The Development of the Fitzgerald Hero
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Hemingway, Hurston, Faulkner, and Fitzgerald Professor: Gavin Jones [email protected]
1/3 ENGLISH 146C – Provisional Syllabus Hemingway, Hurston, Faulkner, and Fitzgerald Professor: Gavin Jones [email protected] Course Description While Hemingway and Fitzgerald were flirting with the expatriate avant-garde in Europe, Hurston and Faulkner were performing anthropological field-work in the local cultures of the American South. This course will address the tremendous diversity of concerns and styles of four writers who marked America's coming-of-age as a literary nation with their multifarious experiments in representing the regional and the global, the racial and the cosmopolitan, the macho and the feminist, the decadent and the impoverished. Discussion Sections You will be placed in sections at the beginning of Week 2. Attendance is mandatory for all students. Requirements Mandatory attendance at lecture and section. Lecture attendance will be noted by your section leaders. Attendance and class participation (in section) represent 20% of final grade. You will be required to write two papers: a 5-6 page (1500-1800 word) paper at midterm, and a final, longer paper of 8-10 pages (2400-3000 words). These papers represent 35% and 45% of your final grade, respectively. The papers should be delivered to your section leader. Prompts will be available approximately two weeks before papers are due. These questions will encourage close analysis of our texts. Your papers must analyze at least two different writers. There is no end-quarter examination. Books We will be using the following books, which are available at the Stanford Bookstore: F. Scott Fitzgerald, Babylon Revisited and Other Stories (Scribner/Simon & Schuster) and The Great Gatsby (Scribner/Simon & Schuster); Ernest Hemingway, The Short Stories (Scribner/Simon and Schuster) and The Sun Also Rises (Scribner/Simon & Schuster); William Faulkner, As I lay Dying (Vintage) and Absalom, Absalom! (Vintage); Zora Neale Hurston, The Complete Stories (HarperCollins) and Their Eyes Were Watching God (HarperCollins). -
EL GRAN GATSBY F. Scott Fitzgerald
rmbm.org rmbm.org/rinconlector/index.htm EL GRAN GATSBY F. Scott Fitzgerald F. Scott Fitzgerald http://es.wikipedia.org/wiki/F._Scott_Fitzgerald Francis Scott Key Fitzgerald (Saint Paul, Minnesota, 24 de septiembre de 1896 - Hollywood, California, 21 de diciembre de 1940), fue un novelista estadounidense de la «época del jazz». Su obra es el reflejo, desde una elevada óptica literaria, de los problemas de la juventud de su país en los años que siguieron a la Primera Guerra Mundial. En sus novelas expresa el desencanto de los privilegiados jóvenes de su generación que arrastraban su lasitud entre el jazz y la ginebra (A este lado del paraíso, 1920), en Europa en la Costa Azul (Suave es la noche, 1934), o en el fascinante decorado de las ciudades estadounidenses (El gran Gatsby, 1925). Su extraordinaria Suave es la noche, narra el ascenso y caída de Dick Diver, un joven psicoanalista, condicionado por Nicole, su mujer y su paciente. El eco doloroso de la hospitalización de su propia mujer, Zelda, diagnosticada esquizofrénica en 1932, es manifiesto. Este libro define el tono más denso y sombrío de su obra, perceptible en muchos escritos autobiográficos finales. Índice • 1 Biografía o 1.1 Sus inicios o 1.2 Su vida con Zelda o 1.3 Los años de Hollywood • 2 Valoración • 3 Obra o 3.1 Novelas o 3.2 Otras obras o 3.3 Últimas ediciones en España • 4 Curiosidades • 5 Referencias • 6 Enlaces externos Biografía Sus inicios F. Scott Fitzgerald estudió en Saint Paul Academy and Summit School de Saint Paul, Minnesota, entre 1908 y 1911, empezó a escribir en esta época. -
MCA-700 Midline/Reissue Series
