On such an afternoon, if ever, the Lord High Chancellor ought to be sitting here—as here he is—with a foggy glory round his head,

nd all at once it is completely fire.

around her body, she takes and flings it out haughtily, with an imperious gesture,

Till, moving with total confidence and a sweet exultant smile, she looks up finally

fire were too tight around her body, she takes and flings it out haughtily, with an imperious gesture, and watches: it lies raging on the floor,

aroused and clicking

furnace

Reading the Image: An Annotative Approach to Rilke’s “Spanish Dancer” (Annotation Comrades: Final)

Avenida de los Muertos

My brother flung them into cenotes, dropped them from cliffs, punched holes into their skulls like useless jars or vases, broke them to pieces and fed them to gods ruling

My brother shattered and quartered them before his basement festivals— waved their shaking hearts in his fists,

Huitzilopchtli, a god, half-man, half-hummingbird.

If the Jews were color-blind, so were the Bible and God himself. Blyden repeatedly quoted a passage from the Book of Amos, in which God says "Are you not as children of the Ethiopians unto me, O children of Israel? Have I not brought up Israel and out of the Land of Egypt and the Philistines from Caphtor and the Syrians from Kir."3' Blyden never doubted that "the Bible is constantly pointing out that the dispensations of Jehovah are not restricted to the Hebrew course of history - that Jehovah makes no distinction. The

Owing to the prominence of Africans in its pages, Blyden regarded the Old Testa- ment as non-racist and even anti-racist. The doctrines of white supremacy in the Chris- tian world then stood out as glaring attempts to gain legitimacy for prejudice by fal- sification and

Blyden was eager to show that Africans played an important and respectable role in the Old Testament. He referred specifically to the role of the Egyptians, Cushites and Ethiopians, "African peoples" who play a role in the Holy Book. According to Blyden, the Hebrew Bible pays its respect to the "Black Civilization of Egypt," not- withstanding the Israelites' enmity and hatred toward their Egyptian enslavers. It may be that, in this instance, Blyden attributed his own ambivalent feelings toward ancient Egypt to the Israelites. The Egyptians were, for him too, at one and the same time the cruel oppressors and the representatives of African achievements in early history. In the same way, Blyden quoted with undisguised pride the story of the Ethiopian general, Zerah, who commanded an army of "a thousand thous

Above all, the World Wide Web is a web, and the way to establish authority and truth on the web is to use the web-like properties of it. Those include looking for and following relevant links as well as learning how to navigate tools like Google which use that web to index and rank relevant pages. And they include smaller things as well, like understanding the ways in which platforms like Twitter and Facebook signal authority and identity.In short, we need a web literacy that starts with the web and the tools it provides to track a claim to ground. As we can see from the confusing and confused reactions of students in the Checkology program, that’s not happening now, and “news literacy” isn’t going to fix that.

How do programs like the News Literacy Project’s Checkology get these issues wrong? The intentions are good, clearly. And there is a ton of talent working on it that’s had a lot of time to get it right:

or the role of writing in information literacy instruction—appears in journals outside the field of Composition.

with an average academic preparation

customary goals is to help students develop the skills they need to produce papers that select, reflect on, and incorporate sources

Like earlier small-scale and single-institution studies, this research presents an image of students moving into their sophomore year only sometimes demonstrating expert reading and still mostly shaping what they read and write "at the point of utterance." They need help to manipulate sources into academic conversations and arguments.

with the professor doing double duty as the conduit for the flow of information and the quality control manager.