...during this rebirth that lasted twenty four years. The writings were not only the lament of men and women voicing their rage and empathy for their fellow African Americans plight of slavery, but were writings that would sooth the wounds of former slavery and take the former slaves trough the far reaching effects of a stock market crash and the further woes of the ensuing Great Depression. The renaissance period brought forth the movement that changed the entire social, physiological, and personal views of Negro Americans of themselves as it related to their past and catapulted them into creating a social standing never before seen until that time. What began in Harlem would forever change the face of the Negro American in the eyes of all other races. The new writings and poetry that resulted from this period, encouraged the African American to...
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...One would think Edgar Allan Poe would be the last to assert a moral for his stories or poems: he is notable in the records of artistic feedback for his dicta on "the sin of the instructional" and other hostile to moralistic strictures. In any case, Poe remarks that a moral undercurrent is not undesirable. Poesy, he says, "is not illegal to moralize — in her own mold. She is not prohibited to portray — but rather to reason and lecture, of uprightness." [Works, ed. J. A. Harrison, XI, 71; cf. X, 60-71 on Moore (esp. p. 65); XI, 67-85 on Longfellow; XIII, 148-155 on Hawthorne.] His real work in fiction is in this way not without its moral premise, and in a few stories on the will — "Morella," for instance, and "Ligeia" — Poe offers varieties upon...
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...CULTURAL AND HISTORICAL BOUNDARIES BY GINNY MARIE MUELLER Undergraduate Thesis presented in partial fulfillment of the requirements for the University Scholar distinction The University of Montana Missoula, MT May 2011 Approved by: James C. McKusick, Dean The Davidson Honors College Kathleen Kane, Faculty Mentor English David Moore, Faculty Reader English 1 Mueller, Ginny, B.A., May 2011 English Literature Corn and Culture: The Influence of Zea mays across Cultural and Historical Boundaries Faculty Mentor: Kathleen Kane Second Faculty Reader: David Moore Corn's status as a critical food crop, and its location within indigenous new world cosmographies, illustrate the important sociocultural role the plant has played for millennia. However, modern society has elevated Zea mays far above the status of mere plant, fashioning it into a commodity intimately connected to systems of control and capitalism. Consequently, corn has played an essential role in colonization, industrialization, and the advent of overproduction. The beliefs and literature of numerous new world cultures, along with the literatures of modern Western cultures, offer a striking analysis of corn's current position in western society. The far-reaching impacts that corn has on our socioeconomic and subsistence systems reveal a great deal about globalization, commodification, and dominance. This paper examines corn through a cultural studies lens, documenting the influence of this iconic foodstuff and analyzing...
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...com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other sections in this Literature Study Guide are owned and copywritten by BookRags, Inc. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means graphic, electronic...
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...MODERN BRITISH LITERATURE (c. 1900 to 1950) READING LIST Please note that there are two lists below. The first is the full list with the core readings in bold; the second is the core list separated out. You are responsible for all core readings and may incorporate readings from the full list into your tailored list. Unless otherwise noted, selections separated by commas indicate all works students should know. A. FICTION Beckett, Samuel. One of the following: Murphy, Watt, Molloy Bennett, Arnold. Clayhanger Bowen, Elizabeth. The Heat of the Day Butler, Samuel. The Way of All Flesh Chesterton, G.K. The Man Who Was Thursday Conrad, Joseph. Heart of Darkness AND one of: Lord Jim, The Secret Agent, Nostromo, Under Western Eyes Ford, Ford Madox. The Good Soldier Forster, E. M. Howards End, A Passage to India (plus the essays “What I Believe” and “The Challenge of Our Times” in Two Cheers for Democracy) Galsworthy, John. The Man of Property Greene, Graham. One of: Brighton Rock, The Power and the Glory, The Heart of the Matter Huxley, Aldous. Brave New World Joyce, James. Dubliners, A Portrait of the Artist as a Young Man, Ulysses Kipling, Rudyard. Kim Lawrence, D. H. Two of: Sons and Lovers, Women in Love, The Rainbow, The Plumed Serpent Lewis, Wyndham. Tarr, manifestos in BLAST 1 Mansfield, Katherine. “Prelude,” “At the Bay,” “The Garden Party,” “The Daughters of the Late Colonel” (in Collected Stories) Orwell, George. 1984 (or Aldous Huxley, Brave New World) Wells, H. G. One of the...
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...1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to Rereading America and help you to think through your class goals. We’ll examine some options for tailoring the book to fit your interests and the time constraints of your term. We’ll also take up some pedagogical issues. We’ll offer advice on how to broach particularly hot topics in your class. We’ll explore in some detail how to get...
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... expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who...
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... 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you are willing...