MCA 700 Discography by David Edwards, Mike Callahan & Patrice Eyries © 2018 by Mike Callahan MCA-700 Midline/Reissue Series: By the time the reissue series reached MCA-700, most of the ABC reissues had been accomplished in the MCA 500-600s. MCA decided that when full price albums were converted to midline prices, the albums needed a new number altogether rather than just making the administrative change. In this series, we get reissues of many MCA albums that were only one to three years old, as well as a lot of Decca reissues. Rather than pay the price for new covers and labels, most of these were just stamped with the new numbers in gold ink on the front covers, with the same jackets and labels with the old catalog numbers. MCA 700 - We All Have a Star - Wilton Felder [1981] Reissue of ABC AA 1009. We All Have A Star/I Know Who I Am/Why Believe/The Cycles Of Time//Let's Dance Together/My Name Is Love/You And Me And Ecstasy/Ride On MCA 701 - Original Voice Tracks from His Greatest Movies - W.C. Fields [1981] Reissue of MCA 2073. The Philosophy Of W.C. Fields/The "Sound" Of W.C. Fields/The Rascality Of W.C. Fields/The Chicanery Of W.C. Fields//W.C. Fields - The Braggart And Teller Of Tall Tales/The Spirit Of W.C. Fields/W.C. Fields - A Man Against Children, Motherhood, Fatherhood And Brotherhood/W.C. Fields - Creator Of Weird Names MCA 702 - Conway - Conway Twitty [1981] Reissue of MCA 3063. -
Making Pictures the Pinter Screenplays
Joanne Klein Making Pictures The Pinter Screenplays MAKING PICTURES The Pinter Screenplays by Joanne Klein Making Pictures: The Pinter Screenplays Ohio State University Press: Columbus Extracts from F. Scott Fitzgerald, The Last Tycoon. Copyright 1941 Charles Scribner's Sons; copyright renewed. Reprinted with the permission of Charles Scribner's Sons. Extracts from John Fowles, The French Lieutenant's Woman. Copyright © 1969 by John Fowles. By permission of Little, Brown and Company. Extracts from Harold Pinter, The French Lieutenant's Woman: A Screenplay. Copyright © 1982 by United Artists Corporation and Copyright © 1982 by J. R. Fowles, Ltd. Extracts from L. P. Hartley, The Go-Between. Copyright © 1954 and 1981 by L. P. Hartley. Reprinted with permission of Stein and Day Publishers. Extracts from Penelope Mortimer, The Pumpkin Eater. © 1963 by Penelope Mortimer. Reprinted by permission of the Harold Matson Company, Inc. Extracts from Nicholas Mosley, Accident. Copyright © 1965 by Nicholas Mosley. Reprinted by permission of Hodder and Stoughton Limited. Copyright © 1985 by the Ohio State University Press All Rights Reserved Library of Congress Cataloging in Publication Data Klein, Joanne, 1949 Making pictures. Bibliography: p. Includes index. 1. Pinter, Harold, 1930- —Moving-picture plays. I. Title. PR6066.I53Z713 1985 822'.914 85-326 Cloth: ISBN 0-8142-0378-7 Paper: ISBN 0-8142-0400-7 for William I. Oliver Contents Acknowledgments ix Chronology of Pinter's Writing for Stage and Screen xi 1. Media 1 2. The Servant 9 3. The Pumpkin Eater 27 4. The Quiller Memorandum 42 5. Accident 50 6. The Go-Between 77 1. The Proust Screenplay 103 8. -
New Arabian Nights
1882 NEW ARABIAN NIGHTS Robert Louis Stevenson Stevenson, Robert Louis (1850-1894) - Scottish novelist, poet, and essayist, best known for his adventure stories. Stevenson was a sickly man (he died of tuberculosis) who nevertheless led an adventurous life. He spent his last five years on the island of Samoa as a planter and chief of the natives. The New Arabian Nights (1882) - A collection of tales including “The Suicide Club,” “The Rajah’s Diamond,” “The Pavilion on the Links,” and more. This was Stevenson’s first published collection of fiction. TABLE OF CONTENTS NEW ARABIAN NIGHTS . 2 CONTENTS . 2 STORY OF THE YOUNG MAN WITH THE CREAM TARTS . 3 STORY OF THE PHYSICIAN AND THE SARATOGA TRUNK . 16 THE ADVENTURE OF THE HANSOM CABS . 27 THE RAJAH’S DIAMOND, STORY OF THE BANDBOX . 36 STORY OF THE YOUNG MAN IN HOLY ORDERS . 47 STORY OF THE HOUSE WITH THE GREEN BLINDS . 53 THE ADVENTURE OF PRINCE FLORIZEL AND A DETECTIVE . 66 THE PAVILION ON THE LINKS TELLS HOW I CAMPED IN GRADEN SEA-WOOD, AND BEHELD A LIGHTIN THE PAVILION . 69 TELLS OF THE NOCTURNAL LANDING FROM THE YACHT . 73 TELLS HOW I BECAME ACQUAINTED WITH MY WIFE . 75 TELLS IN WHAT A STARTLING MANNER I LEARNED THAT I WAS NOT ALONE IN GRADEN SEA-WOOD . 79 TELLS OF AN INTERVIEW BETWEEN NORTHMOUR, CLARA, AND MYSELF83 TELLS OF MY INTRODUCTION TO THE TALL MAN . 85 TELLS HOW A WORD WAS CRIED THROUGH THE PAVILION WINDOW 88 TELLS THE LAST OF THE TALL MAN . 91 TELLS HOW NORTHMOUR CARRIED OUT HIS THREAT . -
