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1. |
Record Nr. |
UNINA9910465636703321 |
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Autore |
Cummings Brian |
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Titolo |
The literary culture of the Reformation [[electronic resource] ] : grammar and grace / / Brian Cummings |
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Pubbl/distr/stampa |
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Oxford, : Oxford University Press, 2007, c2002 |
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ISBN |
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1-281-34610-1 |
0-19-922633-4 |
0-19-151862-X |
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Descrizione fisica |
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1 online resource (489 p.) |
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Disciplina |
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Soggetti |
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English literature - Early modern, 1500-1700 - History and criticism |
Religious literature, English - Early modern, 1500-1700 - History and criticism |
Religion in literature |
Reformation in literature |
Reformation - England |
Religion and literature |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Originally published: 2002. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents; NOTE FOR THE READER; LIST OF ILLUSTRATIONS; ABBREVIATIONS; Prologue; 1 THE REFORMATION AND LITERARY CULTURE; I: Grammatical Culture: Medieval to Renaissance; II: Words and Things: Montaigne on Language; III: The Textuality of the Ninety-Five Theses; IV: Letter and Spirit: Luther's 1520 Pamphlets and More's Responsio; V: The Gift of Language; Part One: Humanism and Theology in Northern Europe 1512-1527; 2 THE REFORMATION OF THE READER; I: Narratives of Conversion; II: Luther the Reader; III: From Luther to Augustine; IV: Grammatica Theologica: Lectures on Psalms and Romans |
V: Justifying God3 NEW GRAMMAR AND NEW THEOLOGY; I: Erasmus's Novum Instrumentum and the New Grammar; II: Erasmus and the Schools; III: Scholastic Luther or Humanist Luther?; IV: Humanism and the Modi Significandi; V: Speech Acts: Solecisms and Felicities; 4 ERASMUS CONTRA LUTHER; I: The Politics of Interpretation; II: The |
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Proof-Text: Erasmus and Luther on Ecclesiasticus 15; III: Imperative versus Indicative; IV: The Theologian and the Grammarian; V: The Potter and the Clay; Part Two: The English Language and the English Reformations 1521-1603; 5 VERNACULAR THEOLOGY |
I: Different Tongues: More versus TyndaleII: The Fall of Language; III: Englishing Grammar; IV: Theology Wars: The Reign of Henry VIII; V: Wyatt's Writing Lesson: The Penitentiall Psalms; 6 PROTESTANT CULTURE; I: Cultural Reformation: Bucer in England; II: Calvin's Commentaries; III: The Logic of Calvinism; IV: Original Defection: Sidney's Defence of Poesie; V: Literature Anti-Literature; Part Three: Literature and the English Reformations 1580-1640; 7 CALVINIST AND ANTI-CALVINIST; I: English Calvinist Culture; II: Predestination and Certainty: The Lambeth Articles |
III: Fulke Greville's Beliefs: The Confidence of the FleshIV: Purloined Letters: Andrewes, Hooker, Herbert, and Anti-Calvinism; V: Herbert's The Temple: Grace and the Gift; 8 RECUSANT POETRY; I: Robert Southwell's Tears; II: Repentance and Justification at the Council of Trent; III: Confessional Poetry; IV: Conditions of Grace: Saint Peters Complaint; 9 GOD'S GRAMMAR; I: Donne's Conversions; II: Campion's Brag and Campion's Bloody Reasons; III: The Noise of the Holy Sonnets; IV: Donne's Dangerous Question; V: Shall Be, That Is, May Be; Epilogue; 10 REVOLUTIONARY ENGLISH; I: The Necessary Fall |
II: Milton's EnglishIII: Language and Error; BIBLIOGRAPHY; Primary Sources; Secondary Sources; INDEX; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Y; Z |
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Sommario/riassunto |
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Brian Cummings examines the place of literature in the Reformation, considering how arguments about biblical meaning and literary interpretation influenced the new theology, and how developments in theology in turn influenced literary practices. Bringing together genres and styles of writing which are normally kept apart (poems, sermons, treatises, commentaries), he offers a major re-evaluation of the literary production of this intensely verbal and controversial period. - ;Brian Cummings examines the place of literature in the Reformation, considering both how arguments about biblical meaning |
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2. |
Record Nr. |
UNINA9910826258303321 |
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Autore |
Sampson Victor <1974-> |
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Titolo |
Argument-driven inquiry in third-grade science : three-dimensional investigations / / Victor Sampson and Ashley Murphy |
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Pubbl/distr/stampa |
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Arlington, Virginia : , : National Science Teachers Association, , [2019] |
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�2019 |
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ISBN |
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Descrizione fisica |
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1 online resource (xxvi, 584 pages) : illustrations |
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Collana |
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Disciplina |
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Soggetti |
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Science - Methodology - Study and teaching (Primary) |
Science - Experiments |
Inquiry-based learning |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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The instructional model: argument-driven inquiry -- Motion and stability: forces and interactions -- From molecules to organisms: structures and process -- Heredity: inheritance and variation of traits -- Biological evolution: unity and diversity -- Earth's systems. |
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Sommario/riassunto |
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"This book not only describes how argument-driven inquiry (ADI) works and why it is important, but also provides 14 investigations that can be used in the classroom to help students reach the performance expectations found in the Next Generation Science Standards (NGSS Lead States 2013; henceforth referred to as the NGSS) for 3rd grade . The fourteen investigations described in this book will also enable students to develop the disciplinary-based literacy skills outlined in the Common Core State Standards for English language arts (NGAC and CCSSO 2010) because ADI gives students an opportunity to give presentations to their peers, respond to audience questions and critiques, and then write, evaluate, and revise reports as part of each investigation. In addition, these investigations will help students learn many of the mathematical ideas and practices outlined in the Common Core State Standards for mathematics (NGAC and CCSSO 2010) because ADI gives students an opportunity to use mathematics to collect, analyze, and interpret data. Finally, and perhaps most importantly, ADI |
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can help emerging bilingual students meet the English Language Proficiency Standards (CCSSO 2010 2014) because it provides a language-rich context where children can use receptive and productive language to communicate and to negotiate meaning with others. Teachers can therefore use these investigations to align how and what they teach with current recommendations for improving science education"-- |
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