Relevant bibliographies by topics / Commonplace books

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Commonplace books'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 June 2025

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Journal articles on the topic "Commonplace books"

1

Murano, Giovanna. "Zibaldoni (Commonplace Books)." Scriptorium 67, no. 2 (2013): 394–406. http://dx.doi.org/10.3406/scrip.2013.4282.

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Chema, Alexis. "“Where Are Your Books?”: William Wordsworth's Commonplaces." Eighteenth-Century Life 48, no. 1 (2024): 217–35. http://dx.doi.org/10.1215/00982601-10951398.

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In this essay, I will analyze William Wordsworth's commonplace book, DC MS26, alongside his poetic and critical statements on the idea of the commonplace in order to reevaluate his stance on book reading, especially on the role of books in rural life. Although his actual commonplace book is relatively sparse, including several dozen entries made over an eight-year period, it illuminates a profound curiosity about the figurative affordances of commonplace books. In the Essays upon Epitaphs, his longest and most sustained work of literary criticism, Wordsworth develops a deeply textual model of rural community enabled by the idea that the country churchyard is a kind of commonplace book. With its collection of homely epitaphs accessible to anyone who visits, the country churchyard emblematizes a mode of bookishness unalienated from rural life.
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Johnson, Anna Maria, and Nusrat Jahan. "Assessing the Impact on Critical Reading and Critical Thinking." Pedagogy 21, no. 2 (2021): 277–94. http://dx.doi.org/10.1215/15314200-8811466.

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Abstract Although much has been written about the history of commonplacing, there is a lack of evidence-based research to show the extent to which this historical practice may still be valuable today as a pedagogy that educates citizens in critical reading for democracy. This article describes an institutional-review-board-approved, experimental study to answer this question. Three sections of the same first-year reading and writing course were compared: one section did not use commonplace books, a second section used commonplace books that included quotations only, and a third section used commonplace books with reflective writing. We expected to find that students who used commonplace books would perform better in end-of-study assessments than those who did not. Instead, we were surprised to find that many of the students who were not required to use commonplace books created their own note-taking methods that performed a similar function. In essence, they developed their own commonplace book culture and methodology using Google Docs and other social reading practices. Their performance was as strong as the students who used commonplace books.
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Potten, Edward. "The Library and Commonplace Books of Mary Booth of Dunham Massey (1704–1772)." Library 23, no. 4 (2022): 399–421. http://dx.doi.org/10.1093/library/fpac040.

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Abstract This paper offers a detailed case study of Mary Booth as book owner and book user using two primary sources: her surviving library and her commonplace books. Booth’s fastidious approach to marking her books, coupled with the fortunate survival of the two houses where those books ultimately came to rest, allows for the reconstruction of her library almost in its entirety. Her commonplace books present an unusually rich record of her reading. Together, these sources offer a rare insight into the life, education, and book use of an early eighteenth-century gentlewoman, a rare comparator against which other women’s collections and habits of reading can be assessed.
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Ricks, Christopher. "Christina Rossetti and Commonplace Books." Grand Street 9, no. 3 (1990): 190. http://dx.doi.org/10.2307/25007382.

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Lockridge, Kenneth. "Individual Literacy in Commonplace Books." Interchange 34, no. 2 (2003): 337–40. http://dx.doi.org/10.1023/b:inch.0000015895.70723.b0.

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Burke, Victoria E. "Recent Studies in Commonplace Books." English Literary Renaissance 43, no. 1 (2013): 153–77. http://dx.doi.org/10.1111/1475-6757.12005.

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Engler, Suzanne Knudson. "Commonplace People: 17th-19th Century “Commonplace Books” As Ethnohistorical Sources." Teaching Anthropology: Society for Anthropology in Community Colleges Notes 4, no. 2 (1997): 8–10. http://dx.doi.org/10.1525/tea.1997.4.2.8.

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Dillard, Leigh G. "Material intersections: Image and text in the eighteenth-century commonplace." Journal of Illustration 8, no. 2 (2021): 221–50. http://dx.doi.org/10.1386/jill_00041_1.