9781474451062 - Chapter 1.Pdf
Produced by Irving Thalberg 66311_Salzberg.indd311_Salzberg.indd i 221/04/201/04/20 66:34:34 PPMM 66311_Salzberg.indd311_Salzberg.indd iiii 221/04/201/04/20 66:34:34 PPMM Produced by Irving Thalberg Theory of Studio-Era Filmmaking Ana Salzberg 66311_Salzberg.indd311_Salzberg.indd iiiiii 221/04/201/04/20 66:34:34 PPMM Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting-edge scholarship with high editorial and production values to produce academic works of lasting importance. For more information visit our website: edinburghuniversitypress.com © Ana Salzberg, 2020 Edinburgh University Press Ltd The Tun – Holyrood Road 12(2f) Jackson’s Entry Edinburgh EH8 8PJ Typeset in 11/13 Monotype Ehrhardt by IDSUK (DataConnection) Ltd, and printed and bound in Great Britain A CIP record for this book is available from the British Library ISBN 978 1 4744 5104 8 (hardback) ISBN 978 1 4744 5106 2 (webready PDF) ISBN 978 1 4744 5107 9 (epub) The right of Ana Salzberg to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498). 66311_Salzberg.indd311_Salzberg.indd iivv 221/04/201/04/20 66:34:34 PPMM Contents Acknowledgments vi 1 Opening Credits 1 2 Oblique Casting and Early MGM 25 3 One Great Scene: Thalberg’s Silent Spectacles 48 4 Entertainment Value and Sound Cinema -
Hero's Journey Narrative Unit
Hero’s Journey Narrative Unit English 1-2 Curriculum Guide Version 1.0: September 2009 Table of Contents: Hero’s Journey Narrative Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 7 Academic Vocabulary 9 Pre-assessment 10 Reflection on Pre-Assessment 12 Quickwrites 14 Rites of Passage/Transitional Moments 16 Defining a Hero 18 Hero’s Journey through Film 19 Literature Circles (or Jig Saw) with Short Stories 28 Elements of an Effective Narrative 31 Additional Text Options 32 Introduction to Personal Narrative through “Mapping” 33 Culminating Assessment: Writing a Hero’s Journey 34 Narrative Scoring Guide for Narrative 37 Differentiation 40 Resources 41 2 Introduction This unit attempts to lay the groundwork for the quest narrative model to give ninth graders more comprehensive knowledge of an important literary style that they will—and have already—encountered often during the course of their English literature studies. The unit plan begins by covering and studying basic elements of the quest narrative model, and culminates with the students writing a personal narrative piece in the model of a quest narrative. In the middle of the unit, we have left the day-to-day lesson planning very open- ended. Since this unit does not contain a central text, it is up to the discretion of the instructor to choose a text (or texts) that can be used with this unit plan. The text(s) that you choose will depend on a couple of factors: how long you want to spend on this unit, and what texts you want your students to read. -
College Credit for Heroes Report to the Texas Legislature and Governor Greg Abbott
COLLEGE CREDIT FOR HEROES REPORT TO THE TEXAS LEGISLATURE AND GOVERNOR GREG ABBOTT 05640-070 (1217) Texas Workforce Commission Mission: To promote and support a workforce system that creates value and offers employers, individuals, and communities the opportunity to achieve and sustain economic prosperity. Table of Contents Introduction . 2 History . 2 Program Design . 2 Web Portal . 2 Network of College Credit for Heroes Partner Schools . .. 2 Acceleration Curricula . 2 Phase I . .. 3 Phase II . .. 3 Phase III . .. 4 Phase IV . .. 5 Phase V . .. 6 Phase VI . .. 6 Lessons Learned—Phases I, II, and III . .. 6 Best Practices . 7 Workforce Best Practices . 8 Accreditation and Certification Best Practices . 8 Military-Related Best Practices . 8 Education Best Practices. 8 Recommendations: Additional Measures Needed . 10 Attachments . .. 13 List of College Credit for Heroes Partner Schools .. 13 Curricula Developed under College Credit for Heroes . .. 14 Senate Bill 1736 . .. 18 Senate Bill 806. 19 House Bill 493 . .. 