Rhythm in the Novel

The Alexander Lectures for 1949-50. In his Preface, Professor Brown says, "Isolating a single element or group of elements in the novel, and considering it in unreal separation from all the other elements which it actually fuses, is artificial, but so is all criticism. The artificiality is justified if when one turns back from the criticism to the novels these appear more intelligible and more delightful. That is the test." Applying the test to Dr. Brown's present work, the method is more than justified by the results. they are titled: "Phrase, Character, Incident," "Expanding Symbols," "Interweaving Themes," and "Rhythm in E.M. Forster's A Passage to India."

1103664778
Rhythm in the Novel

The Alexander Lectures for 1949-50. In his Preface, Professor Brown says, "Isolating a single element or group of elements in the novel, and considering it in unreal separation from all the other elements which it actually fuses, is artificial, but so is all criticism. The artificiality is justified if when one turns back from the criticism to the novels these appear more intelligible and more delightful. That is the test." Applying the test to Dr. Brown's present work, the method is more than justified by the results. they are titled: "Phrase, Character, Incident," "Expanding Symbols," "Interweaving Themes," and "Rhythm in E.M. Forster's A Passage to India."

16.95 In Stock
Rhythm in the Novel

Rhythm in the Novel

by E.K. Brown
Rhythm in the Novel

Rhythm in the Novel

by E.K. Brown

eBook

$16.95 

Available on Compatible NOOK devices, the free NOOK App and in My Digital Library.
WANT A NOOK?  Explore Now

Related collections and offers


Overview

The Alexander Lectures for 1949-50. In his Preface, Professor Brown says, "Isolating a single element or group of elements in the novel, and considering it in unreal separation from all the other elements which it actually fuses, is artificial, but so is all criticism. The artificiality is justified if when one turns back from the criticism to the novels these appear more intelligible and more delightful. That is the test." Applying the test to Dr. Brown's present work, the method is more than justified by the results. they are titled: "Phrase, Character, Incident," "Expanding Symbols," "Interweaving Themes," and "Rhythm in E.M. Forster's A Passage to India."


Product Details

ISBN-13: 9781442650954
Publisher: University of Toronto Press, Scholarly Publishing Division
Publication date: 12/15/1950
Series: Alexander Lectures
Sold by: Barnes & Noble
Format: eBook
Pages: 136
File size: 983 KB

About the Author

E.K. Brown (1905-1951) graduated from the University of Toronto in the year that Dr. Alexander retired. After graduate studies at Toronto and the Sorbonne, he was professor of English at the universities of Toronto, Manitoba, Cornell, and Chicago. He died in 1951.

Table of Contents

Introduction 1

1 The learners 5

Introduction 5

Case studies 7

Summary 17

Further reading 17

2 Mathematical knowledge 18

Introduction 18

Counting and measuring 18

Calculations in binary 20

Zero 21

Measuring 21

Calculating 22

Working with shape 24

Working with data 25

Problem solving 28

Mathematics in shopping 30

Mathematics at work 31

The purpose of mathematics and numeracy education 31

Summary 32

Further reading 32

3 Education theories and approaches to teaching mathematics and numeracy 33

Introduction 33

Categorising the content of subjects 33

Behaviourist theories 34

Mathematics as objectives 35

Cognitivist theories 35

Mathematics as process 36

Humanist theories 37

Mathematics as a personal development 37

Constructivist theories 38

Approaches to teaching mathematics/numeracy 39

Summary 50

Further reading 51

4 The teaching and learning cycle 52

Introduction 52

An example of a teaching and learning cycle 53

Initial and diagnostic assessment 53

Elements that make up an ILP 55

Formative assessment 56

Questioning 57

Dialogue 57

Discussion and group work 58

Creating posters 58

Peer and self-assessment 59

Interim assessments 60

Planning 61

Feedback and feed-forward 63

Evaluation 63

Final summative assessments 64

Summary 65

Further reading 65

5 Teaching practice 66

Introduction 66

The learning environment 66

Classroom management 68

Icebreakers and starters 68

What type of feedback should you try to obtain from learners and how? 70

Different teaching practice formats 70

Making full use of teaching practice and working with a mentor 71

Beliefs and teaching approaches 72

Summary 73

Further reading 73

6 Examples of teaching activities 74

Introduction 74

Starter activities 74

Discussion and collaboration activities 75

Activities involving IT 78

Investigations 80

Activities involving language and culture 81

Games 83

Summary 89

Further reading 89

7 Planning for inclusive practice 90

Introduction 90

Social groups 90

Learning difficulties and disabilities 91

Physical and mental conditions 93

Language and mathematics 93

Summary 95

Further reading 96

8 Professionalism 97

Introduction 97

An enthusiasm for mathematics and numeracy 97

Good personal mathematics skills 97

Reflective skills 98

Good communication skills 99

An ability to establish rapport and trust with adult mathematics/numeracy learners 100

Flexibility and openness to different approaches 100

Reflective and responsive to feedback 101

Good skills in the use of information and communications technology 101

Beyond initial teacher training and being a professional 103

Final thoughts 103

Further reading 104

Websites 105

Key texts 107

Suggested answers to tasks 108

Appendix 122

Index 129

From the B&N Reads Blog

Customer Reviews