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Relevant bibliographies by topics / English literature English literature American literature

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Academic literature on the topic 'English literature English literature American literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "English literature English literature American literature"

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Spengemann, William C. "American Writers and English Literature." ELH 52, no. 1 (1985): 209. http://dx.doi.org/10.2307/2872834.

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Stebelman, Scott. "English and American Literature Internet Resources." Journal of Library Administration 30, no. 1-2 (2000): 209–29. http://dx.doi.org/10.1300/j111v30n01_11.

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Piatote, B. H. "Queequeg's Coffin: Indigenous Literacies and Early American Literature." English 62, no. 236 (2012): 89–91. http://dx.doi.org/10.1093/english/efs032.

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Lease, Benjamin. "How ‘American’ is American Literature?" English Today 1, no. 2 (1985): 39–42. http://dx.doi.org/10.1017/s0266078400000183.

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What do we understand nowadays by the phrase ‘American literature’? What factors have shaped it and made it distinctive and autonomous, and what relation does it now bear to the traditional conception of ‘English literature’?

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Janette, Michele. "Vietnamese American Literature in English, 1963–1994." Amerasia Journal 29, no. 1 (2003): 267–86. http://dx.doi.org/10.17953/amer.29.1.gp0m07193k7mg836.

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Glazier, Loss Pequeño. "Internet resources for English and American literature." College & Research Libraries News 55, no. 7 (1994): 417–22. http://dx.doi.org/10.5860/crln.55.7.417.

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Bogue, Ronald. "On the Superiority of Anglo-American Literature." Deleuze Studies 7, no. 3 (2013): 302–18. http://dx.doi.org/10.3366/dls.2013.0113.

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In Dialogues, Deleuze contrasts French and Anglo-American literatures, arguing that the French are tied to hierarchies, origins, manifestos and personal disputes, whereas the English and Americans discover a line of flight that escapes hierarchies, and abandons questions of origins, schools and personal alliances, instead discovering a collective process of ongoing invention, without beginning or determinate end. Deleuze especially appreciates American writers, and above all Herman Melville. What ultimately distinguishes American from English literature is its pragmatic, democratic commitment to sympathy and camaraderie on the open road. For Deleuze, the American literary line of flight is toward the West, but this orientation reflects his almost exclusive focus on writers of European origins. If one turns to Chinese-American literature, the questions of a literary geography become more complex. Through an examination of works by Maxine Hong Kingston and Tao Lin, some of these complexities are detailed.

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Baveystock, F. "The Cambridge History of American Literature, Volume 1, 1590-1820." English 44, no. 178 (1995): 82–87. http://dx.doi.org/10.1093/english/44.178.82.

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Grice, H. "Rachel C. Lee, The Americas of Asian American Literature: Gendered Fictions of Nation and Transnation; Sheng-Mei Ma, Immigrant Subjectivities in Asian American and Asian Diaspora Literatures." English 49, no. 194 (2000): 200–204. http://dx.doi.org/10.1093/english/49.194.200.

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Lam, Melissa. "Diasporic literature." Cultural China in Discursive Transformation 21, no. 2 (2011): 309–18. http://dx.doi.org/10.1075/japc.21.2.08lam.

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Only since the 1960s has the Asian Diaspora been studied as a historical movement greatly impacting the United States — affecting not only socio-historical cultural trends and geographic ethnography, but also culturally redefining major areas of Western history and culture. This paper explores the reverse impact of the Asian America Diaspora on Mainland China or the Chinese Motherland. Mainland Chinese writers Ha Jin and Yiyun Li have left China and today teach in major American universities and reside in America. However, the fiction of both authors explores themes and landscapes that remain immersed in Mainland Chinese culture, traditions and environment. Both authors explore the themes of “cultural collisions” between East and West, choosing to write in their adopted English language instead of their mother Putonghua tongue. Central to this paper is the idea that ethnicity and race are socially and historically constructed as well as contested, reclaimed and redefined

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Dissertations / Theses on the topic "English literature English literature American literature"

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Morgan, David Ellis. "Pulp literature a re-evalutation [sic] /." Connect to this title online, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040820.122551.

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Pearson, Matthew John. "English and American surrealist writing." Thesis, University of Liverpool, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262394.

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Sugden, Edward. "American literature and global time, 1812-59." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:0c1a68fe-2e17-48bd-851b-00133ca256f0.

