"As you enter this book you will find all kinds of texts: some are usually called 'literary' and some are not. This mixture is essential to our method. We do not want to offer you a collection of 'master' works that ask for your passive submission, but a set of texts that you can work and play with, increasing your own understanding of fundamental textual processes and your own ability to use the written word. We hope to help you feel more at home in the house of language, and we are confident that a better command of written language will contribute to a better life." -- from the authors' "Letter to the Student" in Text Book.
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More About the Author
Robert Scholes was born in Brooklyn, New York, in 1929. His mother was one of five Brooklyn girls orphaned by the influenza epidemic, raised by the oldest sister, with the help of the Catholic Church. Her parents were Italian immigrants to the U. S. Robert's father (Ted Scholes) was from Philadelphia, of English and Irish background. The name (pronounced skoles) comes from Yorkshire.
Robert went to public schools in Forest Hills, Queens and then, from the fourth grade through High School in Garden City, on Long Island, New York. He graduated from Yale in 1950 and spent several years on active duty with the U. S. Navy, after attending Officer's Candidate School in Newport, RI. He served in the U. S. S. Helena, a heavy cruiser, which was involved in combat during the Korean War, making two extended cruises to the Pacific and bring newly elected President Eisenhower from Guam to Hawaii in 1952. Serving as a gunnery officer, Scholes lost some hearing during this period. After the Korean war, he spent a year in the Philadelphia Navy Yard,helping with the overhaul of destroyers. During his time on active duty his first wife, Joan, had two children, Christine and Peter.
In 1955 he entered graduate school at Cornell on the G. I. Bill, getting his MA in 1956 and PhD in 1959. His dissertation was a catalogue of the newly acquired papers of James Joyce in the Cornell Library. His first academic job was as an Instructor at the U. of Virginia, where he was promoted to Assistant Professor after two years. At the U. of Virginia William Faulkner came to his class when he taught one of Faulkner's novels.
In 1964 he became an Associate Professor at the U. of Iowa, where he was made a Professor in 1966. In 1970 he moved to Brown, where he has been ever since. In the spring of 1971 his first wife died of cancer. In 1972 he married Jo Ann Putnam and acquired four more children: Cynthia, Rick, Greg, and Mike.
During his career he has been author, co-author, or editor of more than thirty books, and has served as President of the Semiotic Society of America and of the Modern Language Association. His books range from literary theory and modernist studies to matters of the class room and the curriculum. He helped to found the Department of Modern Culture and Media at Brown, and, in 1995 he began the Modernist Journals Project, which provides digital editions of modern periodicals for use by scholars, teachers, and students. In 1999 he retired from full-time teaching and became an unpaid Research Professor of Modern Culture and Media, as well as a Professor Emeritus of English and Comparative Literature.
Robert went to public schools in Forest Hills, Queens and then, from the fourth grade through High School in Garden City, on Long Island, New York. He graduated from Yale in 1950 and spent several years on active duty with the U. S. Navy, after attending Officer's Candidate School in Newport, RI. He served in the U. S. S. Helena, a heavy cruiser, which was involved in combat during the Korean War, making two extended cruises to the Pacific and bring newly elected President Eisenhower from Guam to Hawaii in 1952. Serving as a gunnery officer, Scholes lost some hearing during this period. After the Korean war, he spent a year in the Philadelphia Navy Yard,helping with the overhaul of destroyers. During his time on active duty his first wife, Joan, had two children, Christine and Peter.
In 1955 he entered graduate school at Cornell on the G. I. Bill, getting his MA in 1956 and PhD in 1959. His dissertation was a catalogue of the newly acquired papers of James Joyce in the Cornell Library. His first academic job was as an Instructor at the U. of Virginia, where he was promoted to Assistant Professor after two years. At the U. of Virginia William Faulkner came to his class when he taught one of Faulkner's novels.
In 1964 he became an Associate Professor at the U. of Iowa, where he was made a Professor in 1966. In 1970 he moved to Brown, where he has been ever since. In the spring of 1971 his first wife died of cancer. In 1972 he married Jo Ann Putnam and acquired four more children: Cynthia, Rick, Greg, and Mike.
During his career he has been author, co-author, or editor of more than thirty books, and has served as President of the Semiotic Society of America and of the Modern Language Association. His books range from literary theory and modernist studies to matters of the class room and the curriculum. He helped to found the Department of Modern Culture and Media at Brown, and, in 1995 he began the Modernist Journals Project, which provides digital editions of modern periodicals for use by scholars, teachers, and students. In 1999 he retired from full-time teaching and became an unpaid Research Professor of Modern Culture and Media, as well as a Professor Emeritus of English and Comparative Literature.
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Most Helpful Customer Reviews
6 of 7 people found the following review helpful:
5.0 out of 5 stars
The Text Book: an introduction to intertextuality,
By inkbrush@hotmail.com (Norman, Oklahoma, USA) - See all my reviews
This review is from: Text Book: An Introduction to Literary Language (Paperback)
As a freshman at Oklahoma State University, I had the opportunity to study in an advanced composition and critical analysis class. In the second semester of this class, the students were introduced to the concept of intertextuality. One of the principle texts for this class was "The Text Book." It is a wonderful starting point for anyone interested in learning more about how language, thought, metaphor, and our own perceptions are structured. "The Text Book" details the psychological processes involved in our relationship to metaphor, using examples from the world of advertising as well as from literature. Written in a delightful style, "The Text Book" explains concepts with lively references and a jovial tone while utilizing solid research and scholarship to support assertions. This book is a useful resource for writers, scholars, artists, and students. Its usefulness is not limited to academia. "The Text Book" provides vital insight into how we as people interact with and sense the world around us, how and when we recall information and how associations are made. I recommend this highly.
3 of 3 people found the following review helpful:
4.0 out of 5 stars
Follow the bouncing metaphors...,
By A Customer
This review is from: Text book: An Introduction to Literary Language (Paperback)
"Text Book" is a tribute to generic text interpretationtheory and technique. Starting with the theoretical foundation of storytelling, using Mary Louise Pratt's interpretation of William Labov's work, this freshman college text takes us by the hand to introduce us to the basic tenets of character, confrontation, the full spectrum of the uses of metaphor, intertextuality, text transformation and interpretation, fragments and signing. "Text Book" defines what a literary primer should be: intelligently organized, entertaining, informative, and skewed toward having the student develop their own literary skills through a wide range of open-ended exercises. This is an excellent teaching text that actively develops the student's knowlege of literary language and technique. It is also a text that requires a teacher with a firm base in literary instruction. The teacher is expected, not to fill in any gaps in the text, but to mediate the discussion questions that are asked throughout the text. These are open-ended interpretive questions about specific literary examples, and a teacher ill-prepared to moderate the discussion may do more harm than good for the student. Overall, "Text Book" is an impressive work that is an exellent addition to any English student's curriculum.
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