pre-service teachers' wiki writings we were interested to observe how they shaped themselves as writers and intervened in each other's work in progress within a digital third space. We also wanted to explore how the wiki had supported their professional learning about the teaching of poetry writing during their training year and the implications that this support could have for their own future classroom practice as teachers of writing. [ABSTRACT FROM AUTHOR]

This paper offers a historically comparative picture of the latest of waves of policy and technological changes that have occurred between 2000-2006 and discusses their impact on the practices of secondary school English in the UK. It draws on data from two previous research projects to explore significant moments of micro-interaction in a classroom that can be framed and integrated in the broader macro social and policy contexts of the production of school English. Specifically the paper offers a comparison of two distinct "moments" -- 2000, when the first data set was collected, and 2006 with a focus on the impact of technological and policy change for English. [ABSTRACT FROM AUTHOR]

While recent studies of Victorian literary criticism have investigated poetry's place in the periodical press, little attention has been paid to the history of poetry published in large-circulation general newspapers. this essay discusses poetry published in The London Times during the 1860s, examining the literal place of poetry within the newspaper, its themes and formal characteristics, and its relation to authorship. I suggest that reading these poems in relation to their original material context raises theoretical questions about the history of reading, intertextuality, and poetry's function in the public sphere. [ABSTRACT FROM AUTHOR]

This article describes the materials the poet William Blake used in creating his copper plates for "Songs of Innocence and of Experience," "America," "Europe," "For the Sexes: The Gates of Paradise," and "Jerusalem." The article discusses who made the copper plates, how they were used, the printing process and the cost to Blake, as well as why they are now largely lost.

This article discusses my experience of developing and presenting a multi-media research dissemination programme comprising presentations, workshops, a visual exhibit and a poetry performance collectively referred to as the g word tour. Programme elements were presented, exhibited and performed between November 2018 and July 2019 to audiences in 25 universities and research centres in the UK and Republic of Ireland. Each element of the programme was based on data collected for a research project: Gender(s) at Work, which investigated the impact of gender on workplace experiences and career trajectories among staff in a UK university. The article argues that this active approach to research dissemination involved dynamics of contraflow and diffraction and that rather than completing or closing the research process created new spaces for dialogue and engagement. [ABSTRACT FROM AUTHOR]

Copyright of GeoHumanities is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers information on the Evolving Words science and poetry project commissioned and funded by the Wellcome Trust. Its primary objective is to encourage the participation of youth aged 14 to 25 years in celebrations of Darwin in Great Britain. Its product is a performance footage and an online anthology titles Evolving Collections which consists of a series of short films based on poems to be distributed via social media sites like Facebook. The project involves the pairing of scientists with professional creative writers.

This article presents the author's insights concerning the poems of John Keats, as well as his principal textual and editorial work in Great Britain. The author said that Keats has several obvious qualities that would make him an attractive writer to connect with, there is the line-by-line richness of his poetry. He was one of the least egotistical successful writers in the history of all the literatures of the world, and in a letter to his brothers he coined the term Negative Capability to make a theory out of it.

This article examines the scholarly recovery and popular reception of ‘ancient poetry’ in later eighteenth-century England, with a view to elucidating the relationship between cultural primitivism and more overtly politicized discourses of national identity. The publication of the poems of Ossian, in the early 1760s, gave a new prominence to the earliest cultural productions of Celtic antiquity, and inspired the attempts of English literary historians, such as Thomas Percy and Thomas Warton, to provide an alternative ‘Gothic’ genealogy for the English literary imagination. However, both the English reception of Ossian, and the Gothicist scholarship of Percy and Warton, were complicated by the growing strength of English radical patriotism. As popular political discourse assumed an increasingly insular preoccupation with Saxon liberties and ancient constitutional rights, more conservative literary historians found their own attempts to ground English poetic tradition in some form of Gothic inheritance progressively compromised. The persistence of ancient constitutionalism as a divisive element of English political argument thus curtailed the ability of Gothicist literary scholarship to function as an effective vehicle for English cultural patriotism. [ABSTRACT FROM AUTHOR]

Focuses on the place of poetry in the primary curriculum in Great Britain. Importance of poetry in children's learning; Practice in the selection of poetry for primary school; Importance of selecting poems for their intrinsic quality and potential as a resource in a curriculum for equality.

