By Tom Lichtenheld, Ezra Fields-Meyer
It's an E-mergency! The letter E took a tumble and the one option to get her again on her foot is for individuals to prevent utilizing her. yet who can take her position? the opposite letters need to decide ASAP. Z is simply too sleepy and Y asks method too many questions. fortunately, O rolls in to attempt and store the day. Now E can rost up and bought bottor . . . so long as ovorybody follows the rulos. Chock-full of verbal and visible puns, this zany e-book is bound to tickle either the mind and the humorous bone.
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Extra info for E-mergency!
Gene Luen Yang’s American Born Chinese (2006) demonstrates how complex the relationships between stereotypical knowledge and scripts of growth are, while Margaret Mahy’s Memory (1987) and Jay Asher’s Thirteen Reasons Why (2007) openly problematize memory and its cognitive role in the storying process. At stake are interpretive strategies that acknowledge embodied adolescent growth within the culturallydefined discourses of adolescent literature. Sequences, scripts, and stereotypical knowledge A concept linking embodiment to cognition is the idea of scripts as a function of experiential repertoires.
For Leslie Fiedler, growth is not an upward trajectory; it is a downward fall from grace, which he describes in terms that demonstrate his immersion in Judeo-Christian ideology: “An initiation is a fall through knowledge to maturity; behind it there persists the myth of the Garden of Eden, the assumption that to know good and evil is to be done with the joy of innocence and to take on the burdens of work and childbearing and death” (1958: 22, italics added). And I myself, for all I have insisted in an earlier work (Trites 2000) that adolescent literature is defined in terms of adolescents becoming adults more by learning about social structures of power than by growth, even I have written about the genre using an ongoing series of embodied metaphors about forms of containment, such as “curtailment” (14), “prison” (24), “pressure” (43), “powerless[ness]” (27, 76, 79, 119), and “repression” (16, 55, 141).
Sculpting and painting are both embodied processes that require brains, arms, and hands to work together to create the finished product. He also demonstrates the tendency to add metaphors of constraint to those that depict growth. 7 Metaphors of constraint are frequent, too, in feminist accounts of female development. Indeed, Barbara White considers constraint and conflict to be the sine qua non of the fiction of female development: 7. Lakoff and Turner identify the following metaphors as common in literature: LIFE IS BONDAGE and LIFE IS A BURDEN (1989: 23, 25).