Author(itie)s and Sources in the Prefatory Matter to Eighteenth-Century English Grammars for Children

Recent approaches to paratext studies in eighteenth‐century literature

“…Issues of pedagogic method are further explored by Eddy (2016), who examines the scholarly apparatus of notetaking during the Scottish Enlightenment, and by Yáñez‐Bouza (2017), whose rigorous statistical analysis of paratextual features on the title‐pages of grammar books aims ‘to combine the three branches of textual theory of paratext, book history and historical sociolinguistics’. Domínguez‐Rodríguez (2017) adopts a more historicist perspective upon grammar books, identifying their paratexts as a form of metacommentary that may be used for self‐promotion, for the presentation of pedagogic credentials, for the disparagement of competitors, and for the recommendation of other educational materials. McConchie and Tyrkkö (2018) go even further, consolidating work across the lexicographical and paratextual disciplines, and featuring an array of essays addressing not just annotation and prefaces but also subscription lists, glossaries, and dedications.…”