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American Literature and Global Time, 1812-59 explores the effects of the early stages of globalization on time consciousness in antebellum American literature and non-fiction. It argues that oceanic trade, extracontinental imperialism, immigration, and Pacific exploration all affected how antebellum Americans configured their national pasts, presents, and futures. The ensuing pluralisation of time that followed disallowed cogent conceptions of national identity. It analyses transnational geographies to examine how they transmit heterogeneous times. The project’s interest is in U.S. national sites that counterintuitively acted as fulcrums for the importations of foreign times and non-U.S. sites that interacted with and modified the homogenous progressive time of nationalism. As such, my project seeks to combine the transnational and temporal turns. It argues that the ethnic, racial, and geographic contestation emphasized by transnational critics found parallels in how antebellum Americans conceived of time. Conversely, it suggests that there were profound links between globalization and the sorts of instabilities in time identified by the critics of the temporal turn. Over its course my project identifies a series of “global times” that came into being in the years between the War of 1812 and the discovery of petroleum in 1859. These fall under three broad headings. First, what I term, entangled times that came about as a result of the movement of ships across borders and different social contexts; secondly, foreign local times that re-set the clock of imperialism and national progress; and, thirdly, a huge mass of reconfigurations in the origins and futures of the still-young United States.

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Livesay, Sarah Lindsay. "Literature as memorial: challenging histories and reckoning with absences through contemporary American literature." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6982.

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What are the intersections between literary and memorial studies? This study interrogates that question by combining critical readings of contemporary American literature (1969-present) with national memorials. My method of reading moves between physical memorials that provide canonical representations of American historical events and textual memorials that provide literary counter-readings of the same events. These texts challenge traditional memorial-making by reframing the discourses for the ways memorials function in American culture. The study of memorial traverses several disciplines and fields of scholarship. Within the broad field of memorial studies, this dissertation examines the concerns of physical monuments and memorials, memory and counter-memory, trauma and terror, place and community, and absence and haunting. Situating both literary and physical memorials within these interconnected frameworks offers an interdisciplinary and multidirectional understanding of what memorials can be, what they mean, and what they do in the contemporary era. A useful way to understand how literature can be framed as memorial is through recognizing its overlap with Pierre Nora’s concept of “lieux de mémoire,” or sites of memory. Nora defines lieux de mémoire as sites where memory eternally lingers. These lieux “are fundamentally remains, the ultimate embodiments of a memorial consciousness” (12). Commemorative texts fall into this categorization because of their existence as purely symbolic objects that nevertheless address the many interests of history and memory. Literature utilizes imaginative and emotive modes to reframe the ways in which sites of memory can work in American culture. In this way, they become “the ultimate [embodiment] of a memorial consciousness.” The literature analyzed in this dissertation enriches memorial studies by adopting forms of counternarrative as radical frameworks for thinking and rethinking American memorialization. Literature’s theoretical production of memorial contrasts with most national memorials’ physicality. Thus, it is worth considering how literary abstraction allows for different ways of responding to history and trauma. The literary memorial’s dialogic facilities allow it to be subversive without seeking legitimacy from the national organizations that typically approve of the nation’s large built memorials. Therefore, literature does not perform merely as memorial but also as countermemorial. The countermemorial challenges authoritative structures by questioning patriotic tropes, resisting nationalistic expression, and reconstructing historical understanding. In doing so, it posits lyric and fiction as valid methods of truth-telling and memorial-making.

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McWilliams, Sara E. "Disturbances: Figures of hybridity and the politics of representation /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/9411.

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Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

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Aragona, Jared Lane. "Utopian Canvas: Visionary Aspects of Early English-American Literature, 1497-1705." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1049%5F1%5Fm.pdf&type=application/pdf.

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Roach, William Leonard Brosnahan Irene. "Incorporating American literature into the English as a second language college composition course." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901469.

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Thesis (D.A.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 19, 2005. Dissertation Committee: Irene Brosnahan (chair), Ron Fortune, Maurice Sharton, Janet Youga, Ray Lewis White. Includes bibliographical references (leaves 113-126) and abstract. Also available in print.

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Prillaman, Barbara. "Conversations to help make meaning ELLs and literature circles /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 202 p, 2008. http://proquest.umi.com/pqdweb?did=1500060691&sid=33&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Stinson, Felicia Ann. "Giving setting character : identity and place in American Southern literature." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/35840/.

