sábado, 26 de noviembre de 2011

Queen Mary of Scots: A critique

Most people conceive that a biography of a Queen could be very boring, but this biography is completely different from the ones you have read before. Mary Queen of Scots and her hopeless husbands is an engaging, well-written, and informative bibliography about Queen Mary Stuart’s life. It includes comics, which make her dialogues more vivid; pages of her personal diary; newspaper pages, which illustrate the situation at those times and the possibility to discover some prickly facts about the Scottish Queen and her hopeless husbands (and why they are called “hopeless”). As Simpson (2003) defined, “even though she is dead, Mary is still full of surprises”. (p. 209).

Simpson has divided the bibliographical entries into twelve chapters. First of all, there is a little introduction beginning with interactive questions about Queen Mary’s life and some funny pictures as well. The first chapter is entitled -Infant queen- in which the reader can learn how she became a queen. In the second Chapter, Queen Mary travels to France and the author includes some letters from Queen Mary to her mother telling her about her fiancé, among other important facts. Then, the author devotes the rest of the chapters to tell about Mary´s life through all the possible aspects and how her life came to an end. The last chapter is an epilogue which brings closure to the bibliography and the author reminds us why Queen Mary’s life is so famous around the world, as she states “she had been Elizabeth’s prisoner for 19 years, and though she had been Queen of Scots since she was one week old, she had actually ruled Scotland for only six of her 45 years.” (p. 206).

The strength of the book is that it offers, as mentioned, wonderful cartoons adding to the fun of reading and dialogues with an easy and entertaining writing. It may also be an engaging book for adolescents as it is especially focused on murder, prison, death and suspense which are most adolescents’ favourite topics. Moreover, young people can learn about the early history of Scotland through a compelling bibliography. This book shows, among other aspects, the real meaning of marriage at those times, as the Queen had to marry someone she did not even know or like, just because of royal allies with foreign Reigns.

On the other hand, this biography seems to be appropriate only for young people as it may be a little childish for adults because of the comics and simple comments. If the reader is more interesting in learning historical facts with details about dates and places, this is not the ideal bibliography. As I mentioned before, it is different from any other ordinary bibliography. That is why it may be appealing to adolescents. This book is more like a fictional book as it retells Queen Mary’s life as it was a story tale, which may be disappointed for those people who would like to read a pure historical bibliography.

All in all, the portrayal of Queen Mary and the humorous comments included in the book are very appropriate. Simpson (2003) could describe this queen as sensitive and innocent instead of as a cruel and mad woman as has been the case of many other authors. It is admirable how personal the bibliography is, as if the reader can get real access to her personal diary. Elizabeth I and her conquests is a similar book of the same author that may be also recommended.

Reference

Simpson, M. (2003). Mary Queen of Scots and her hopeless husbands. London, UK: Scholastic Ltd.

Characteristics of a Discourse Community

The purpose of this paper is to find evidence of Swales’ (1990) characteristics to define a discourse community in four different articles. Swales (1990) proposed six characteristics for a discourse community. According to Swales (1990), if a discourse community does not meet these characteristics, it means that it cannot be called a discourse community. The requirements are the following: Common goals, Participatory mechanisms, Information exchange, community-specific genres, highly specialized terminology and high general level of expertise.

Members of a discourse community should develop common purposes, relationships, attitudes and values so that their knowledge and goals can be achieved (Kutz, 1997; as cited in Kelly-Kleese, 2001). This is connected with Swales’ (1990) first characteristic of a discourse community (common goals). Similarly, Hoffman-Kipp, Artiles and LopezTorres (2003) explained in their article that “teachers function as resources for one another, providing each other with guidance and assistance on which to build new ideas”. This idea is similar to Swales’ (1990) second characteristic of a discourse community, “participatory mechanisms”.

Moreover, Hoffman-Kipp et al. (2003) stated that “team teaching and collaborative planning typically require teachers to discuss their beliefs and practices within the routines of their daily work”. This idea is related to Swales’ (1990) third characteristic of a discourse community which establishes “Information exchange”. The fourth characteristic established by Swales (1990), “Community-specific genes” may be associated when Kelly-Kleese (2004) stated that “In order to have their work deemed worthy, community college faculty and administrators must understand the convention of writing and the standards by which their work will be judged.”

“The community college can be seen as adopting language that has been given particular meaning within the larger higher education community (…)” (Kelly-Kleese, 2001). This is what Swales calls “highly specialized terminology”. The last characteristic of a discourse community mentioned by Swales is “general level of expertise” and there is evidence of this when Zito (1984) argues that “an author is granted a certain binding authority to his intended meaning; this is legitimated by academic credentials, professional associations, and the division of knowledge within the academy” (as cited in Kelly-Kleese, 2001).

On the whole, the six characteristics established by Swales (1990) for describing a discourse community seems to be present in the articles and thus giving evidence and supporting Swales’ theory.


Reference

Hoffman-Kipp, P., Artiles, A. j., &Lopez Torres, L. ( 2003). Beyond reflection: teacher learning as praxis. Theory into practice. Retrieved September 2011, from http://findarticles.com/p/articles/mi_mONQM/is_3_42/ai_108442653

Kelly-Kleese, C. (2001). Editor’s choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved September 2011, from http://findarticles.com/p/articles/mi_mOHCZ/is_1_29/ai_77481463

Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review. Retrieved September 2011, from http://findarticle.com/p/articles/mi_mOHCZ/is_1_32/ai_n6361541

Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge, UK: Cambridge University Press.