DOCSLIB.ORG

Curriculum Map - English Language Arts - Literature - American - 11Th Grade (3Rd Ed.)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Curriculum Map - English Language Arts - Literature - American - 11Th Grade (3Rd Ed.) Curriculum Map - English Language Arts - Literature - American - 11th Grade (3rd Ed.) Biblical Integration Instructional Unit Unit Objectives Unit Topics/Concepts Unit Resources Concepts Strategies Quarter 1 Chapter 1: Students will: Literature of Settlement 1. Student Text pp. 6-53 Evaluate: 1. Have students share Literature of 1. Apply background 1. The Iroquois Confederacy 2. Teacher Text pp. xxxii-53 1. Myth versus the Bible experiences of past Settlement knowledge of early 1. from How the World 3. Chapter 1 PowerPoint 2. Worldview and bias journeys or trips to American literature to Began 4. Chapter 1 Art 3. Divine Providence motivate and connect (updated 5/17/19) understand works from 2. from The Constitution 5. Chapter 1 Video 4. Law and liberty students to the journey precolonial time until of the Five Nations 1. Development of the 5. God's sovereignty through American 1820 (The Iroquois English Language Shape Worldview: literature. 2. Identify contributions of Constitution) 2. Internet - The Secret 1. Contrast of Ancient One's 2. Do a walk-through Puritan writers to early 3. Arthur C. Parker Agent Principle jealousy versus God's through the text prior to American literature 2. John Smith 3. Internet Precautions infallibility and holiness, reading assignments 3. Differentiate plain and 1. from The General 4. Introduction to the thinking biblically about the 3. Post unfamiliar ornate styles History of Virginia, Writing Process original paradise, biblical view vocabulary words within 4. Apply background New England, and the 5. John 1:1 in Various of earth not as our mother but the classroom knowledge of the Summer Isles Languages as a resource to use 4. Help students synthesize settlement of the 2. from A Description of 6. Weblinks responsibly, viewing the curse information colonies to understand New England 1. Signers of the in light of God's redemptive plan 5. Point out the abundant early American literature 3. William Bradford Constitution 2. God's moral law written in use of metaphor and 5. Apply background 1. from Of Plymouth 2. "Mystery of Roanoke" hearts classical allusion and knowledge of the Plantation 3. "We Finally Have Clues 3. The power of Scripture to heal quotation Iroquois Confederacy to 4. John Winthrop to How America's Lost and soothe griefs and fears, 6. Focus on the three understand Native 1. from Journal Colony Vanished" Bradford's motivation to instructional strands: American literature 2. from A Model of 4. The Hero's Journey persuade the younger Analyze, Read, and 6. Identify characteristics Christian Charity 5. "Hero's Journey" generation to remain faithful to Evaluate of the oral tradition and 5. Mary Rowlandson 6. Archetypes the God of their fathers, 7. Practice oral tradition by of the creation myth 1. from A Narrative of the 7. Iroquois Confederacy contrasting the Pilgrims' and modeling in class genres Captivity and Influences U.S. Puritans' approaches to 8. Use synonyms to aid 7. Analyze a myth for its Restoration of Mrs. Constitution government comprehension of archetypes Mary Rowlandson 8. Benjamin Franklin's 4. Biblical evaluation of husband's vocabulary words 8. Infer Iroquois cultural Letter to James Parker, treatment of his wife 9. Have students underline beliefs and influences 1751 5. Balancing Rowlandson's and circle Greek and throughout both texts 9. 1744 Treaty with Six perspective on Native American Latin roots before reading to deepen Nations at Lancaster attacks with settlers' lack of through the text comprehension 10. "Iroquois and the mercy and charity 10. Enlarge Visuals and have 9. Defend the Scriptures Founding Fathers" 6. Complexity of God's purpose in small groups describe the against the claim that 11. Constitution of the war background image and its they are myth Iroquois Confederacy importance 10. Apply author 12. "Comparing 11. Use compare-contrast background knowledge Constitutions" graphic organizers to understand a text 13. Iroquois Democracy and 12. Create a word wall and 11. Analyze point of view in the U.S. Constitution display in classroom writing to determine 14. Massachusetts Court 13. Display different types of whether first-person or Records maps around the third-person point of 15. Captain John Smith's classroom view is being used Virginia Map 14. Large classroom 12. Determine an author's 16. John Smith Map Analysis discussions tone, purpose, and 17. Captain John Smith Video 15. Small group discussions audience 18. Bradford Biography and 16. Partner work - Think and 13. Analyze persuasive Video Links Discuss Questions appeals in writing 19. Branches of Government 14. Evaluate an author's 20. On Liberty worldview and bias 21. General Court Page 1 of 24 Curriculum Map - English