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The commonplace book has long provided readers-turned-writers space for textual reflection. In A New Method of Making Common-Place-Books, John Locke asserts a defined schema for the creation of this intentionally usable and personal genre, one more organic than journaling, more deliberate than note-taking. Despite renewed interest in literary ephemera of this sort, the commonplace book collectively remains on the periphery of literary studies, perhaps because the volumes found in today’s libraries reflect such varied experiences. However, it is precisely this variation that reveals insight to the readerly patterns and expectations of the time. Ranging from decorative flourishes and echoes of printers’ marks to richly scrolled title pages and evocative vignettes, the materiality of the commonplace book offered in these moments signals a heightened concern by readers to consider the visual potential of the text as part of their reading experience. This analysis looks at scattered remnants of eighteenth-century commonplace books for compelling examples of image and text relationships that reflect illustrative models from the print market.
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Walker. "Indexing commonplace books: early modern methods." Indexer: The International Journal of Indexing 34, no. 1 (2016): 2–11. http://dx.doi.org/10.3828/indexer.2016.2.

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Dissertations / Theses on the topic "Commonplace books"

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Burke, Victoria Elizabeth. "Women and seventeenth century manuscript culture : miscellanies, commonplace books, and song books compiled by English and Scottish women, 1600-1660." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338746.

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Toth, Gabor Mihaly. "Knowledge and thinking in Renaissance Florence : a computer-assisted analysis of the diaries and commonplace books of Giovanni Rucellai and his contemporaries." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:cae32672-4cde-4ad6-bde8-c3f71c4609af.

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This thesis investigates cognition and knowledge in a rich selection of late medieval Florentine commonplace books (zibaldoni) and diaries (ricordanze) with a special focus on Giovanni Rucellai’s Zibaldone Quaresimale. In Chapter Two a new methodology, named Mental Model Framework in History (MMFH), is elaborated. By studying mental processes such as categorisation and decision making, MMFH enables us to study cognition in historical documents. The dissertation is based on a computer-assisted analysis described in Chapter Three . This has brought together a number of technologies (Natural Language Processing, Semantic Web, Text Encoding Initiative) and used them according to the interpretative goals of the MMFH. Chapter Four investigates the knowledge-constructing practice of late medieval Florentines, and concludes that commonplace books and diaries were tools of information management and knowledge transmission. The core chapters study four domains of thinking: space, time, agency and perception. Chapter Five analyses social recognition and judgement in Renaissance Florence and reveals how a new ethical thought took shape, one that prepared the transition to capitalism. By applying decision and game theory, Chapter Six examines horizontal friendship, a bond that functioned as an informal but risky social insurance in Florence. Chapter Seven studies how Florentines used superlatives to construct a hierarchy of the world, with Florence on the top. This was the manifestation of a fierce competition within and outside the walls of Florence, competition that strongly influenced the social and physical environment of the city. By studying selection, periodisation and causal reasoning, Chapter Eight pinpoints the gradual secularisation of the conception of time. The thesis concludes that the late medieval revolution in information culture marked by the gradual transition from an overwhelmingly oral culture to an increasingly literate culture produced quantitative and qualitative changes in human thought. This largely contributed to the birth of modern thought, and to the late medieval transformation of the social and physical environment.
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Marsh, Deborah. "Humphrey Newton of Newton and Pownall (1466-1536) : a gentleman of Cheshire and his commonplace book." Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283257.

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Cooper, Kathryn Lavinia. "Robert Edward's Commonplace Book : the context and function of a seventeenth-century Scottish music manuscript (GB-En MS.9450), with an edition of the musical content." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7394/.

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This study concerns the manuscript music book of Robert Edward (c. 1614–c. 1697), minister, author and musician. The manuscript, formerly part of the library at Panmure House, is now held in the National Library of Scotland and is commonly referred to as ‘Robert Edward’s Commonplace Book’ (GB-En MS.9450). The present study is in two parts and begins with an exploration of the physical book, including the structure, compilation, hands and ownership before a second chapter explores the biography of the eponymous owner, contextualising GB-En MS.9450 locally and nationally. The third chapter concerns the function of the manuscript which, it is argued, is closely related to pedagogy. The final three chapters discuss the content of the manuscript, taking in turn the vocal music, instrumental music and the selection of Italian three-part villanelle.
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Yamamoto, Yoshio. "Montaigne et les loci communes : pratiques de lecture et d'écriture au XVIe siècle." Electronic Thesis or Diss., Paris 3, 2023. http://www.theses.fr/2023PA030047.