20 College Credit for Heroes 2017 Annual Report 1 Introduction Web Portal In April 2012, Central Texas College launched www . CollegeCreditforHeroes .org, an online application and History database through which veterans and service members Senate Bill (SB) 1736, passed by the 82nd Texas Legislature can receive an official evaluation of credit to be used in 2011, authorized the College Credit for Heroes at colleges and universities throughout the state . program to identify, develop, and support methods to As of August 1, 2017, the website has received over maximize college credit awarded to veterans and military 187,000 visits, with 94,543 veteran and service member service members for their military experience, education, account holders who have requested more than 32,900 and training . -
The Liberal Imagination: Essays on Literature and Society Free
FREE THE LIBERAL IMAGINATION: ESSAYS ON LITERATURE AND SOCIETY PDF Lionel Trilling,Louis Menand | 336 pages | 23 Oct 2008 | The New York Review of Books, Inc | 9781590172834 | English | New York, United States The Liberal Imagination - Wikipedia The Liberal Imagination: Essays on Literature and Society Liberal Imagination: Essays on Literature and Society is a collection of sixteen essays by American literary critic Lionel Trillingpublished by Viking in The book was edited by Pascal Covici, who had worked with Trilling when he edited and introduced Viking's Portable Matthew Arnold in The essays, then, represent Trilling's written work and critical thoughts of the s. In the essays, Trilling explores the theme of what he calls "liberalism" by looking closely at the relationship between literature, culture, mind, and the imagination. He offers passionate critiques against literary ideas of reality as material and physical, such as those he ascribes to V. ParringtonTheodore Dreiserand the writers of the Kinsey Reports. He supports writers who engage in "moral realism" through an engaged imagination and a "power of love," which he sees expressed in works by Henry JamesMark TwainTacitusF. Scott Fitzgeraldand William Wordsworth —and in the ideas of human nature in the works of Sigmund Freud. Blackmore, Norman Podhoretzand Delmore Schwartzrepresent the importance of this book to the "Intellectuals. Trilling argues that because his contemporary America is predominantly tending to an intellectually liberal tradition, the lack of a robust conservative intellectual tradition causes the lack of a cultural dialectic, making liberal ideas also weak. Trilling confronts the influence of literary critic V. Trilling argues that Parrington believed in a reality that is "immutable; it is wholly external, it is irreducible," and that Parrington believed the job of a literary writer to be the transmission of this reality by loyal reproduction. -
UNIVERSITY of CALIFORNIA, IRVINE Romantic Liberalism
UNIVERSITY OF CALIFORNIA, IRVINE Romantic Liberalism DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in English by Brent Lewis Russo Dissertation Committee: Professor Jerome Christensen, Chair Professor Andrea Henderson Associate Professor Irene Tucker 2014 Chapter 1 © 2013 Trustees of Boston University All other materials © 2014 Brent Lewis Russo TABLE OF CONTENTS Page ACKNOWLEDGMENTS iii CURRICULUM VITAE iv ABSTRACT OF THE DISSERTATION v INTRODUCTION 1 CHAPTER 1: Charles Lamb’s Beloved Liberalism: Eccentricity in the Familiar Essays 9 CHAPTER 2: Liberalism as Plenitude: The Symbolic Leigh Hunt 33 CHAPTER 3: Samuel Taylor Coleridge’s Illiberalism and the Early Reform Movement 58 CHAPTER 4: William Hazlitt’s Fatalism 84 ii ACKNOWLEDGMENTS I would like to thank Charles Rzepka and the Trustees of Boston University for permission to include Chapter One of my dissertation, which was originally published in Studies in Romanticism (Fall 2013). Financial support was provided by the University of California, Irvine Department of English, School of Humanities, and Graduate Division. iii CURRICULUM VITAE Brent Lewis Russo 2005 B.A. in English Pepperdine University 2007 M.A. in English University of California, Irvine 2014 Ph.D. in English with Graduate Emphasis in Critical Theory University of California, Irvine PUBLICATIONS “Charles Lamb’s Beloved Liberalism: Eccentricity in the Familiar Essays.” Studies in Romanticism. Fall 2013. iv ABSTRACT OF THE DISSERTATION Romantic Liberalism By Brent Lewis Russo Doctor of Philosophy in English University of California, Irvine, 2014 Professor Jerome Christensen, Chair This dissertation examines the Romantic beginnings of nineteenth-century British liberalism. It argues that Romantic authors both helped to shape and attempted to resist liberalism while its politics were still inchoate. -
