Sporting with the Classics: The Latin Poetry of William Dillingham

Sporting with the Classics: The Latin Poetry of William Dillingham (2010) (back cover)

Dana Sutton, University of California:
‘The great merit of Estelle Haan's study is that she is willing to take Dillingham seriously as a poet. Her reproduction of his work, together with an English translation and very detailed studies of his individual poems have the combined effect of rescuing an interesting poet from near-total oblivion. This, in my opinion, is the finest thing a neo-Latin scholar can do, and Haan accomplishes her task with the same skill, sensitivity, and eloquence that have distinguished her studies of other neo-Latin poets of this period (Joseph Addison and Vincent Bourne). It is impossible not to react to this volume with extreme respect and appreciation’.

Gordon Campbell, University of Leicester:
‘Nothing substantial has ever been published on Dillingham, but with this volume we have a new corpus of poetry that intersects with the work of many other seventeenth-century neo-Latin and vernacular poets. Professor Haan’s scholarship is here (as always) placed at the service of the poet, and she leads the reader gently through the work of a new poet. Professor Haan is the most eminent and able neo-Latinist of her generation, and her scholarship never fails; sometimes it dazzles as in the chapters on the hangman's stone and on Renaissance topiary. Her research is always up-to-date, and her translations have a gracefulness that other laborers in the vineyard can only envy’.

‘Close as a kiss’: Gyn/Affection in Margaret Atwood’s The Penelopiad

Margaret Atwood’s novella The Penelopiad (2005) seemingly celebrates Penelope’s agency in opposition to Homer’s myth in The Odyssey. However, the twelve murdered maids steal the book to suggest the possibility of what Janice Raymond calls gyn/affection, a female bonding based on the logic of emotion that, in Atwood’s revision, verges on Kristevan abjection, the sinister and the fantastic, and serves a cathartic effect not only in the maids but also in the reader. This essay aims to question the generally accepted empowerment of Atwood’s Penelope and celebrates the murdered maids as the locus of emotion, where marginal aspects of gender and class merge to weave a powerful metaphorical tapestry of popular and traditionally feminized literary genres that, in plunging into and embracing the semiotic realm, ultimately solidify into an eclectic but compact alternative tradition of women’s writing and myth-making.

Extending Zipf’s law to n-grams for large corpora

Experiments show that for a large corpus, Zipf’s law does not hold for all rank of words: the frequencies fall below those predicted by Zipf’s law for ranks greater than about 5,000 word types in the English language and about 30,000 word types in the inflected languages Irish and Latin. It also does not hold for syllables or words in the syllable-based languages, Chinese or Vietnamese. However, when single words are combined together with word n-grams in one list and put in rank order, the frequency of tokens in the combined list extends Zipf’s law with a slope close to -1 on a log-log plot in all five languages. Further experiments have demonstrated the validity of this extension of Zipf’s law to n-grams of letters, phonemes or binary bits in English. It is shown theoretically that probability theory
alone can predict this behavior in randomly created n-grams of binary bits.

Gender differences in the role of emotional intelligence during the primary-secondary school transition

The relationship between components of emotional intelligence (EI) (interpersonal
ability, intrapersonal ability, adaptability and stress management) and academic
performance in English, maths and science was examined in a sample of 86 children
(49 males and 37 females) aged 11–12 years during the primary–secondary school
transition period. Results indicated that for both males and females, intrapersonal
ability had little relationship with academic achievement, while adaptability had the
strongest relationship with achievement in all subjects. Gender differences were particularly
pronounced for science, for which stronger relationships were observed with all
EI components for males. In addition, apparent only for males was a negative
relationship between stress management and science. These findings offer support for
the current inclusion of a personal and emotional element in the primary school curriculum,
and indicate that such training is likely to help males more than females to make
a successful transition from primary to secondary school.

Urban planning after the Black Death: townscape transformations in later-medieval England (1350-1530)

This article offers a reconsideration of planning and development in
English towns and cities after the Black Death (1348). Conventional historical
accounts have stressed the occurrence of urban ‘decay’ in the later fourteenth and fifteenth centuries. Here, instead, a case is made that after 1350 urban planning continued to influence towns and cities in England through the transformation of their townscapes. Using the conceptual approaches of urban morphologists in particular, the article demonstrates that not only did the foundation of new towns and creation of new suburbs characterize the period 1350–1530, but so too did the redevelopment of existing urban landscapes through civic improvements and public works. These reveal evidence for the particular ‘agents of change’ involved in the planning and development process, such as surveyors, officials, patrons and architects, and also the role played by maps and drawn surveys. In this reappraisal, England’s urban experiences can be seen to have been closely connected with those instances of urban planning after the Black Death occurring elsewhere in contemporary continental Europe.

