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A trailblazing exploration of the poetic power of popular songs, from Tin Pan Alley to the Beatles to Beyonce and beyond. Encompassing a century of recorded music, this pathbreaking book reveals the poetic artistry of popular songs. Pop songs are music first. They also comprise the most widely disseminated poetic expression of our time. Adam Bradley traces the song lyric across musical genres from early twentieth-century Delta blues to mid-century rock 'n' roll to today's hits. George and Ira Gershwin's \"Fascinating Rhythm.\" The Rolling Stones' \"(I Can't Get No) Satisfaction.\" Rihanna's \"Diamonds.\" These songs are united in their exacting attention to the craft of language and sound. Bradley shows that pop music is a poetry that must be heard more than read, uncovering the rhythms, rhymes, and metaphors expressed in the singing voice. At once a work of musical interpretation, cultural analysis, literary criticism, and personal storytelling, this book illustrates how words and music come together to produce compelling poetry, often where we least expect it.

In Croatia, textbooks play a crucial role in shaping the linguistic and communicative competencies of young English as a Foreign Language learners. Incorporating authentic and adapted literary texts in textbooks is essential for enhancing language development. Authentic literary texts mirror real-world language use, providing learners with genuine language encounters in various contexts. Adapted literary texts, on the other hand, are modified versions of original texts tailored to meet the linguistic and cognitive abilities of the target audience. They serve to bridge the gap between learners’ current language abilities and authentic materials, and thus facilitate language development. Integrating authentic and adapted texts of different forms into textbooks for young English as a Foreign Language learners offers numerous advantages. Exposure to real-life language enables learners to develop their language skills in a meaningful and relevant manner while working at the same time on their communicative and intercultural competencies, as well as visual and multimodal literacies. The present paper analyses textbooks designed for Grade 4 English as a Foreign Language learners, focusing on authentic and adapted literary texts. It explores the range of authentic literary texts (stories, cartoons, dialogues, poems, etc.) and investigates factors such as purpose, cultural relevance and engagement value (follow-up activities). The findings highlight the significance of including authentic materials that reflect learners’ interests and experiences in textbooks. Educators, curriculum designers and textbook publishers can benefit from these insights to create materials that cater to the needs and interests of young English as a Foreign Language learners, fostering their language development in authentic and engaging ways. Na Hrvaškem imajo učbeniki ključno vlogo pri oblikovanju jezikovnih in sporazumevalnih kompetenc mlajših učencev angleščine kot tujega jezika. Vključevanje izvirnih in prilagojenih literarnih besedil v učbenike je bistvenega pomena za krepitev jezikovnega razvoja. Izvirna literarna besedila odražajo jezikovno rabo v resničnem svetu in učencem omogočajo srečevanje z jezikom v različnih kontekstih na pristen način. Prilagojena literarna besedila pa so spremenjene različice izvirnih besedil, načrtovane tako, da ustrezajo jezikovnim in kognitivnim zmožnostim ciljnega občinstva. Služijo za premostitev vrzeli med trenutnimi jezikovnimi zmožnostmi učencev in izvirnimi gradivi ter tako olajšajo jezikovni razvoj. Vključevanje izvirnih in prilagojenih besedil različnih oblik v učbenike za mlajše učence angleščine kot tujega jezika prinaša številne prednosti. Izpostavljenost jeziku iz resničnega življenja učencem omogoča, da razvijajo svoje jezikovne spretnosti na smiseln in ustrezen način ter da hkrati razvijajo svoje sporazumevalne in medkulturne kompetence ter vizualno in multimodalno pismenost. Ta prispevek analizira učbenike, namenjene učencem angleščine kot tujega jezika v 4. razredu, s poudarkom na izvirnih in prilagojenih literarnih besedilih. Raziskuje vrsto izvirnih literarnih besedil (zgodbe, risanke, dialogi, pesmi itn.) in preiskuje dejavnike, kot so: namen, kulturna relevantnost in raven zavzetosti pri učencih (dejavnosti po branju/poslušanju besedil). Ugotovitve poudarjajo pomen vključevanja izvirnih gradiv, ki odražajo interese in izkušnje učencev, v učbenike. Učitelji, načrtovalci učnih načrtov in založniki učbenikov lahko izkoristijo ta spoznanja za oblikovanje gradiv, ki ustrezajo potrebam in interesom mlajših učencev angleščine kot tujega jezika, ter tako spodbujajo njihov jezikovni razvoj na izvirne in za učence privlačne načine.