Accessible Summary What is known on the subject Intimate partner violence (IPV) impacts significantly on the lives and health of those who experience abuse, The impact of IPV exerts a detrimental impact on mental health as well as physical health, but this is often not recognized by professionals, What the study adds to existing knowledge This study highlights the impact of IPV on the lives and health of older women from the perspective of older women themselves, The approach taken to the study illuminates the ways in which older women describe their experiences within the broader narratives of their experiences, This study has explored the particular situation for older women as told through creative expression and their own stories of survivorship., Implications for practice Nurses and other healthcare professionals need to be aware of the enduring impact of IPV for older women, particularly within the context of mental health, Those working with older women also need to be alert to the potential barriers to disclosure and disjuncture between professional dialogue and personal narrative, Abstract Introduction Intimate partner violence ( IPV) exerts a detrimental impact on the lives and health of all who experience abuse. This includes both physical and mental health and well-being. The experiences of older women however may be different, and these differences may not be recognized or accounted for within existing care provision. Aim To explore the impact of IPV on the lives and health of older women told from the particular perspective of older women themselves as these accounts are largely absence from existing IPV discourse. Method An arts-based research approach with five older women survivors of IPV through the codevelopment and organization of an arts-based workshop. The workshop essentially encompassed four main arts strands and included the creation of clay models and poetry. Findings The findings of the study highlight the significant impact of IPV on the lives, mental health and well-being of older women. This included feelings of social isolation, inability to trust others and a loss of self-identity. Discussion Intimate partner violence is a global issue and as such of relevance for those working in healthcare contexts beyond the UK. While there is a growing body of evidence surrounding IPV and older women, this has largely been presented through researcher-led accounts and as such the narratives of women themselves may not have been adequately acknowledged. Unlike much of the existing evidence, this study has explored the particular situation for older women as told through creative expression and their own stories of survivorship. In this study, the fluidity of the potential materials available in the workshops meant that both the representations through which the women spoke and the primacy of their voices, over those of more traditional researcher accounts, were in evidence throughout. Implications for Practice Mental health nurses and practitioners are often on the front line for care and support for older client populations. IPV across the life span is a global issue for healthcare practitioners. It is anticipated that the findings of this study will provide the mechanism through which mental health nurses and other practitioners may reflect on older women's accounts of IPV as told by older women in this study in their own words. Reframing from dominant professional discourse to personal narrative is central to person-centred approaches and is central to contemporary practice. Ultimately, this has the potential to improve the effectiveness of care provision and support. Relevance to Mental Health Nursing The findings presented in this study have the potential to provide a powerful tool for those working within mental health contexts and healthcare professionals working with older populations more generally to consider both the hidden nature of IPV and the ways in which IPV can significantly impact on mental health and well-being in later life. [ABSTRACT FROM AUTHOR]

Keats, unlike the other Romantics, has prompted not just a dispute as to the character of his political allegiances, but a dispute about whether he is appropriately regarded as a political poet at all. Keats's recent critics are more familiar with the Poems of 1817 in which Keats emphatically and repeatedly identifies himself as an admiring associate of the editor of The Examiner, Leigh Hunt, but even in these poems the ambition to write a poetry that makes its impact on the non-poetic world alternates with a contrary tendency to define the world of the poem by its distance from the world outside it. In the Poems of 1820 the two tendencies persist, but, instead of working against one another, they allow Keats to resolve his contradictory ambitions and write poems that achieve a formal perfection that releases them from the contingent and yet continue to speak to the contingent world in which we all of us live our lives. [ABSTRACT FROM AUTHOR]

Following the publication in the 1840s of two political economy tracts, William T. Thornton had come to be seen as an influential social reformer and economic commentator. The 1850s were marked, in turn, by the publication of three books of verse. These works form a bridge linking his political tracts of the 1840s to the economic and philosophical works he penned in the 1860s and 1870s. Thornton's poetical compositions also serve to illustrate how the creative work of an economist can shed light on matters treated only cursorily in his earlier political tracts and later economic treatises. [ABSTRACT FROM AUTHOR]

Lord George Gordon Byron, 6th Baron Byron of Rochdale, is known internationally as, perhaps, the most famous Romantic poet of his generation. His work continues to be read across the globe. As a peer (succeeding to the title following the death of his great uncle, the 5th Baron Byron, in 1798) he was entitled to a seat in the Lords, and this article covers the period during which he was active in the House. He took his seat in 1809, but most of his work in the Lords took place between early 1812 and the summer of 1813. Thereafter, his financial troubles, his stellar literary career, and his personal problems, led him to spend little or no time in the House, and he lived abroad between 1816 and his death in 1824. In 1812, before he had become known for his poetry, except among a small London elite, he began actively to cultivate a political career, and he made his maiden speech on the Framework Knitters Bill in 1812. Byron was a prolific letter writer, and from his published correspondence as well as other sources of contemporary information, it is possible to document his growing career in the upper House, and to see how a young peer might make his way into politics in the absence of a particular sponsor. [ABSTRACT FROM AUTHOR]