'Regina v John Terry': The Discursive Construction of an Alleged Racist Event

This article explores the conformation in discourse of a verbal exchange and its subsequent mediatised and legal ramifications. The event concerns an allegedly racist insult directed by high profile English professional footballer John Terry towards another player, Anton Ferdinand, during a televised match in October 2011. The substance of Terry’s utterance, which included the noun phrase ‘fucking black cunt’, was found by a Chief Magistrate not to be a racist insult, although the fact that these actual words were framed within the utterance was not in dispute. The upshot of this ruling was that Terry was acquitted of a racially aggravated public order offence. A subsequent investigation by the regulatory commission of the English Football Association (FA) ruled, almost a year after the event, that Terry was guilty of racially abusing Ferdinand. Terry was banned for four matches and fined £220,000.

It is our contention that this event, played out in legal rulings, social media and print and broadcast media, constitutes a complex web of linguistic structures and strategies in discourse, and as such lends itself well to analysis with a broad range of tools from pragmatics, discourse analysis and cognitive linguistics. Amongst other things, such an analysis can help explain the seemingly anomalous - even contradictory - position adopted in the legal ruling with regard to the speech act status of ‘fucking black cunt’; namely, that the racist content of the utterance was not contested but that the speaker was found not to have issued a racist insult. Over its course, the article addresses this broader issue by making reference to the systemic-functional interpersonal function of language, particularly to the concepts of modality, polarity and modalisation. It also draws on models of verbal irony from linguistic pragmatics, notably from the theory of irony as echoic mention (c.f. Sperber and Wilson, 1981; Wilson and Sperber, 1992). Furthermore, the article makes use of the cognitive-linguistic framework, Text World Theory (c.f. Gavins, 2007; Werth, 1999) to examine the discourse positions occupied by key actors and adapts, from cognitive poetics, the theory of mind-modelling (c.f. Stockwell, 2009) to explore the conceptual means through which these actors discursively negotiate the event.

It is argued that the pragmatic and cognitive strategies that frame the entire incident go a long way towards mitigating the impact of so ostensibly stark an act of racial abuse. Moreover, it is suggested here that the reconciliation of Terry’s action was a result of the confluence of strategies of discourse with relations of power as embodied by the media, the law and perceptions of nationhood embraced by contemporary football culture. It is further proposed that the outcome of this episode, where the FA was put in the spotlight, and where both the conflict and its key antagonists were ‘intranational’, was strongly impelled by the institution of English football and its governing body both to reproduce and maintain social, cultural and ethnic cohesion and to avoid any sense that the event featured a discernable ‘out-group’.

The Brut Tradition

This article tracks the development of the Brut tradition, from its inception in the ninth century text the Historia Brittonum, via Geoffrey of Monmouth’s twelfth century Historia Regum Britannaie, Wace’s Roman de Brut and Layamon’s Brut (both twelfth century), to the myriad Prose Bruts, in Anglo-Norman, Latin and Middle English, from the thirteenth to the sixteenth centuries. It argues that the Brut is best understood both as a distinctive literary tradition and as a well-spring of mythography from which a range of late medieval, and post-medieval, writers drew. The article indicates the utility of the Brut tradition to emergent notions of English identity and the role the narratives recorded by the Brut tradition played in orchestrating English colonial attitudes to its insular and continental neighbours. The article concludes by assessing the importance of the Brut tradition for book culture and emergent models of literary taste in the later Middle Ages

"No Encores" The Royal Dublin Society Concert Archive Recitals in Retrospect: 1925-50

A large archive of sources for the RDS classical music recitals is extant in the Society’s Library, Ballsbridge, Dublin. The recitals were established in 1886 for the promotion of chamber music and in order to expose Dublin audiences to the works of the great composers. Extant in the collection are minute books; autographed programmes; newspaper cuttings which include previews, reviews and advertisements; correspondences with artists and agents; promotional material; selections of photographs; records of attendance, artists fees and takings; and volumes of printed music.
This paper will document the organisation, management and occurrence of the RDS classical music recitals for the period 1925 to 1950 and will encompass the opening of the current concert hall (The Members’ Hall, 1925), the Society’s bi-centenary celebrations (1931) and the continuance of the recitals within the context of the Second World War (1939- 45). The paper will examine and analyse the following: networks, repertoire and reception.
The RDS music committee established significant links with many performers and UK-based classical music agents. Recitalists include musicians of international renown; Myra Hess, Isolde Menges, Lili Kraus, Joseph Szigeti, Leon Goossens, Sir Hamilton Harty and The Hallé Orchestra, The Catterall Quartet and many local, Dublin-based musicians; Raidió Éireann Orchestra, Dublin String Orchestra, Dublin Philharmonic Orchestra and Culwick Choral Society. The compromises and collaborations in evidence between the music committee, agents and performers resulted in the presentation of varied and well-balanced programmes featuring sonatas, quartets, trios, concerti, overtures, symphonies and songs by composers including Beethoven, Mozart, Haydn and Brahms. Works by contemporary composers including Bax, Dohnanyi, Szymanowski and Suk were also regularly performed, as were works with an Irish influence or flavour. Audiences mainly consisted of members of the Society, music students were encouraged to attend at a reduced rate and reviews were regularly published in the Irish Times, Irish Independent and Irish Press.