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...ETHICAL AND RELIGIOUS LANGUAGE ‘Good’ is difficult to define. The dictionary defines good in a great many different ways: 'having the right or desired qualities; satisfactory, adequate. (of a person) efficient, competent. (of a thing) reliable, efficient. (of health etc) strong. kind, benevolent. morally excellent; virtuous. charitable. well-behaved. enjoyable, agreeable. thorough, considerable.' Moral philosophy also uses the word 'good' in a variety of ways, sometimes as a noun, sometimes as an adjective. GOOD CAN MEAN: A. An inherent quality which is widely beneficial.. B. The opposite of bad or evil. C. Something one person (or more) approves of. D. Useful, in that the good action/concept/attitude enriches human life. E. God-like, or what God wants. For each of these five types of usage (and the list is not exhaustive) it is possible to see room for differences of interpretation. Usage A will vary, depending on how 'widely' and' beneficial' are defined. 'Widely' could mean anything from 'often in the life of one person' to 'universal, to every being'. 'Beneficial' could mean any of pleasant, healthy, productive, useful, life-enhancing/ enriching. Usage B depends entirely on the person's view of what is evil. Usage C will probably be different in detail for every single individual, and will be dependent .on the background of the person concerned. Usage D depends on the long-term and ultimate goals that a person has in life. A person aiming...
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...Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’ treatment of the Irish past in two poems you have studied. Hopkins: Selected Poems Dickinson: A Choice of Emily Dickinson’s Verse 2 Gerard Manley Hopkins and Emily Dickinson both express intense anguish in their poetry. Compare and contrast how both poets express intense anguish in two poems you have studied. Duffy: Selected Poems Lochhead: The Colour of Black and White 3...
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...PHILIPPINE LITERATURE Philippine literature is the body of works, both oral and written, that Filipinos, whether native, naturalized, or foreign born, have created about the experience of people living in or relating to Philippine society. It is composed or written in any of the Philippine languages, in Spanish and in English, and in Chinese as well. Philippine literature may be produced in the capital city of Manila and in the different urban centers and rural outposts, even in foreign lands where descendants of Filipino migrants use English or any of the languages of the Philippines to create works that tell about their lives and aspirations. The forms used by Filipino authors may be indigenous or borrowed from other cultures, and these may range from popular pieces addressed to mass audiences to highly sophisticated works intended for the intellectual elite. Having gone through two colonial regimes, the Philippines has manifested the cultural influences of the Spanish and American colonial powers in its literary production. Works may be grouped according to the dominant tradition or traditions operative in them. The first grouping belongs to the ethnic tradition, which comprises oral lore identifiably precolonial in provenance and works that circulate within contemporary communities of tribal Filipinos, or among lowland Filipinos that have maintained their links with the culture of their non-Islamic or non-Christian ancestors. The second grouping consists of works that show...
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...Quarter 2 (7th)‐ “Melting Pot” and “How I Learned English” Stage 1 – Desired Results Standards LRA 3.2 (Fall EOC) Identify events that advance the plot, and determine how each event explains past or present actions or foreshadows future actions. ARG LRA 3.4 (Fall EOC) Identify and analyze recurring themes across works (e.g. the value of bravery, loyalty, and friendships; the effects of loneliness). ARG V1.1 (Fall EOC) Identify idioms, analogies, metaphors, and similes in prose and poetry. V 1.3 (Fall EOC) Clarify word meanings through the use of definition, example, restatement or contrast. WA 2.5‐ (STAR) Write summaries of reading materials. SUM WA 2.2 (On Demand/ STAR) Write Responses to Literature. ARG WS 1.2 (On Demand) Support all statements and claims with anecdotes, descriptions, facts and statistics, and give examples. REF WS 1.3 Use strategies of note‐taking, outlining and summarizing to impose structure on composition drafts. AN, SUM, REF WS 1.4 (Fall EOC) Identify topics and evaluate questions and develop ideas leading to inquiry, investigation, and research. AN, ARG WS 1.7 (On Demand, Fall EOC) Revise writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. ALANG WOC 1.4 (On Demand) Demonstrate the mechanics of writing (e.g. quotation marks, commas at the end of dependent clauses) and appropriate English usage (e.g. pronoun reference). ALANG Big Ideas & Understanding(s): ...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...director of its Marriage Project. The Institute is grateful to Amara Bachu, Douglas J. Besharov, Norval Glenn, Dana Mack, Steven L. Nock, and Maris Vinovskis for their scholarly and editorial suggestions, and to the William H. Donner Foundation for its generous financial support of this initiative. The contributions of other supporters are also greatly appreciated. On the cover: Maternity (1950) by Milton Avery. Oil on canvas, 32 X 46 inches. Collection of Sally M. Avery. ©1999, Milton Avery Trust/Artists Rights Society (ARS), New York, NY. © 1999, Institute for American Values. All rights reserved. No reproduction of the materials contained herein is permitted without the written permission of the Institute for American Values. ISBN 0-9659841-5-X Institute for American Values 1841 Broadway, Suite 211 New York, NY 10023 Tel: (212) 246-3942 Fax: (212) 541-6665 info@americanvalues.org www.americanvalues.org The Age of Unwed Mothers Is Teen Pregnancy the Problem? Executive Summary Why have three decades of intensive national effort to reduce teen pregnancy not been more successful? Largely because for three decades, we have framed the problem falsely. What we have called our “teen pregnancy” crisis is not really about teenagers. Nor is it really about pregnancy. It is about the decline of marriage. What has changed most in recent decades is not who gets pregnant, but who gets married. Demographically, our “teen pregnancy” problem is inseparable from the disconnect between...
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