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Notre étude montre que la rhétorique de Montaigne emprunte à la méthode des lieux communs qui relève du programme scolaire du XVIe siècle, ainsi qu’au concept rhétorique de loci communes.La première partie décrit l’histoire et l’évolution du concept de locus et des loci communes depuis l’Antiquité jusqu’à la Renaissance. En analysant la théorie rhétorique et pédagogique d’Érasme et de Mélanchthon nous préciserons les mécanismes de la composition d’un recueil de lieux communs et l’influence portant sur la rhétorique de la Renaissance.La seconde partie présente d’abord la pratique des citations chez Montaigne, envisageant ensuite la disposition des Essais, dont le désordre nous rappelle le genre des miscellanées. Nous aborderons enfin la mise en œuvre chez Montaigne des loci communes hérités de l’art oratoire traditionnel, ce qui nous montrera une belle contribution de la rhétorique au scepticisme.La dernière partie place Les Essais dans le contexte historique et rhétorique de la seconde moitié du XVIe siècle. Nous aborderons la brièveté du style chez Montaigne, en rapport avec sa préférence pour les auteurs de l’Âge d’argent, et dégagerons l’intention et l’objectif d’écriture de l’essayiste, qui permettent de distinguer Les Essais des recueils de son temps<br>Our study shows that Montaigne’s rhetoric has some relationships with commonplace-book method, which constitute an important part of school curriculum in the Sixteenth Century, and with the concept of loci communes.The first part describes the history and evolution of rhetorical concept, locus and loci communes, from antiquity to the Renaissance. After studying theories for rhetorical education written by Erasmus and Melanchthon, we outline precisely the mechanism, function and influence of commonplace-books.The second part makes analysis of the use of quotations in the Essays. Montaigne compose them with random order so that the Essays get close to miscellanies. We examine also the use of loci communes of traditional rhetoric in the Essays. Montaigne shows us a fine collaboration of rhetoric and skepticism in the chapter of « Apology of Raimond de Sebonde ». The last part places the Essays on the historical context of the second-half of sixteenth century. We envisage particularly Montaigne’s brevity of style in relation to his preference for writers of the Silver-Latin. Finally, we wish to make it clear Montaigne’s intention and objective of writing, which allow to distinguish the Essays from Commonplace-Books
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Dirks-Schuster, Whitney Marie. "Monsters, News, and Knowledge Transfer in Early Modern England." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1377008746.

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Godet, Antonin. "Le Parnasse des poètes françois modernes de Gilles et Galliot Corrozet (1571, 1572, 1578) : édition critique." Thesis, Lyon, 2020. https://theses-2.univ-lyon2.fr/intranet/2020/godet_a/.

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En 1571 paraît, à Paris, Le Parnasse des poètes françois modernes – œuvre conçue comme un recueil de lieux communs, en vers, par Gilles Corrozet. Si la conception intellectuelle et esthétique du Parnasse revient à Gilles Corrozet (qui meurt en 1568), c’est néanmoins à son fils, Galliot Corrozet, que nous en devons l’édition en 1571, en 1572 et – surtout – en 1578. Gilles Corrozet y illustre, à travers plus d’une quarantaine de poètes français allant de la génération marotique à celle de la Pléiade, à la fois l’espace et le temps de la poésie française du XVIe siècle ; il y compile ainsi près de 400 fragments poétiques retenus pour leur saveur gnomique. En 1578, Galliot amplifie l’ouvrage de plus de 140 fragments venus des nouveaux talents des années 1570 (Desportes, Jamyn, De Brach…). Au sein de l’œuvre se crée ainsi une tension entre générations poétiques, entre la volonté de les compiler fidèlement et de les réécrire, afin de promouvoir par l’art poétique l’exercice éthique des « Amateurs des Muses et de Vertu ». L’édition critique de cette œuvre entend ainsi enquêter sur la culture allégorique choisie par Gilles Corrozet — le premier à désigner sous ce nom un recueil poétique en français — pour donner corps à cette République des Lettres<br>In 1571 is published Le Parnasse des poètes françois modernes in Paris – a work conceived as a commonplace-book, in verse, by Gilles Corrozet. The Parnasse's intellectual and aesthetic conception comes from Gilles Corrozet (who died in 1568), yet we owe to his son, Galliot Corrozet, the edition of 1571, of 1572 and – especially – of 1578. Gilles Corrozet illustrates there, through more than forty French poets ranging from the Marotic generation to that of the Pléiade, both the space and the time of 16th-century French poetry. He compiled nearly 400 poetic fragments picked for their gnomic flavor. In 1578 Galliot amplified the work with more than 140 fragments from new talents of the 1570s (Desportes, Jamyn, De Brach…). The work thus creates a tension between poetic generations, between the desire to compile them faithfully and to rewrite them, in order to promote through poetic art the ethical exercise of "Lovers of Muses and Virtue". The critical edition of this work intends to investigate the allegorical culture chosen by Gilles Corrozet – the first to give this name to a poetic collection in French – in order to give body to this Republic of Letters
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.