The practice of reflection in teacher education is a contentious area. Debates have focused on the nature of reflection and how to evidence that it is taking place. Students training to be teachers in the UK are expected to be taught about reflection and incorporate it into their practice. This qualitative study took place in response to difficulties trainee teachers had in grasping abstract concepts. The study explores the use of reading poetry as a tool for facilitating reflection. Data were gathered by observing groups at work with the poems and by interviewing the participants. The findings were that poetry particularly encourages students to venture to areas that they may not address unprompted. It also encouraged a particular form of reflection, to do with the nature of teacher identity and the value of teaching. We suggest that further studies with larger sample groups could be carried out to test these findings. [ABSTRACT FROM PUBLISHER]

Huntington Library manuscript HM904 is a verse miscellany compiled by Constance Aston Fowler, daughter of Lord Aston, in 1630s Staffordshire. Constance operated as a kind of literary agent, soliciting, exchanging, and circulating poems, as well as preserving them in her book. Many of these poems are by or about family and friends, but they also indicate her connections with far-reaching networks of manuscript transmission. In particular, the volume contains Catholic devotional verses in an unusual and somewhat archaic hand (Hand B) that also appears in another Catholic miscellany from 1650s Warwickshire; and secular verses that may be by the Catholic love poet William Habington, or may be hybrid compositions that imitate or adapt his work. Both these ingredients have much to say about the complex compilation processes of manuscript verse miscellanies, and about the cultural participation of women and Catholics in seventeenth-century England. [ABSTRACT FROM AUTHOR]

The article offers news briefs on various issues. The Australian Cricketers' Association and Cricket Australia (CA) are considering 12-month trial of hair testing of players. Canadian provinces are likely to remove OxyContin and OxyNEO from the publicly funded drugs list. FIFA has insisted Brazil government to give the right to sell beer at the Brazil World Cup which is going to be held in 2014. Otto Perez, the Guatemala's new President has joined together with Latin American presidents over the issue of legalizing drugs.

This article brings together poetic narratives of three women—two hearing and one deaf—who are mothers to both deaf and hearing children. When asked, “What’s the story of your family?” they each uncover, discover, and recover narratives that embrace politics, spirituality, marginalization, ignorance, resistance, love, care, and celebration. Their stories—signed, spoken, and written—deconstruct and reconstruct intimate and poignant experiences of negotiation between deaf and hearing worlds, between sign and word, between acceptance and judgment, and, in particular, in response to a particular piece of government legislation. In the United Kingdom, monocultural, multigenerational deaf families are the exception rather than the rule; therefore, questions of cultural knowledge transmission, reproduction, and survival are endlessly troubled, contested, and reclaimed in bicultural, bilingual deaf-hearing families, particularly in the face of dominant, mainstream discourses of disability and normalization. The three women’s narratives repair and bear witness to misunderstood and marginalized deaf and hearing lives. As sign language has no written form, the stories are re-presented here as poetic texts as a way not only to bridge the gap between “oral” narrative and the written (translated) word but also to bring to life on the page the inherent poetry of their resistance stories.1 [ABSTRACT FROM PUBLISHER]

BL Additional MS 17492, the so-called Devonshire Manuscript of Henrician courtly verse, is a prime example of how social and cultural phenomena contributed to early modern manuscript culture. Among the treasures of the Devonshire MS is a series of lyrics that chronicles a fascinating courtly intrigue of the 1530s: the illicit, clandestine marriage of Lord Thomas Howard and Lady Margaret Douglas, the headstrong niece of Henry VIII. After unpacking this historical drama, this essay advances the first substantial literary analysis of these poems by exploring the textual strategies through which Howard and Douglas attempted to negotiate the crown's insistent management of their erotic life. This treatment of the Douglas-Howard lyrics provides new opportunity to consider how the Devonshire MS reflects and refracts the gender dynamics of the contemporary Henrician court. [ABSTRACT FROM AUTHOR]