Language Arts - Literature - American - 11th Grade (3rd Ed.) 15. Identify the Scriptures 22. A Model of Christian as authoritative Charity 16. Identify the 23. "Two Hostages Die in characteristics of Attempted Rescue in Puritan plain style Mindanao" 17. Interpret the theme of a 24. Martin and Grace text Burnham: Missionary 18. Analyze an author's Story writing style 25. Pequot War 19. Analyze an author's use 26. King Philip's War of allusion and classify 27. The History of each allusion as either Redemption Rock biblical or classical 28. Mary Rowlandson 20. Summarize passages of biography text to aid 29. "Introduction to The comprehension Duston Family" 21. Evaluate an author's 30. Hannah Duston: Heroine perspective on the or Villain? theme of divine 31. Captivity Narrative Title providence Page 22. Analyze an author's use 32. Captivity Narrative Title of types and typology Page 2 23. Analyze an author's 7. Think and Discuss Answers writing style and pp. 17-18, 22, 29-30, 37-38, purpose 45, 52 24. Examine the 8. Themes in American Culture argumentative Answer - p. 30 structure of a text, 9. Teaching Helps 1A-1U including claims, 10. Supplemental Texts 1A-1G counterclaims, proofs, 11. Chapter 1 Review Answers - and conclusions pp. R1-R3 25. Evaluate Winthrop's 12. Chapter 1 Test view of liberty and compare it with the modern American definition 26. Identify characteristics of the captivity narrative 27. Analyze the sequence of event in a narrative 28. Determine the theme and didactic purpose of a text 29. Determine the author's tone and analyze its relationship to the author's diction 30. Evaluate an author's language for bias 31. Evaluate an author's personal perspective from a biblical worldview Page 2 of 24 Curriculum Map - English Language Arts - Literature - American - 11th Grade (3rd Ed.) Chapter 2: Students will: Literature of Religious 1. Student Text pp. 54-97 Evaluate: 1. Motivate students to Literature of 1. Discern between Experience 2. Teacher Text pp. 54-97 1. View of Native Americans engage in the reading by Religious erroneous and accurate 1. Roger Williams/The Bay 3. Chapter 2 PowerPoint 2. The human dimension making a list of what Experience views of Puritanism Psalm Book 4. Chapter 2 Art 3. Worldview and aesthetics students think when they 2. Identify some of the 1. from A Key into the 5. Chapter 2 Test Key 4. The sinner's plight hear the word Puritan (updated 5/17/19) basic beliefs of Language of America 6. Chapter 2 Video 5. Race and religion 2. Build a background by Puritanism 2. Psalm 23 from The Bay 1. History vs. Literature Shape Worldview: comparing the Church of 3. Apply author Psalm Book 2. Reading from 1. Perpetuating spiritual error England's view of divine background knowledge 2. Anne Bradstreet "Contemplations" 2. Puritans' view of spousal love revelation with the to understand a text 1. The Author to Her Book 3. Reading from "Sinners in patterned upon Christ's love for Puritans' 4. Analyze the meter of a 2. from Contemplations the Hands of an Angry the church, correcting one's 3. Have students pull ideas poem, describing it in 3. Here Follows Some God" own biblical thinking from the biography of terms of its dominant Verses upon the 7. Weblinks 3. Good religious poetry helps Roger Williams that may poetic foot and the Burning of Our House 1. Roger Williams believers grapple with and have been threatening to number of feet per line 4. To My Dear and Loving 2. The Bay Psalm Book resolve internal conflict both the mission and his 5. Define common meter Husband 3. All People That on Earth 4. Necessity of heart knowledge existence and analyze its use in 3. Edward Taylor Do Dwell for genuine belief 4. Compare Roger Williams poetry 1. Meditation 6 (First 4. "Anne Bradstreet: 5. Personal failings affecting to controversial figures 6. Analyze figurative Series) America's First Poet" others' acceptance of the gospel today language in poetry 2. Huswifery 5. "The Search for Anne 5. Apply the Analyze, Read, 7. Interpret a poem's 3. from God's Bradstreet in Essex and Evaluate strategy themes Determinations: The County, MA" 6. Have students practice 8. Evaluate an author's Preface 6. "Anne Bradstreet: A fitting the Psalms to worldview and contrast 4. Upon a Spider Brief Biography" different tunes for meter it with Puritan teaching Catching a Fly 7. "In Reference to Her and rhyme 9. Analyze figurative 4. Jonathan Edwards Children, 23 June, 1659" 7. Read and analyze poems language in poetry, 1. from Sinners in the 8. Bradstreet's Works out loud including metaphor, Hands of an Angry God 9. "Who Bowled The Sun?" 8. Play various recordings of simile, personification, 5. Two Responses to Religion 10. "The Auction" different hymns and apostrophe 1. Samson Occom - A 11. Parts of Spinning Wheel 9. Have students color code 10. Paraphrase lines of Short Narrative of My 12. The First Great the different parts of each poetry to improve Life Awakening poem comprehension 2.
