This book discusses the American short story composite, or short story cycle, a neglected form of writing consisting of autonomous stories interlocking into a whole. This study takes into consideration, to a greater degree than earlier criticism, the short story composite as an open work, emphasizing the tension between the independent stories and the unified work, between the discontinuity and fragmentation, on the one hand, and the totalizing strategies, on the other. The discussion of the genre is illustrated with references to numerous American short story composites.
Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented. This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing. Perspectives include -- laboratory-based and classroom-based research designs -- implications for teacher training -- laboratory and classroom research methods -- conversational interaction -- task sequencing and Task Based Language Teaching syllabus design
Henry James wrote six collections of stories to which he gave titles distinct from any stories contained therein. This study analyzes thematic continuities and ideas that led James to sequence the tales in these collections. Gage also analyzes Volume Eighteen of the «New York Edition» to reveal how James's redeployment of stories from The Better Sort yields a different design from the earlier collections. James's ordering of tales is not haphazard but purposeful. In the titled collections, he builds narratives to distill themes suggested by the titles. In Volume Eighteen, the reader is left to create the title or meaning.