In this interview with Anouk Lang, the poet Richard Grant discusses his journey to becoming a professional performance poet: how he first came into contact with the dub poetry scene at university, his time as the Birmingham poet laureate in 2005-06, and his work with other spoken word poets at festivals, performances and school workshops around the UK. Topics covered include the role of live poetry in a culture in which sales of print publications are falling and new technologies are enabling writers to reach new audiences, poetry as a tool for confronting social issues such as racial conflict, the task of the poet laureate in relation to the city and the community, and generational, cultural and class divides in the contemporary British arts world. [ABSTRACT FROM PUBLISHER]

Male friendship, as a motif, pervades John Dryden's works. Through it he confronts problems of stability and continuity that he would ameliorate by means of his poetic powers and the revered institutions behind them. The sexual element of the relationships, which critics invariably treat anachronistically, is crucial to the succour Dryden finds in them. It derives from the traditions he evokes—real or imagined—of male aristocratic bonds (in which the poet has a share) that he revivified in order to negotiate contemporary politics and curtail the disintegration, as he perceived it, of the monarchy. The problem for Dryden and his contemporaries lay in manipulating existing paradigms in the face of Charles II's profligacy and its attendant chaos, the increase in popular power in the Restoration, and the Glorious Revolution. For Dryden, who closely associated poetic and monarchic continuity, the bonds he presented and the institution they perpetuated offered a fortifying power in the face of assaults upon sacrosanct traditions. [ABSTRACT FROM AUTHOR]

An interview is presented with Sir Andrew Motion, who is Chair of Museums, Libraries, and Archives Council (MLA). He discusses why he accepted the position with the MLA and about his parents' reading habits. He also discusses the Poetry Archive, which he created and discusses any issues of archiving the poems that he has encountered.

The Cromwellian invasion of Ireland has not been famed for the value of its poetry, yet some of the soldiers, civil servants and divines that have been identified with and resisted the Cromwellian invasion and administration of Ireland did produce a discernable body of religiously orientated verse. This article outlines a context for this body of writing within the changing mentalities of Cromwellian Ireland, and offers a new model for the interpretation of Faithful Teate's Ter Tria (1658), alongside a reading of other principal texts, which emerged out of even as they shaped the experiences of invasion and administration in Cromwellian Ireland. [ABSTRACT FROM AUTHOR]

While Rupert Brooke himself never wrote official propaganda, discussions of his poetry and celebrity in Great Britain, particularly after his death in April 1915, created common points of references informing intersecting social, political and cultural discourses throughout the war period. This article argues that the success of the myth of the poet-soldier lay in the strength of the consensus surrounding ideals associated with volunteerism and commemoration, and the acceptance of Brooke as an icon useful in defining a national image that could in turn aid in ordering individual experiences of the war. It allowed readers to participate in war culture publicly and privately by constructing obituaries, articles and tribute poems, and by purchasing Brooke’s volumes. Utilizing the growing number of sources concerned with the cultural history of the war, and the conditions that predicted and reinforced social continuities, the article presents Brooke not as a relic of 1914, but as a figure who appealed to individuals across political, social and to an extent economic divides. The Brooke myth helped to create the genre of the idealized and, to an extent, untouchable national poet-soldier, and the myth’s successful negotiation of what Donald Sassoon calls ‘cultural markets’ set a precedent and proved persistently relevant throughout the war years and beyond as the poet-soldier became directly associated with issues of national historical memory. The study also operates in the shadow of an ongoing discussion about the functional implications of popular consoling myths created by individuals who, responding to the effects of war culture, turned to public outlets to express personal bereavements. (As Annette Becker puts it, ‘la construction et la reconstruction de l’immense événement 14–18 dans les temps de mémoire et d’oubli concomitants: cultures de guerre privées et publiques, intimes et proclamées.’ Apollinaire: une biographie de guerre (Paris, 2009), 13.) [ABSTRACT FROM PUBLISHER]

This article looks at two Neo-Latin poems on Glasgow (texts given in Appendix I), by John Johnston (publ. 1607) and Arthur Johnston (publ. 1642), respectively, as examples of the genre of the city poem and of Scottish Neo-Latin poetry. Both poems exemplify the interest in national history and other characteristics typical of the time as well as a style of writing based on a thorough classical education. Nevertheless, it can be shown that there are distinctive differences between the two poems: John Johnston’s piece is shorter and less stylistically sophisticated, but it conveys a clear statement within the religious struggles of the period. In contrast, Arthur Johnston’s version is a well-balanced and full description of the particular features of Glasgow in classical style, while remaining rather non-committal about the present situation. Brief looks at poems on other cities confirm the different aims and agendas of the two poets in writing about Glasgow. [ABSTRACT FROM PUBLISHER]

The article examines poetry written by students and graduates of the British private schools known as endowed public schools during the late 19th and early 20th centuries prior to World War I. The poetry's themes are considered in terms of the educational philosophy of those schools, which stressed the development of moral and ethical values, with sports playing a vital role in process, over intellectual achievement and scholarship. Poetry which made the sport of cricket and its rules a metaphor for British civilization is considered. The poetry of a headmaster of a public school written to commemorate graduates who were killed during World War I is said to reflect mourning for the values of public schools, with their implicit endorsement of self-sacrifice, as much as grieving for the dead students.

