Book Oxford Practice Grammar Basic Download
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The book argues that Renaissance students learned the grammar of emotion as children. Grammar-school pupils understood everyday expressions of emotion as useful, shared, and mutually recognized practices that are not only self-regulating but also skillful, cooperative, and productive. This does not mean that students always recognized the ‘true’ emotions of the characters they read. If anything, the text shows that they learned and applied a grammar of the emotions they observed. However, they did recognize the conventional ways in which characters expressed emotions to be the standard ways of being a virtuous person. Students learned to recognize the emotions of other characters and in being their close peers, to develop empathy for the emotions of others. Yet, as they became adults, they would apply these skills to the emotions of fellow adults, including their teachers.
The Grammar Rules of Affection offers a new way of understanding the grammar of sentimentality in Renaissance literature. It suggests that the genre of the sentimental novel emerged as a progressive departure from older forms of writing about the passions, such as courtly love. This book investigates how the genre of the sentimental novel developed in Renaissance England. It shows that this genre is a response to the emphasis on the emotions that had been instilled in students, and that it emphasizes the affective expression of sentiment. Unlike courtly love, which focused on heroines’ emotions to be experienced, the new genre showcases the emotions of characters as they communicate with each other, and to other characters with whom they share common emotions.
Grammar, in the English tradition, has long been considered the civilizing force in education. Until now, the focus of grammatical studies has been on grammar as something to be mastered by the student. This book argues that grammar is a way of being that should be cultivated from childhood. Knecht shows how the grammar-school tradition in England was transformed by the social practices of writing and reading. He suggests that grammar-school education established a social practice of self-regulation that has become structuring to the way we think, speak and write.
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