\"A Poetics of Global Solidarity traces the transformations of the engaged tradition of modern and contemporary American poetry and its imagination of a collective subject position rooted in a vision of global solidarity. The presence or absence of social and political movements has crucially shaped the imagination of writers who see poetry as a form of cultural practice with the potential of sparking political activism. The trajectory of this book is provided by the various social and political movements in whose context politically committed poets and lyricists imagined global poetic subjectivities beyond the ideologies that maintain the exclusionary mechanisms of the modern world-system. A Poetics of Global Solidarity offers readings of the poetry of the Great Depression, the Harlem Renaissance, post-World War II political poetry, the Beats, and contemporary poetry by writers such as Amiri Baraka and Mark Nowak. Broadening the poetic archive, the book includes discussions of song lyrics ranging from those of IWW songwriter Joe Hill to contemporary Rap lyricists and hardcore punk bands, all of which have contributed to the creation of a poetics of global solidarity in the twentieth and twenty-first centuries\"-- Provided by publisher.

This study aimed to assess the representation of literary texts and their actual practice at Grades 9 and 10 in general secondary schools in Ethiopia. The study employed descriptive research design involving both qualitative and quantitative methods. Participants were selected purposively. Textbook analysis, classroom observation and focus group discussion were data sources. The textbook and classroom observation data were analyzed using descriptive statistics. Whereas, the focus group discussion data were analyzed qualitatively using thematic analysis. Findings showed that poems took the lion’s share in the literary texts. However, short stories, novel extracts, moral stories, fables and true stories were scarcely found in the textbooks. Besides, the findings revealed that language skills and language areas incorporated in the literary texts focused more on developing reading and speaking skills. Moreover, the findings obtained from focus group discussion and classroom observation showed that teachers were not regularly practising literary texts due to teachers’ lack of pedagogical skills, students’ lack of interest to learn literary texts and the difficulty nature of the literary texts.

\"This innovative study shows how printing and translation transformed English literary culture in the Renaissance. Focusing on the century after Caxton brought the press to England in 1476, Coldiron illustrates the foundational place of foreign, especially French language, materials. The book reveals unexpected foreign connections between works as different as Caxton's first printed translations, several editions of Book of the Courtier, sixteenth-century multilingual poetry, and a royal Armada broadside. Demonstrating a new way of writing literary history beyond source-influence models, the author treats the patterns and processes of translation and printing. This provocative book will interest scholars and advanced students of book history, translation studies, comparative and Renaissance literature\"-- Provided by publisher.

\"Patrick Paul Hogan's A Student Commentary on Pausanias Book 1 introduces the first book of Pausanias' 'Description of Greece' to students of Classical Greek. Pausanias' second century CE work is the only surviving ancient description of the monuments and artwork of mainland Greece. Book 1 of the 'Description' covers Athens, its demes, and Megara--that is, Attica, the heart of the ancient Greek world. It offers not only a walking description of buildings, statues, and artwork by an ancient traveler but also insight into the mindset of an educated Greek of the Roman imperial age: his reaction to Roman domination and Classical Greek history and culture, his deeply felt religious beliefs, and his ideas regarding Hellenism and Hellenic identity. This textbook, the first on Pausanias aimed at students in almost a century, brings Pausanias back into the classroom for a new generation of readers. It is based on the Greek text edited by M.H. Rocha-Pereira and includes philological and historical commentary by Hogan. This volume elucidates difficult syntax and helps the reader with the immense number of names and places Pausanias mentions. It is suitable for students of Classical Greek at the graduate and undergraduate levels, whether Classical philologists or Classical archaeologists and art historians. Professors of archaeology will find this textbook an excellent starting point for any course on Pausanias and easily supplemented by their own knowledge of material remains and modern finds\" -- Provided by publisher.

Literature plays a crucial role in education, a powerful tool for learning and teaching various subjects. It enriches the educational experience by fostering critical thinking, enhancing language skills, and promoting cultural awareness. Literature can enhance critical thinking and empathy by exposing students to various voices, perspectives, and experiences. This article explores the multifaceted role of literature in the learning and teaching process. Incorporating diverse literary texts in instruction is essential for fostering an inclusive and culturally responsive educational environment. In the present qualitative study seven literature and teaching professors, and twenty-six university students at the BA level were interviewed. The data were analyzed to deduce the relevant themes. The results revealed many positive points in using literary texts in language learning and teaching. In addition, some important themes were obtained from the interview data. In general, it was revealed that diverse texts could reflect students' varied backgrounds and challenge dominant narratives, encouraging learners to explore and appreciate different cultures and histories. This approach promotes student engagement and relevance, as the students see themselves represented in the literature they study. Moreover, different literary texts can serve as powerful tools for discussions around social justice, identity, and power dynamics, helping students to navigate complex societal issues. Ultimately, integrating these texts enriches the curriculum, supports the development of a more equitable classroom, and prepares students to thrive in a multicultural world.

I am on a plane bound for Bucharest. I am nervous. I hate flying. Also, I have been invited to a conference in Sibiu, entitled “Infinite Londons.” I have no idea what to expect. The invitation was tempting: to travel from Paris, where I live, all the way to Sibiu, in the middle of Romania, just to read a five-page short story that happened to get published in an anthology?

That August, I was in Paris trying to get my Act I scene ii together. I’d sent off a short story to over a hundred small magazines and one of them – published by a writers’ group somewhere within the Arctic Circle in Greenland – had accepted it.