Load more

Recommended publications
  • April 2005 Updrafts
    Chaparral from the California Federation of Chaparral Poets, Inc. serving Californiaupdr poets for over 60 yearsaftsVolume 66, No. 3 • April, 2005 President Ted Kooser is Pulitzer Prize Winner James Shuman, PSJ 2005 has been a busy year for Poet Laureate Ted Kooser. On April 7, the Pulitzer commit- First Vice President tee announced that his Delights & Shadows had won the Pulitzer Prize for poetry. And, Jeremy Shuman, PSJ later in the week, he accepted appointment to serve a second term as Poet Laureate. Second Vice President While many previous Poets Laureate have also Katharine Wilson, RF Winners of the Pulitzer Prize receive a $10,000 award. Third Vice President been winners of the Pulitzer, not since 1947 has the Pegasus Buchanan, Tw prize been won by the sitting laureate. In that year, A professor of English at the University of Ne- braska-Lincoln, Kooser’s award-winning book, De- Fourth Vice President Robert Lowell won— and at the time the position Eric Donald, Or was known as the Consultant in Poetry to the Li- lights & Shadows, was published by Copper Canyon Press in 2004. Treasurer brary of Congress. It was not until 1986 that the po- Ursula Gibson, Tw sition became known as the Poet Laureate Consult- “I’m thrilled by this,” Kooser said shortly after Recording Secretary ant in Poetry to the Library of Congress. the announcement. “ It’s something every poet dreams Lee Collins, Tw The 89th annual prizes in Journalism, Letters, of. There are so many gifted poets in this country, Corresponding Secretary Drama and Music were announced by Columbia Uni- and so many marvelous collections published each Dorothy Marshall, Tw versity.
    [Show full text]
  • A Bibliography of Edwin Arlington Robinson, 1941-1963
    Colby Quarterly Volume 7 Issue 1 March Article 3 March 1965 A Bibliography of Edwin Arlington Robinson, 1941-1963 William White Follow this and additional works at: https://digitalcommons.colby.edu/cq Recommended Citation Colby Library Quarterly, series 7, no.1, March 1965, p.1-26 This Article is brought to you for free and open access by Digital Commons @ Colby. It has been accepted for inclusion in Colby Quarterly by an authorized editor of Digital Commons @ Colby. White: A Bibliography of Edwin Arlington Robinson, 1941-1963 Colby Library Quarterly Series VII March 1965 No.1 A BIBLIOGRAPHY OF EDWIN ARLINGTON ROBINSON, 1941-1963 By WILLIAM WHITE HIS bibliography of Edwin Arlington Robinson is a supple­ T ment to Charles Beecher Hogan's "Edwin Arlington Robin­ son: New Bibliographical Notes," The Papers of the Biblio­ graphical Society of America (New York), Vol. XXXV, pp. 115-144, Second Quarter 1941, which itself supplements Mr. Hogan's admirable A Bibliography of Edwin Arlington Robin­ son (New Haven: Yale University Press, 1936). I have fol­ lowed Mr. Hogan's organization and style, with some slight modifications, particularly in the descriptions of books by Robinson. Although an attempt has been made to be as com­ plete as possible, I certainly do not approach Mr. Hogan's work in this respect. While he says (on p. iii of his Bibliography) that his book is "intended primarily for collectors," the present supplement is meant for scholars and critics who would like to know what has been written on the creator of "Luke Havergal" and "Miniver Cheevy" in the past t\venty-two years.