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In an effort to address and to rectify the overabundance of stereotype in regional literature of the American South, this dissertation seeks to recontextualize the traditional markers and the use of sense of place to determine setting. Instead, the thesis emphasizes and explores how relationships of identity through attitudes of dysfunction and obsession can give place or land agency within a narrative, thus reinvigorating the value and authenticity of the regional narrative beyond common and expected patterns. This is exemplified and analyzed in close readings of contemporary Southern writers who defy the traditional narrative, e.g. Jesmyn Ward, Benh Zeitlin, and Karen Russell, as well as canonical authors whose success can be seen in the appearance of these attitudes and development of identity for place, e.g. William Faulkner and Margaret Mitchell. The accompanying novel excerpts serve to highlight even further the execution and power of this literary form for a post-millennium Southern Literature, which can evade its growing presence as a genre literature and regains its position as a figurehead for the significance of regional writing.

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Books on the topic "English literature English literature American literature"

1

Pârvu, Sorin. American fiction, varia: American fiction revisited old English literature, Middle English literature. "Al.I. Cuza" University Press, 1988.

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Robert, Crawford. Devolving English literature. 2nd ed. Edinburgh University Press, 2000.

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Devolving English literature. Clarendon Press, 1992.

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Adventures in English literature. Holt, Rinehart, and Winston, 1996.

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Introduction to literature. 3rd ed. Harcourt Brace & Company Canada, 1995.

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6

Srivastava, Ramesh K. Critical studies in English and American literature. ABS Publications, 1993.

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Sarah, King, ed. Dictionary of literature in English. Fitzroy Dearborn Publishers, 2002.

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Litt, Dorothy E. Names in English Renaissance literature. E. Mellen Press, 2001.

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Sherman, Marilyn, and James Dedes. McDougal-Littell English program: Reading literature. McDougal, Littell, 1989.

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Bernstein, Barry. Literature and language.: American literature : annotated teacher's edition. McDougal, Littell, 1992.

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Book chapters on the topic "English literature English literature American literature"

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Surkamp, Carola. "Teaching Literature." In English and American Studies. J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_37.

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Gerzina, Gretchen H. "Contrasts: Teaching English in British and American Universities." In Teaching Literature. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_2.

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Rainsford, Dominic. "From Colonial America and Restoration England to 1900." In Literature in English. Routledge, 2020. http://dx.doi.org/10.4324/9780429277399-9.

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Čubrović, Biljana, and Andrej Bjelaković. "Pronunciation Model Selection, or Do You Speak American?" In Belgrade English Language and Literature Studies. Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.1.ch8.

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Peck, John, and Martin Coyle. "English, American and post-colonial literature: a brief survey." In Literary Terms and Criticism. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13155-6_1.

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Kannenberg, Christina. "The North in English Canada and Quebec." In The Palgrave Handbook of Comparative North American Literature. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137413901_12.

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Pavlović, Vladan. "On Elements of Culturally Influenced Language Use in the Adj Enough to V Construction in British and American English." In Belgrade English Language and Literature Studies. Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.1.ch10.

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Bender, Jacob L. "Interlude: “There’ll Be Scary Ghost Stories”—English Ghosts of Christmas Past." In Modern Death in Irish and Latin American Literature. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50939-2_6.

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Brewster, Dorothy. "English Attitudes Towards Russian Literature, as Contrasted with American, 1880–1905." In East-West Passage. Routledge, 2021. http://dx.doi.org/10.4324/9781003130307-7.

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Lü, Honglan, Bingwei Wang, Xinyu Wang, and Yan Su. "The Application of English and American Literature Input in Reading Class Teaching of English Major." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23020-2_72.

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Conference papers on the topic "English literature English literature American literature"

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Kletskina, Renata Gennadevna. "EDUCATIONAL CAPACITY OF ENGLISH AND AMERICAN LITERATURE LESSONS." In Воспитание как стратегический национальный приоритет. Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-29.

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Fang, Xie. "Significance of knowledge of English and American Literature to English learning." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.115.

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Karasik, Olga, Nadezhda Pomortseva, and Natalia Bobyreva. "EXPLORING ENGLISH AND AMERICAN LITERATURE IN LINGUISTIC ACADEMIC COURSES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0761.

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Chen, Ying. "Analysis of the Penetration of English and American Literature in College English Teaching." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.442.

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Liu, Yan. "Intercultural Communicative Competence Cultivation in English and American Literature Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.227.

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"Research on Chinese Cultural Vocabulary based on Corpus of Contemporary American English." In 2018 International Conference on Culture, Literature, Arts & Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icclah.18.015.