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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.

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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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Eichhorn, Kate. "Private words in commonplaces : reading, authorship, and intellectual property in print and electronic cultures /." 2003. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99164.

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Thesis (Ph.D.)--York University, 2003. Graduate Programme in Language, Culture and Teaching.<br>Typescript. Includes bibliographical references (leaves 205-220). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99164
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Books on the topic "Commonplace books"

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Press, Cuneiform, ed. Commonplace. Cuneiform Press, 2011.

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Library, New York Public, ed. Commonplace book. New York Public Library, 1990.

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Beinecke Rare Book and Manuscript Library., ed. Commonplace books: A history of manuscripts and printed books from antiquity to the twentieth century. Beinecke Rare Book and Manuscript Library, 2001.

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Shoenfeld, Oscar. Some remembered words. Academy Chicago Publishers, 1996.

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George, Herrick, ed. Winter rules: A commonplace book. International Scholars Publications, 1997.

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1971-, Havens Earle, Bury Richard Cromleholme, W. H, and Beinecke Rare Book and Manuscript Library., eds. Of common places, or memorial books: A seventeenth-century manuscript from the James Marshall and Marie-Louise Osborn collection. Beinecke Rare Book and Manuscript Library, 2001.

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Jefferson, Thomas. Jefferson's literary commonplace book. Edited by Wilson Douglas L. Princeton University Press, 1989.

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Forster, E. M. Commonplace book. Scholar Press, 1985.

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Forster, E. M. Commonplace book. Stanford University Press, 1985.

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Douglas, Crase, ed. AMERIFIL.TXT: A commonplace book. University of Michigan Press, 1996.

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Book chapters on the topic "Commonplace books"

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Havens, Earle. "Commonplace Book." In Encyclopedia of Renaissance Philosophy. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-02848-4_223-1.

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Havens, Earle. "Commonplace Book." In Encyclopedia of Renaissance Philosophy. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-14169-5_223.

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Dickson, Leigh Wetherall, Allan Ingram, and Stuart Sim. "Commonplace Book." In Depression and Melancholy, 1660-1800 vol 3. Routledge, 2024. http://dx.doi.org/10.4324/9781003553489-29.

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De Bom, Erik. "‘Tis all mine and none mine!’ Justus Lipsius and his Influence on Political Commonplace Books." In Lectio. Brepols Publishers, 2015. http://dx.doi.org/10.1484/m.lectio-eb.5.109436.

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Hess, Jillian M. "Commonplace Books of Mourning." In How Romantics and Victorians Organized Information. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192895318.003.0007.

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Abstract The final chapter argues that mourners turned to commonplace books to build a sense of presence by deploying tropes of representation developed at the intersection of album and commonplace-book cultures. I focus on Alfred Lord Tennyson’s Butcher’s Books—long, thin, accounting books customarily used by butchers—which, I submit are both commonplace book and literary draft because, as a poet, Tennyson chose to organize commonplaces in stanzas that ultimately became In Memoriam. Tennyson’s Butcher’s Books absorb commonplace-book culture formally and also thematically, as Tennyson circulated commonplaces in his elegy and modeled a strategy of reading extractions as metonymic representations of the dead. This chapter also investigates less well-known collections including those kept by Tennyson’s daughter-in-law, Audrey Tennyson; the Hallam family; and Queen Victoria, who recorded extracts from In Memoriam that she associated with Prince Albert.
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Hess, Jillian M. "Social Commonplace Books." In How Romantics and Victorians Organized Information. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192895318.003.0006.

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Abstract This chapter argues that commonplace books were socially resonant spaces, where friends imagined, recorded, and negotiated relationships. I focus on how socially embedded knowledge takes shape in collaboratively produced Romantic manuscripts at the intersection of album and commonplace-book cultures. For example, the coterie surrounding John Keats and Leigh Hunt cultivated an ethos of community that made their commonplace books socially resonant spaces. Keats’s family collected samples of his handwriting while Leigh Hunt arranged samples of hair (including John Milton’s). This chapter ends with a study of 18 commonplace books kept by the “Sisterhood of Slade” (and their frequent companions, John Hamilton Reynolds, Benjamin Bailey, and James Rice), analyzing them as repositories of an embodied and situational knowledge.
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Hess, Jillian M. "Laboratory Commonplace Books." In How Romantics and Victorians Organized Information. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192895318.003.0004.

