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The Wordsworth Poetry Library comprises the works of the greatest English-speaking poets, as well as many lesser-known poets. Each collection has a specially commissioned introduction.
A collection of the most well known and not so well known poems by the great poet himself. Tennyson was the poet of the Victorian age who succeeded Wordsworth as Poet Laureate.
Alfred Lord Tennyson, Queen Victoria’s favourite poet, commanded a wider readership than any other of his time. His ascendancy was neither the triumph of pure genius nor an accident of history:he skilfully crafted his own career and his relationships with his audience. Fame and recognition came, lavishly and in abundance, but the hunger for more never left him. Like many successful Victorians, he was a provincial determined to make good in the capital while retaining his regional strengths. One of eleven children, he remained close to his extended family and never lost his Lincolnshire accent.Resolving never to be anything except ‘a poet’, he wore his hair long, smoked incessantly and sported a cloak and wide-brimmed Spanish hat. Tennyson ranged widely in his poetry, turning his interests in geology, evolution and Arthurian legend into verse, but much of his workrelates to his personal life. The tragic loss of Arthur Hallam, a brilliant friend and fellow Apostle at Cambridge, fed into some of his most successful and best-known poems. It took Tennyson seventeen years to complete his great elegy for Hallam, In Memoriam, a work which established his fame and secured his appointment as Poet Laureate. The poet who wrote The Lady of Shalott and The Charge of the Light Brigade has become a permanent part of our culture. This enjoyable and thoughtful new biography shows him as a Romantic as well as a Victorian, exploring both the poems and Tennyson’s attempts at play writing, as well as the pressures of his age and the personal relationships that made the man.
1902. Tennyson, English poet, is often regarded as the chief representative of the Victorian age in poetry. Tennyson succeeded Wordsworth as Poet Laureate in 1850. This volume includes his major poetic achievements including: the elegy mourning the death of his friend Arthur Hallam, In Memoriam. The patriotic poem Charge of the Light Brigade. Maud is one of Tennyson's best known works, although at first it was found obscure or morbid by critics ranging from George Eliot to Gladstone. And, Enoch Arden, which was based on a true story of a sailor thought drowned at sea who returned home after several years to find that his wife had remarried.
In Opening Doors to Famous Poetry and Prose, Bob Cox introduced teachers to engaging strategies which use literary heritage texts as the stimulus for excellent learning. This new companion book, Opening Doors to Quality Writing, for ages 10 to 13, puts the focus on pupils producing quality writing – developing their literacy skills and a love of reading in the process. In the course of his educational consultancy work, Bob has seen many teachers successfully use the scope and depth which literature can offer to inspire high standards, mastery learning and, above all, a love of language in its many forms. Schools using the ‘opening doors’ strategies told Bob they led to: more teacher empowerment and confidence; more knowledge building for pupils and teachers; a growing confidence with literature, including poetry; planning from the top becoming a norm; planning for mastery learning becoming a norm; improved comprehension skills; improved quality writing and associated excitement. They also asked Bob for further examples of inspiring, quality texts, and more ways in which all abilities can access them. Bob was only too happy to oblige. These 15 units of work cover poetry and prose: each unit provides exciting stimulus material, creative ideas for writing projects, and differentiation and support strategies, meaning all pupils can achieve the quality writing objectives. All the units should help teachers facilitate understanding of the challenging texts and maximise the huge potential for quality writing. Discover a multitude of ready-to-use ideas, inspired by classic literature and great writers’ works, along with plenty of new strategies and advice. Units include: Part 1: Opening doors to prose 1. Night Encounter – The Woman in White by Wilkie Collins 2. Spooky Scientists! – The Phantom Coach by Amelia B. Edwards 3. The Strongest Looking Brute in Alaska – That Spot by Jack London 4. Mr Knickerbocker’s Notes – Rip Van Winkle by Washington Irving 5. The Portrait of Doom – Tess of the D’Urbervilles by Thomas Hardy 6. The Hell Hound – The Hound of the Baskervilles by Sir Arthur Conan Doyle 7. Sinister Spaces – Metamorphosis and The Castle by Franz Kafka 8. The Mirror and the Window – Wuthering Heights by Emily Brontë Part 2: Opening doors to poetry 9. All in This House is Mossing Over – From ‘Mementos’ by Charlotte Brontë 10. Dancing the Skies – ‘High Flight’ by John Gillespie Magee, Jr 11. The Mystery of the Lonely Merman – ‘The Forsaken Merman’ by Matthew Arnold 12. Making Magic Talk – ‘The Magnifying Glass’ by Walter de la Mare 13. The Spirit in the Garden – ‘A Garden at Night’ by James Reeves 14. A Shropshire Lad – ‘Blue Remembered Hills’ by A. E. Housman 15. The Silver Heel – ‘I Started Early – Took My Dog’ by Emily Dickinson
his is a multi-authored book on the complex subject of psychic trauma as encountered at different stages of the life-cycle, and describes some of the clinical challenges, technical issues and differing theoretical approaches that arise when working with the traumatized individual. The concept of psychic trauma is a complex subject, but one which has more recently gained prominence. This book contains a collection of papers which grew out of a series of talks given by the Psychoanalytic Forum of the British Psychoanalytical Society entitled Trauma Through the Life Cycle. The authors, all highly respected authorities in their fields, give insights into what we mean by psychic trauma, what constitutes a traumatic event, and the psychopathological sequelae to trauma at different stages of life. Judith Trowell and Nick Midgley look at the effects of infantile and childhood traumas. Catalina Bronstein and Sara Flanders, from differing psychoanalytic perspectives, consider how childhood traumas can become reactivated in adolescence and color subsequent developmental situations. Ron Britton and Joanne Stubley consider the effects of trauma on time and memory, the concept of Nachtralichkeit, and Britton makes the distinction between endogenous and exogenous aspects of trauma. Arturo Varchevker and Isky Gordon consider what factors may be intrinsically traumatic for the person reaching old age, illness or death. Francis Grier considers a more recently acknowledged source of trauma, which is the hidden nature of the cumulative trauma of the child who is sent away early to boarding school and its effects on the developing adult's capacity for intimate couple relationships. Finally, Michael Brierley and Nicholas Stargardt both write convincingly on societal traumas, Brierley on the social and cultural traumas endured by the native American Indian tribe, the Crow, and how individual experiences resonated with group experiences, and the historian, Stargardt, on his ground-breaking work on the experiences of German children during the Second World War.

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