    [Show full text]
  • April Showers
    PARTART 2 Realism and Naturalism Mrs. Charles Thursby, 1897–1898. John Singer Sargent. 3 Oil on canvas, 78 x 39 /4 in. Collection of The Newark Museum. “There are two ways of spreading light: to be The candle or the mirror that reflects it.” —Edith Wharton, “Vesalius in Zante” 531 The Newark Museum/Art Resource, NY 0531 U4P2-845481.indd 531 4/7/06 6:06:33 PM LITERARY HISTORY The Two Faces of Urban America N THE LATE NINETEENTH AND EARLY twentieth centuries, despite the emergence of a Igrowing middle class, rapid industrialization created two sharply contrasting urban classes: wealthy entrepreneurs and poor immigrants from Europe and Asia who provided them with cheap labor. Although dependent upon each other, these two groups seldom met, as they lived in starkly different neighborhoods. The wealthiest families established fashionable districts in the hearts of cities, where they built fabulous mansions. By contrast, the majority of factory workers squeezed into dark, overcrowded tenements where crime, violence, fire, and disease were constant threats. U.S. writers of the time responded to and reflected these urban conditions in their novels, stories, essays, and articles. Picnicking in Central Park, 1885. Robert L. Bracklow. Black and white photograph. “The entire metropolitan center possessed a high and mighty air her heroine Lily Bart’s descent from wealth into poverty is mirrored by a decline in the houses she is calculated to overawe and abash the forced to inhabit. common applicant, and to make the Wharton’s older contemporary and friend Henry James gulf between poverty and success was born into a distinguished Boston family in 1843.
    [Show full text]
  • Edwin Arlington Robinson's Interpretation of Tristram
    / EDWIN ARLINGTON ROBINSON’S INTERPRETATION OF TRISTRAM BY MARY EDNA MOLSEED 'r A THESIS Submitted to the Faculty of The Creighton University in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of E n g l i s h OMAHA, 1937 TABLE OF CONTENTS CHAPTER PAGE F O R E W O R D ................................................. i I. AN INTRODUCTION TO ROBINSON .......................... 1 II. THE POSSIBLE ORIGIN OF THE TRISTRAM L E G E N D ..................................................... 13 III. SOME CHARACTERISTICS OF THE TRISTAN STORY BY THOMAS ........................................ 19 IV. LATER VERSIONS OF TRISTRAM .......................... 24 V. ROBINSON'S INTERPRETATION OF TRISTRAM .............33 BIBLIOGRAPHY 44 i FOREWORD ■ The third great epic, Tristram, which was to complete the Arthurian trilogy, so majestically and movingly in­ terpreted the world-famous medieval romance that the out­ standing excellences of Robinson's verse, thus far ignored by the large reading public, forced themselves into recognition, and he, after thirty years' patient waiting and unflagging trust in his own genius, at last was greeted with universal applause. Although America in the interval had witnessed an exceptional efflorescence of good poetry, he was hailed, not only as the dean, but as the prince of American bards.* The writer, who considers this statement as valid, bases her thesis on the premise that Robinson did appeal to the modem reader. She aims, first, through a study of the poet in general, to show how he appealed to the public. Because Tristram is classed as a medieval character, she will consider the possible origin of the story.