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Abstract This chapter explores how the commonplace book came to be seen as a vital tool for maintaining objectivity in the laboratory. Two figures in particular—Humphry Davy and Michael Faraday—exemplify the changing conceptions of what it meant to study science in the nineteenth century. Nowhere is this more visible than in their commonplace books. This chapter begins with the imaginative, loose-formed collections of Humphry Davy, and ends with the systematic, empirical notes of Michael Faraday. Humphry Davy recorded observations while high on nitrous oxide and interspersed notes with doodles and poetry. By contrast, Michael Faraday advocated for “real-time” entries and ordered his notes with indexes and general topics. While Faraday originally adhered to Locke’s method, as his career advanced, he experimented with new forms of ordering information, including his “cut-and-paste” index.
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Hess, Jillian M. "Commonplace Books of the Imagination." In How Romantics and Victorians Organized Information. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192895318.003.0003.

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Abstract Throughout his life, Samuel Taylor Coleridge kept what he called “memorandum or common-place books” (along with other inventive titles such as “Volatilia” and “Fly-Catchers”). This chapter argues that Coleridge’s seventy-two surviving notebooks should be re-evaluated as part of the commonplace tradition. I explore Coleridge’s training in classical rhetoric as a student and his earliest commonplace books; then, I turn to his Lake District commonplace books with their loco-descriptive contents; third, I examine his dealings with philosophy and his struggle to find a form for his notes on transcendental idealism; and finally, I look to his religious notes in the “Fly-Catchers” and the aphoristic form, which he theorized as a way to revitalize commonplaces.
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Locke, John. "Entries in Commonplace Books." In The Clarendon Edition of the Works of John Locke: An Essay Concerning Toleration: And Other Writings on Law and Politics, 1667–1683, edited by J. R. Milton and Philip Milton. Oxford University Press, 2006. http://dx.doi.org/10.1093/oseo/instance.00017331.

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Moss, Ann. "Commonplace-Books at School." In Printed Commonplace-Books and the Structuring of Renaissance Thought. Oxford University Press, 1996. http://dx.doi.org/10.1093/acprof:oso/9780198159087.003.0006.

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Conference papers on the topic "Commonplace books"

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"Did You Also Fall Asleep During a Principles of Programming Languages Lecture? How Did a Re-design of a PPL Course Succeed to Keep the Students Tuned-in? [Discussion paper]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4329.

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Aim/Purpose: In this paper we wish to present a new direction for the instruction of a Principles of Programming Languages (PPL) course. Background: Teaching PPL using the standard curriculum found that the students do not understand the overall concepts, getting lost in the abundance of minute details. We needed a way to emphasize the higher level constructs important to this body of knowledge. Methodology: This is a course description paper, describing how we instruct a PPL course at our college. Contribution: To share with the CS education community the approach we developed to effectively teach the very important PPL course. Findings: Using the integrative approach presented, we believe that • relative to the previous, and commonplace, PPL teaching approach, this is a very effective and successful way for conveying this important subject matter, and • our new teaching approach gave the students a professional maturity that they lacked before they took the course. Recommendations for Practitioners: Do not be scared to experiment with new ways of teaching. Do not think that you must teach the way the books tell it. If it doesn’t feel right, it probably isn’t. Future Research: All our insights about the use of the presented teaching approach are non-empirical. Future research should thoroughly analyze the results from teach-ing/learning theories points of view using standard CSE techniques.
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Georgios, Vlachodimos. "New approaches of the Next-gen collaborative design platform." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021142n8.

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The architecture design process always changes because the software always updates with new tools and the development - innovation is in the first line of progress. The human-machine cooperation has become commonplace through Computer-Aided Design tools, but a more improved collaboration appears possible only through an endeavor into a kind of artificial design intelligence and Augmented Reality. According to all the above, the research shown in this paper the core ideas - identifying design specifications - of a next-generation collaborative design platform. The direct coupling of introducing multi-industry systems - tools, 3D databases, AEC, and Open-BIM technologies opens up totally new ways of approaching architectural design problems resulting in a new flexible modeling workflow with real-time visualization. Finally, this critical examination research makes an original contribution to changing 'attitude' towards the 3d modeling of architectural design thinking. A collaborative design platform creating a more efficient and versatile architecture.
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