The Short Stories of F. Scott Fitzgerald As Part of an Ongoing Series for the Lewis and Clark Library's Adult Education Progra
The Short Stories of F. Scott Fitzgerald As part of an ongoing series for The Lewis and Clark Library’s Adult Education program, Randall LeCocq is offering a class/discussion group on the short stories of F. Scott Fitzgerald. Classes will be held Wednesday mornings from 10 to 11:30 AM, in the Library’s large meeting room. A registration sheet is available at the Information Desk, which has handouts of the assigned readings. For the website: The class will look at Fitzgerald’s life and work, focusing on five of his most highly acclaimed short stories. Using these stories, we will examine some of Fitzgerald’s central themes: young love and the loss of illusion, the perils of wealth, and “emotional bankruptcy” which comes from fast living. The five short stories will take us through four phases of Fitzgerald’s life, from early success, through Expatriate life in Europe, to Zelda’s breakdown and his own “crack up,” and eventually to his own rejuvenation. We will conclude with Fitzgerald’s non-fiction essays commenting on the Jazz Age and Great Depression, and causes for his own decline. Randall LeCocq, a Helena resident, holds a Master’s Degree in Liberal Studies from Georgetown University, where he specialized in literature and art history. He has taught previous courses at the Library on the novels and short stories of Ernest Hemingway and William Faulkner. Class Schedule: May 23: “Winter Dreams” (1922) May 30: “Absolution” (1924) June 6: “The Rich Boy” (1926) June 13: “The Rough Crossing” (1929) June 20: “Babylon Revisited” (1931), plus autobiographical excerpts from “My Lost City,” (1932) “Echoes of the Jazz Age,” (1931) and “The Crack Up.” (1936) . -
A Look at the Flapper in Fitzgerald's Literary Production
UNIVERSIDADE DE SANTIAGO DE COMPOSTELA FACULTADE DE FILOLOXÍA Grao en Lingua e Literatura Inglesas Not for Old Fogies: A Look at the Flapper in Fitzgerald’s Literary Production Traballo de Fin de Grao escrito por Aitana Castro Coego Baixo a dirección de Patricia Fra López Curso Académico 2018/1019 2 UNIVERSIDADE DE SANTIAGO DE COMPOSTELA FACULTADE DE FILOLOXÍA Grao en Lingua e Literatura Inglesas Not for Old Fogies: A Look at the Flapper in Fitzgerald’s Literary Production Traballo de Fin de Grao escrito por Aitana Castro Coego Baixo a dirección de Patricia Fra López Curso Académico 2018/1019 3 Table of Contents 1. Summary 4 2. Introduction 5 3. Historical Context: North America after the First World War 8 3.1 The Figure of the Flapper 14 4. The Flapper in Fitzgerald’s Literary Production 26 4.1 The Great Gatsby 28 4.2 Flappers and Philosophers 38 4.3 All the Sad Young Men 49 5. Conclusion: End of the Flapper Era 55 6. Works Cited 57 4 1. Summary 5 2. Introduction Once the sad days of World War I were gone, thousands of North American citizens rushed headlong into the upcoming era: The Roaring Twenties. The United States were launched towards an upswing of economic prosperity, which translated into social and cultural changes. As the 1920’s began, these shifts became particularly important for the development of the new role of women in society. Empowerment, financial independence and sexual liberation were some of the objectives to achieve by a section of the female community. Along these lines and as a way of self-expression, ‘women embraced the new freedoms, cutting their hair, applying makeup, and tossing out dowdy fashions of the past for shorter skirts and slinkier more formfitting attire’ (Time-Life 11).