A escrita colaborativa a distância em inglês língua estrangeira

O presente estudo investigou a temática da escrita colaborativa a distância, no Ensino Superior, em Inglês Língua Estrangeira. A escrita foi estudada de uma perspectiva processual, valorizando, portanto, o caminho que os alunos percorrem até ao produto final. O ambiente colaborativo reforçou este processo, na medida em que proporcionou, aos alunos, um espaço de discussão e melhoramento das diversas versões do texto. Por outro lado, a componente de ensino a distância de blended learning contribuiu, também, para um processo mais interactivo, mais colaborativo e, ao mesmo tempo, mais distanciado, o que beneficiaria o desenvolvimento da competência de escrita dos alunos e, simultaneamente, dos próprios alunos enquanto indivíduos. A investigação procurou averiguar diversos aspectos relacionados com o tipo de ensino já referido: aspectos evolutivos do processo de escrita na colaboração a distância – nomeadamente, as alterações efectuadas aos textos e seu impacto –; estratégias postas em prática pelos participantes em trabalho de escrita colaborativa a distância em Inglês Língua Estrangeira (ILE); formas de colaboração presentes no trabalho e a influência do ensino a distância no trabalho de escrita colaborativa. Para atingir as metas enumeradas, foi seleccionada uma turma de Língua e Cultura Inglesa II, 2º ano, da licenciatura em Ensino de Português/Inglês, da Universidade de Aveiro, que levou a cabo as diversas tarefas de escrita processual colaborativa, tarefas essas determinadas e realizadas através do webCT da Universidade de Aveiro (com uma página adaptada especialmente para a turma em questão). Todo o trabalho realizado pelos alunos foi ali registado para posterior análise. Tornou-se claro, ao longo da análise dos dados, que o ambiente a distância criou várias dificuldades aos alunos, implicando a criação de estratégias para as resolver. Por outro lado, a colaboração dentro dos grupos revelou-se um evidente benefício quer em termos de tarefas, quer em termos do desenvolvimento, motivação e envolvimento pessoais dos alunos. Também a abordagem processual à escrita trouxe resultados díspares: um dos grupos escrevia habitualmente segundo este modelo, não notando diferenças significativas, enquanto que o outro grupo valorizou o processo como um benefício para a escrita, sobretudo pelas fases de revisão que incluía. Pretendeu-se, com a análise referida e sumariada, conseguir não só investigar a escrita colaborativa a distância mas, também, identificar estratégias válidas para o ensino desta competência, estratégias essas que possam ajudar ao desenvolvimento de um ensino de escrita com mais sucesso e melhores resultados, sobretudo do ponto de vista dos alunos. É urgente um aprofundamento desta área ainda pouco desenvolvida, uma vez que as práticas de escrita se afastam cada vez mais da realidade actual, uma realidade construída em conjunto, por indivíduos que trabalham em ambientes virtuais e reais, sendo, portanto, relevante integrar os alunos nestes contextos, para melhor os preparar para o mundo de hoje. ABSTRACT: The study presented here has investigated collaborative writing at a distance in English as a Foreign Language (EFL), with University students. Students were encouraged to write according to a process model, which valued the stages of writing rather than the final product resulting from it. The collaborative environment strengthened the process, in the sense that it gave students room for discussion and improvement of the different versions of the text. On the other hand, distance learning contributed to a more collaborative and interactive process and, at the same time, more distanced, which benefited the development of the students’ writing skills and of the students as individuals. The investigation aimed to study several aspects of collaborative writing at a distance: the evolution of the writing process in distance collaboration, strategies used by the participants when writing collaboratively at a distance, initial writing competences of the participants and eventual advantages of distance learning for the collaborative revision phase of the writing process. In order to accomplish the proposed goals, we selected a class from those in the second year taking English Language and Culture II, of the English/ Portuguese Teaching “Licenciatura” degree at the University of Aveiro, and a web page was created for them. This page registered all the work done by the students along the project, establishing the data for future analysis. From this class, two groups were selected as case studies, in order to carry out a deeper and more comprehensive study of the process. We intended not only to investigate collaborative writing at a distance but also to identify valid strategies for the teaching of writing. Such strategies might aid the development of a more successful teaching of this competence, with better and more lasting results in students. Further research in this poorly developed area is urgent, as the practices of writing get further apart from the current reality. Nowadays, it is becoming growingly common to work both in real and virtual environments. It is thus relevant to integrate students in both, in order to prepare them for today’s world – our mission as teachers and educators.