The article presents an analysis of the English sonnet between 1560 and 1580. An in-depth exploration into the form and content of the mid-Tudor era literary form is given, highlighting structural variances from the typical styles and the prominence of love as the central theme. Further discourse analysis is given regarding the use of love to point to deeper social constructions rather than dwell on the emotion itself.

Learners' pronunciation errors when reading aloud in the L2 often suggest an inability to use the language's sound - symbol relationships, or grapheme - phoneme correspondences (GPCs). UK teaching methodology has failed to provide systematic instruction in L2 phonological decoding, and there is an absence of research on the effectiveness of teaching L2 GPCs. The present study evaluates a GPC training programme delivered to a mixed-ability Year 7 class of 28 beginner learners. The GPC training is based on the use of short poems in conjunction with a sequence of cognitive and metacognitive strategies which I have labelled 'referring back'. Essentially, this encourages learners to derive the pronunciation of unknown words by making analogies with familiar ones. Pre- and post-test scores showed a small but significant improvement in pronunciation accuracy for the experimental group, but not the comparison group, when reading unknown L2 words aloud. Evaluation questionnaires, interviews and field-notes highlighted the popularity of the GPC training materials with pupils. However, there is also evidence that more time was needed in order for training in the 'referring back' strategy to be effective. Overall, the study suggests that the approach to GPC training evaluated here can be effective, but that a longer-term intervention study is desirable. The article includes a brief account of the teaching methods and a copy of the poems used, in the hope that others may wish to try them out in their own classrooms. [ABSTRACT FROM AUTHOR]

The defining characteristic of the poetry of C. H. Sisson (1914–2003) may be its complex understanding of time. Pervading his work is an incessant fascination with the history and landscape of England that hinges on a non-linear theory of time. Sisson imagines events past and present swirling together in eddies of dislocated English history. He associates the English landscape not only with a past still vibrantly alive but with moral virtue as well. A profound commitment to Anglicanism and monarchism also notably marks his poetry. Sisson's attention to the history and landscape of England substantiates and justifies his commitments to church and crown. This Drydenesque Toryism, rooted in the landscape of his poetic imagination, enables him to conceptualize time as an undisrupted flow in which history and the present merge seamlessly and offer comfort against an uncertain future. The poetry of C. H. Sisson is the poetry of hope, amid the desolation of the present, located in the living history of the past. [ABSTRACT FROM AUTHOR]

This article provides information concerning the life and works of poet, biographer, and portraitist Matilda Betham in Great Britain. She is best known for her friendships with S. T. Coleridge, Robert Southey, and the Lambs, although her own poetry and paintings have attracted scholarly interest. Like many other women writers of her generation, even her name and date of birth are in dispute. According to Alison West, who researched the parish registers, an incomplete entry in the International Genealogical Index shows that she was born at Stradbrook, but there is no baptismal record from there or the parish of Stonham Aspal, where she was raised.

The article examines the archives of the poetry column of the nineteenth-century Chartist newspaper "Northern Star" in Great Britain. The periodical published poems or excerpts from poems by the majority of working men. There was a dialectal interplay between readership and editor in the establishment of the editorial policy.

The author reflects on the literary criticism of Earl Wasserman on the poetic works of Percy Bysshe Shelley and John Keats in Great Britain. Intricately, he contemplates on Wasserman's books "The Finer Tone: Keat's Major Poems" and "Shelley: A Critical Reading." Concentrating on the major poems, the author believes that Wasserman provides a comprehensive critical reading that is organized in terms of conceptual structure of Shelley's work.

Examines the work of the Anglo-Welsh poet Jane Brereton in the context of critical interest in constructions of British national identity in the eighteenth century. Commitment of Brereton to the Hanoverian monarchs and the Anglo-British center; Expression of Welsh identity in her poetry; Claims that Brereton's national identity is informed by ideas of British unity rather than Welsh independence.