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Fan, Ji. "The Embodiment and Development of Feminism in English and American Literature." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.371.

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Yu, Liwei. "College Students' English and American Literature Teaching Under the Humanistic Concept." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.87.

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Xie, Sa. "The Influence of Cultural Differences on English and American Literature Review." In 2016 5th International Conference on Social Science, Education and Humanities Research. Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.91.

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Zhao, Qianming. "Application of the Original Movies in English and American Literature Teaching." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.38.

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Reports on the topic "English literature English literature American literature"

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Castro Carracedo, Juan Manuel. The Recapitulatio: An Apocalyptic Pattern in Middle English Literature. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.01.

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Johnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing: A Comparison of Intermediate English Learners and Professionals. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5366.

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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada160395.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.

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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.

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McCarthy, Noel, Eileen Taylor, Martin Maiden, et al. Enhanced molecular-based (MLST/whole genome) surveillance and source attribution of Campylobacter infections in the UK. Food Standards Agency, 2021. http://dx.doi.org/10.46756/sci.fsa.ksj135.

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Abstract:

This human campylobacteriosis sentinel surveillance project was based at two sites in Oxfordshire and North East England chosen (i) to be representative of the English population on the Office for National Statistics urban-rural classification and (ii) to provide continuity with genetic surveillance started in Oxfordshire in October 2003. Between October 2015 and September 2018 epidemiological questionnaires and genome sequencing of isolates from human cases was accompanied by sampling and genome sequencing of isolates from possible food animal sources. The principal aim was to estimate the contributions of the main sources of human infection and to identify any changes over time. An extension to the project focussed on antimicrobial resistance in study isolates and older archived isolates. These older isolates were from earlier years at the Oxfordshire site and the earliest available coherent set of isolates from the national archive at Public Health England (1997/8). The aim of this additional work was to analyse the emergence of the antimicrobial resistance that is now present among human isolates and to describe and compare antimicrobial resistance in recent food animal isolates. Having identified the presence of bias in population genetic attribution, and that this was not addressed in the published literature, this study developed an approach to adjust for bias in population genetic attribution, and an alternative approach to attribution using sentinel types. Using these approaches the study estimated that approximately 70% of Campylobacter jejuni and just under 50% of C. coli infection in our sample was linked to the chicken source and that this was relatively stable over time. Ruminants were identified as the second most common source for C. jejuni and the most common for C. coli where there was also some evidence for pig as a source although less common than ruminant or chicken. These genomic attributions of themselves make no inference on routes of transmission. However, those infected with isolates genetically typical of chicken origin were substantially more likely to have eaten chicken than those infected with ruminant types. Consumption of lamb’s liver was very strongly associated with infection by a strain genetically typical of a ruminant source. These findings support consumption of these foods as being important in the transmission of these infections and highlight a potentially important role for lamb’s liver consumption as a source of Campylobacter infection. Antimicrobial resistance was predicted from genomic data using a pipeline validated by Public Health England and using BIGSdb software. In C. jejuni this showed a nine-fold increase in resistance to fluoroquinolones from 1997 to 2018. Tetracycline resistance was also common, with higher initial resistance (1997) and less substantial change over time. Resistance to aminoglycosides or macrolides remained low in human cases across all time periods. Among C. jejuni food animal isolates, fluoroquinolone resistance was common among isolates from chicken and substantially less common among ruminants, ducks or pigs. Tetracycline resistance was common across chicken, duck and pig but lower among ruminant origin isolates. In C. coli resistance to all four antimicrobial classes rose from low levels in 1997. The fluoroquinolone rise appears to have levelled off earlier and among animals, levels are high in duck as well as chicken isolates, although based on small sample sizes, macrolide and aminoglycoside resistance, was substantially higher than for C. jejuni among humans and highest among pig origin isolates. Tetracycline resistance is high in isolates from pigs and the very small sample from ducks. Antibiotic use following diagnosis was relatively high (43.4%) among respondents in the human surveillance study. Moreover, it varied substantially across sites and was highest among non-elderly adults compared to older adults or children suggesting opportunities for improved antimicrobial stewardship. The study also found evidence for stable lineages over time across human and source animal species as well as some tighter genomic clusters that may represent outbreaks. The genomic dataset will allow extensive further work beyond the specific goals of the study. This has been made accessible on the web, with access supported by data visualisation tools.

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