The Perils of Print Culture: Book, Print and Publishing History in Theory and Practice

Media History ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 257-258
Author(s):  
Michael Harris
Keyword(s):  
Print Culture ◽  
Theory And Practice ◽  
Publishing History

Des Grieux and the Origins of Teleny

2021 ◽  
Vol 49 (3) ◽  
pp. 511-540
Author(s):  
Gregory Mackie
Keyword(s):  
Queer Theory ◽  
Print Culture ◽  
Critical Analysis ◽  
Oscar Wilde ◽  
Publishing History ◽  
Modern Novel ◽  
Insight Into

Scholarly discussions of the anonymous homoerotic novel Teleny (1893) invariably confront the question of its mysterious origins. This is understandable, since for many commentators what has been dubbed “the first gay modern novel” represents the opening chapter in a story about queer print culture that may (or may not) have been authored by Oscar Wilde. Joining the methodologies of bibliography and queer theory, with particular emphasis on temporal directionality and sequencing, this article offers new insight into Teleny's history in light of its virtually unknown 1899 prequel, Des Grieux (The Prelude to “Teleny”). “Des Grieux and the Origins of Teleny” represents the first detailed critical analysis of Teleny's literary progeny, and I pursue this analysis by attending to publishing history, authorial speculation, and both novels’ engagement with Victorian sexology. Although the bibliographer Peter Mendes avers that “Des Grieux was indeed written by the same hand(s) as Teleny, and possibly before Teleny at that,” I contend that its appearance six years after the first appearance of Teleny articulates a queer textual genealogy for the two novels, situating Teleny in an inverted relation to a prequel that postdates it.

8. And/also: Laurel Brake, Print Culture’s Restless Pluralist

2021 ◽  
Author(s):  
Fionnuala Dillane
Keyword(s):  
Nineteenth Century ◽  
Print Culture ◽  
Time Span ◽  
Critical Practice ◽  
Publishing History ◽  
The Matrix

Abstract I shall begin with the book and the named author because that form with that authority is where ‘Eng. Lit.’ normally starts, and that is the discourse in which Pater’s Renaissance volume has been primarily circulated. However, I want to register a protest as I commit the act: if I were writing in the discourse of publishing history, I would not begin with the book or the author but with the periodicals in which most of the articles in the book first appeared, their names and those of their editors; the titles of articles, both Pater’s and others in the issue in which his appeared; the formats and characters of the journals; how much they cost and who published them; and whether the articles were anonymous (as most nineteenth-century articles were) or signed.1 Genre may be thought of as always already comparative. The matrix of relations of genres of print comprises print culture. It encourages a critical practice that probes within issues and runs of a single title, and across titles and genres. It is not enough to identify ‘X’ as a novel or fiction by ‘Y’ but as a novel appearing in a named review, in monthly parts, over a time span of nineteen months, and in different miscellanies that made up successive issues.2

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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