Web 2.0 e a competência comunicativa em língua inglesa

O presente projeto pretende investigar as potencialidades das ferramentas Web 2.0 no desenvolvimento da competência comunicativa em língua inglesa no ensino superior. O referencial teórico que serve de sustentáculo ao estudo ancorou-se nas diretrizes emanadas pelos organismos nacionais e europeus no âmbito do Processo de Bolonha, analisando, por um lado, o papel da língua inglesa na consecução das metas de Bolonha e, por outro, os desafios ao nível pedagógico e metodológico decorrentes dos objetivos e linhas de ação traçados. Por sua vez, o Processo de Bolonha tem de ser enquadrado num vasto conjunto de mudanças de cariz económico e social, a que não são alheias as constantes inovações ao nível das Tecnologias de Informação e Comunicação, que têm gerado um ritmo acelerado de produção e disseminação da informação à escala global. Esta realidade implicou novos desafios e oportunidades, nomeadamente a criação de um contexto de aprendizagem dinâmico, potenciador de uma aprendizagem dialógica e dialética, contribuindo para um incremento de oportunidades para comunicar e agir em língua inglesa. A abordagem metodológica arquitetada caraterizou-se pela conceção e implementação de um projeto de investigação-ação ao longo de dois semestres nas unidades curriculares de Inglês II e Inglês III no curso de licenciatura em Turismo da Escola Superior de Tecnologia e Gestão do Instituto Politécnico de Viseu. Tomando como ponto de partida os resultados de aprendizagem e o tema aglutinador de cada unidade curricular, implementaram-se tarefas interacionais com recurso a ferramentas Web 2.0 (rede social, wiki, podcast) que implicaram a criação e manutenção de processos dialógicos com vista à produção de outputs colaborativos. A análise da informação recolhida aponta para um impacto marcadamente positivo da implementação de tarefas dialógicas com recurso à Web social no âmbito da aprendizagem da língua inglesa no ensino superior. Destaca-se, nomeadamente, um envolvimento ativo dos estudantes na resolução de atividades autênticas do ponto de vista situacional e interacional, a harmonização entre o estudo contextualizado da língua com a descoberta da cultura, bem como o desenvolvimento de capacidades de gestão do processo individual e colaborativo de aprendizagem.

Towards a positive cross-cultural lexicography: Enriching our emotional landscape through 216 ‘untranslatable’ words pertaining to well-being

Although much attention has been paid to culture-specific psychopathologies, there have been no comparable attempts to chart positive mental states that may be particular to certain cultures. This paper outlines the beginnings of a positive cross-cultural lexicography of ‘untranslatable’ words pertaining to wellbeing, culled from across the world’s languages. A quasi-systematic search uncovered 216 such terms. Using grounded theory, these words were organised into three categories: feelings (comprising positive and complex feelings); relationships (comprising intimacy and pro-sociality); and character (comprising personal resources and spirituality). The paper has two main aims. First, it aims to provide a window onto cultural differences in constructions of wellbeing, thereby enriching our understanding of wellbeing. Second, a more ambitious aim is that this lexicon may help expand the emotional vocabulary of English speakers (and indeed speakers of all languages), and consequently enrich their experiences of wellbeing. The paper concludes by setting out a research agenda to pursue these aims further.

Walter Heissig, Rüdiger, Schott, Die Heutige Bedeutung Oraler traditionen. IHRE Archivierung, Publikation und index-Erschießung

The book under review is the publication of 28 contributions to a workshop which has tak en place in St. Augustin, near Bonn, in November 1995. This was attended by a large number of proeminent scholars, gathered around the commonly felt concern for the need to preserve “the oral traditions of all kinds” (p. 26). The papers, written in German (11), in English (16) and in French (1), are introduced by the organisers Walter Hessig and Rüdiger Schott in both German and English.

Feminine Identities

The first four essays in this volume all focus on issues of gender in the works of different English authors and thinkers. Shorter versions of each of these essays were formerly presented as papers in an autonomous section of the Research and Educational Programme on Studies of Identity at the XXth Meeting of the Portuguese Association of Anglo-American Studies (Póvoa de Varzim, 1999) and published in the proceedings of the conference. The second cluster of essays in this volume — two of which (Jennie Wang’s and Teresa Cid’s) were first presented, in shorter versions, at the joint ASA/CAAS Conference (Montréal, 1999) — addresses the work of American women variously engaged in contexts of cultural diversity and grappling with the ideas of what it means to be an American and a woman, particularly in the twentieth century. These essays approach, from different angles, the definitional quandaries and semantic difficulties encountered when speaking about the self and the United States and provide, in one way or another, a sort of feminine rewriting of American myths and history.