    [Show full text]
  • ENG 351 Lecture 8 1 Let's Look at Jack London. a Moose Didn't Fall On
    ENG 351 Lecture 8 1 Let’s look at Jack London. A moose didn’t fall on Jack London; he OD’d on morphine. Now, let’s talk about that, okay? ‘Cause they don’t tell you that in this book. He was 40 years old when he died and he wrote a lot. Shelves of Jack London. A friend of mine collects Jack London books and he has got one whole bookshelf practically full of it. I think the man wrote around 52 books in his short life, shortish life. In fact, a survey back in the early ‘90s of world readers, turns out that Jack London was the most popular American writer of them all. More popular than Mark Twain or Ernest Hemingway, or people that you would assume would be the most popular. And there are reasons for it. From the comments I heard in the hall when I came in here, it seemed like most everybody enjoyed these stories. I mean, they’re pretty gruesome and it’s man against nature and man against beast and man against himself, all the typical conflicts that we’re taught about when we learn to write. But it’s done in such a way that it’s very arresting. He was a Californian, born in San Francisco. His father was an itinerant astrologer. Now, you tell me what that is. I guess the guy goes from town to town, telling people’s charts. He left his mother when he found out she was pregnant with London. She married a man named London who legally adopted him, but London was never sure his entire life whether perhaps this man might’ve been his biological father, too.
    [Show full text]
  • Letras Modernas) Sede: Unidad De Posgrado
    Nombre del curso: El desarrollo del cuento en los Estados Unidos. Seminario de Estudios Literarios (Letras Modernas) Sede: Unidad de Posgrado Profesor: Dr. Jorge Alcázar Horario: miércoles de 16 a 20 pm. Contenido del curso. El objetivo principal de este seminario es ofrecer un panorama general de la evolución de un género vivo y altamente apreciado en la cultura literaria norteamericana. Conceptualizado en buena parte del siglo XIX como tale, tal como se puede ver en la obra de Poe, Hawthorne o Melville, autores que Harry Levin trató de englobar bajo el membrete de The Power of Blackness, por su herencia calvinista, su filiación gótica y la exploración del mal. Hacia fines de siglo se le comienza a denominar short story y esta forma se ramifica en múltiples direcciones. Así tenemos los breves relatos de Kate Chopin quien traduce y asimila a Maupassant; los experimentos de Ambrose Bierce sobre la conciencia y la elasticidad del tiempo; y el impresionismo verbal y casi plástico de un Stephen Crane. En el siglo XX hay lugar para todo tipo de experimentos formales. Como puede verse, el acento está en la lectura analítica y se le puede asegurar a quien quiera que tome el curso: memorables experiencias de decodificación literaria. Orientación metodológica. Dinámica de seminario de investigación: exposición de los temas del curso por parte de los estudiantes y discusión en clase de las obras escogidas. El seminario consta de doce unidades semanales, algunas de la cuales pueden ser modificables de acuerdo a los intereses de los participantes. En las sesiones restantes se estudiarán conceptos narratológicos como los presenta Seymour Chatman en su antología.
    [Show full text]
  • AVENEL GRAY At
    A Magazine of Verse Edited by Harriet Monroe Tenth Birthday Number October 1922 Avenel Gray by Edwin Arlington Robinson Novelette, by Aline Kilmer Two Poems, by H. L. Davis Worlds, by Edgar Lee Masters Anniversary Editorial 252 East Erie Street, Chicago $3. 00 per Year Single Numbers 25c I have been Chairman of the Committee on Poetry for the New York State Federation, and have been giving a good many talks on poetry. I have found your magazine more real help than any other source of information—I refer con­ stantly to my files for both poems and reviews. Louise Driscoll Vol. XXI No. I POETRY for OCTOBER, 1922 PAGE Avenel Gray Edwin Arlington Robinson 1 Novelette Aline Kilmer 15 Diagonals—Ignis Fatuus—Week-end—Release—Escape Two Poems H. L. Davis 18 Open Hands—Dog-fennel The Seeker Antoinette De Coursey Patterson 19 The Line Fence Edwin Ford Piper 20 Care Janet Norris Bangs 21 October Jewell Bothwell Tull 22 Gender—Foolish Bird—Gray River—Sum—God-like On the Edge Cecil John 24 Gone Under—The White Father—The Toss Old Courtesan's Lament Dhan Gopal Mukerji 27 Worlds Edgar Lee Masters 28 Ten Years Old H. M. 32 Reviews: A Georgian Intellectualist John Gould Fletcher 38 A Canadian Poet H. M. 43 Cross Purposes Pearl Andelson 45 The Poet and Inspiration.... Berenice K. Van Slyke 47 Irish Anthologies Jack Lyman 51 Translating Old English.. Nelson Antrim Crawford 53 Correspondence: A Word from Mrs. Henderson. Alice Corbin Henderson 55 Notes and Books Received 57, 58 Manuscripts must be accompanied by a stamped and self-addressed envelope.
