LEADER 04709nam 2200505 a 450 001 9910453965503321 005 20210107002000.0 010 $a1-281-92523-3 010 $a9786611925239 010 $a0-19-153027-1 010 $a1-4356-9790-1 035 $a(CKB)1000000000720927 035 $a(StDuBDS)AH24080267 035 $a(MiAaPQ)EBC3052657 035 $a(EXLCZ)991000000000720927 100 $a20071008e20082004 fy| 0 101 0 $aeng 135 $aur||||||||||| 200 14$aThe English romance in time$b[electronic resource] $etransforming motifs from Geoffrey of Monmouth to the death of Shakespeare /$fHelen Cooper 210 $aOxford $cOxford University Press$d2008 215 $a1 online resource (xiii, 542 p.) 300 $aOriginally published: 2004. 311 $a0-19-953258-3 320 $aIncludes bibliographical references and index. 327 $aIntroduction: 'Enter, pursued with a bear'; 1. Quest and Pilgrimage: 'The adventure that God shall send me'; 2. Providence and the Sea: 'No tackle, sail nor mast'; 3. Magic that Doesn't Work; 4. Fairy Monarch, Fairy Mistresses: 'I am of ane other countree'; 5. Desirable Desire: 'I am wholly given unto thee'; 6. Women on Trial; 7. Restoring the Rightful Heir: 'If that which was lost be not found'; 8. Unhappy Endings: 'The most accursed, unhappy, and evil fortuned'; Appendix; Bibliography 330 $aThis is an exploration of English romance across the Middle Ages and the Renaissance. Helen Cooper traces romance motifs - quests and fairy mistresses, passionate heroines and rudderless boats and missing heirs - from the first emergence of the genre in French and Anglo-Norman in the 12th century to the early 17th century. 330 $bThe English Romance in Time is a study of English romance across the Middle Ages and the Renaissance. It explores romance motifs - quests and fairy mistresses, passionate heroines and rudderless boats and missing heirs - from the first emergence of the genre in French and Anglo-Norman in the twelfth century down to the early seventeenth. This is a continuous story, since the same romances that constituted the largest and most sophisticated body of secular fiction in the Middle Ages went on to enjoy a new and vibrant popularity at all social levels in black-letter prints as the pulp fiction of the Tudor age. This embedded culture was reworked for political and Reformation propaganda and for the 'writing of England', as well as providing a generous reservoir of good stories and dramatic plots. The different ways in which the same texts were read over several centuries, or the same motifs shifted meaning as understanding and usage altered, provide a revealing and sensitive measure of historical and cultural change. The book accordingly looks at those processes of change as well as at how the motifs themselves work, to offer a historical semantics of the language of romance conventions. It also looks at how politics and romance intersect - the point where romance comes true. The historicizing of the study of literature is belatedly leading to a wider recognition that the early modern world is built on medieval foundations. This book explores both the foundations and the building. Similarly, generic theory, which previously tended to operate on transhistorical assumptions, is now acknowledging that genre interacts crucially with cultural context - with changing audiences and ideologies and means of dissemination. The generation into which Spenser and Shakespeare were born was the last to be brought up on a wide range of medieval romances in their original forms, and they could therefore exploit their generic codings in new texts aimed at both elite and popular audiences. Romance may since then have lost much of its cultural centrality, but the universal appeal of these same stories has continued to fuel later works from Bunyan's Pilgrim's Progress to C.S. Lewis and Tolkien. 606 $aRomances, English$xHistory and criticism 606 $aEnglish literature$yMiddle English, 1100-1500$xHistory and criticism 606 $aEnglish literature$yEarly modern, 1500-1700$xHistory and criticism 606 $aLiterature$2eflch 608 $aElectronic books.$2lcsh 615 0$aRomances, English$xHistory and criticism. 615 0$aEnglish literature$xHistory and criticism. 615 0$aEnglish literature$xHistory and criticism. 615 7$aLiterature. 676 $a821.03309 700 $aCooper$b Helen$f1947-$0923426 801 0$bStDuBDS 801 1$bStDuBDS 801 2$bUkPrAHLS 906 $aBOOK 912 $a9910453965503321 996 $aThe English romance in time$92072263 997 $aUNINA LEADER 02544nam 2200601 a 450 001 9910973753903321 005 20200520144314.0 010 $a9786612081927 010 $a9780309173483 010 $a0309173485 010 $a9781282081925 010 $a1282081926 010 $a9780309524988 010 $a0309524989 010 $a9780585054001 010 $a0585054002 035 $a(CKB)110986584752450 035 $a(EBL)3375636 035 $a(SSID)ssj0000263977 035 $a(PQKBManifestationID)12041836 035 $a(PQKBTitleCode)TC0000263977 035 $a(PQKBWorkID)10283166 035 $a(PQKB)11533096 035 $a(OCoLC)44961942 035 $a(MiAaPQ)EBC3375636 035 $a(Perlego)4737409 035 $a(EXLCZ)99110986584752450 100 $a19981020d1999 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aUncommon measures $eequivalence and linkage among educational tests /$fMichael J. Feuer ... [et al.], editors ; Committee on Equivalency and Linkage of Educational Tests, Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education, National Research Council 205 $a1st ed. 210 $aWashington, D.C. $cNational Academy Press$d1999 215 $a1 online resource (136 p.) 300 $aDescription based upon print version of record. 311 08$a9780309062794 311 08$a0309062799 320 $aIncludes bibliographical references (p. 94-100). 327 $aTests and the challenge of linkage. Background. Committee's approach. Drawing inferences from tests. Drawing inferences from linked tests -- Technical aspects of links. Constructing links. Common problems in links. Evaluating links. One final caution? -- Challenges of linking to NAEP. Distinct character of NAEP. Linking to NAEP. Challenges to the validity of linkage to NAEP -- Tests and testing in the United States : a picture of diversity. Types of tests. Test content. Testing in states and districts -- Conclusions. Factors that affect the validity of links. Conclusions. Future research. 606 $aEducational tests and measurements$zUnited States$xInterpretation 615 0$aEducational tests and measurements$xInterpretation. 676 $a371.26/0973 701 $aFeuer$b Michael J$01596682 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910973753903321 996 $aUncommon measures$94364321 997 $aUNINA