    [Show full text]
  • Jack London's South Sea Narratives. David Allison Moreland Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1980 Jack London's South Sea Narratives. David Allison Moreland Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Moreland, David Allison, "Jack London's South Sea Narratives." (1980). LSU Historical Dissertations and Theses. 3493. https://digitalcommons.lsu.edu/gradschool_disstheses/3493 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy.
    [Show full text]
  • Marsden Hartley
    MARSDEN HARTLEY Exhibition of Recent Paintings, 1936 April 20-May 17,1937 AN AMERICAN PLACE 509 MADISON AVENUE, NEW YORK WEEKDAYS I O A. M. - 6 P. M. SUNDAYS 3 - 6 P. M. Signing family papers On the Subject of Nativeness Out of the maelstrom emerging —a Tribute to Maine laughter of the mis-spun dream uncoiling from the topmost bough, even to the last The subject matter of the pictures in this present exhibition twig, last leaf, the beating of wings that have is derived from my own native country—New England—and left for other leaves and other the country beyond to the north, geologically much the same dream uncoilings thing, with, if possible, an added tang because it is if anything white wonder of a single complete thought wilder still, and the people that inhabit it, fine types of hard wrapped about the theme as chrysalid boned sturdy beings, have the direct simplicity of these unique with face of pre-dynastic scarab and original places, this country being of course, Nova Scotia. grimacing to the flaws of nature These people, the kind one expects to encounter in the forests tossed from casual aeon to casual aeon— where the moose and caribou range, and who, sauntering to­ and we, the several shapes of self ward the nearer south in search of food which deep snows deny standing in a frozen shadow, asking them, are on perilous ground, doomed to decrease in numbers. of a certain mendicant the un­ As a boy in Maine, one read the news items in the paper after suspected way home—this way—turn October, and the casual daily report was—So-and-So lost in left, then right, go over certain hill, the woods, perished of hunger and cold, and often never found there will be a fire burning— until the thaws of spring, and it is exactly the same today.
    [Show full text]
  • Paradox Style in Edwin Arlington Robinson's
    PARADOX STYLE IN EDWIN ARLINGTON ROBINSON’S SELECTED POEMS Submitted to Faculty of Letters, Hasanuddin University In partial fulfillment of the requirement To obtain sarjana degree In English Department BY KARMILA SUYUTI WAHID F21108012 ENGLISH DEPARTEMENT FACULTY OF LETTER HASANUDDIN UNIVERSITY MAKASSAR 2013 1 ABSTRACT Karmila Suyuti Wahid, 2013. Paradox Style in Edwin Arlington Robinson’s Selected Poems. (supervised by R.S.M Assagaf and H. Sudarmin Harun). The purposes of this writing are to identify the paradox in Edwin Arlinton Robinson’s selected poems and interpret the use of paradox by the author. The writer applied a library research to collect data that are relevant to the thesis. In the process of data analysis, the writer has used descriptive method starting from reading poems several times to understand the meaning of those poem and using note-taking technique in order to collect the relevant data. Based on the analysis, the writer has found some paradox in selected poems such as, “Strange that I did not know him” and “That friend of mine”, in An Old Story ; dead, glimmer, in The Dead Village. The writer concludes that the author in the selected poems used paradox style to explain about the meanings that are contradicted to the real meaning. The author uses this style to convey his implied messages. 2 3 4 5 CHAPTER 1 INTRODUCTION 1.1 Background Literature gets a position in our society life that function to submit a certain purpose to society. It reflects to describe about life either through physical and psyches. Literature as one of the art forms has many benefits for mankind.
    [Show full text]
  • Jack London: Master Craftsman of the Short Story
    Utah State University DigitalCommons@USU Faculty Honor Lectures Lectures 4-14-1966 Jack London: Master Craftsman of the Short Story King Hendricks Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/honor_lectures Part of the English Language and Literature Commons Recommended Citation Hendricks, King, "Jack London: Master Craftsman of the Short Story" (1966). Faculty Honor Lectures. Paper 29. https://digitalcommons.usu.edu/honor_lectures/29 This Presentation is brought to you for free and open access by the Lectures at DigitalCommons@USU. It has been accepted for inclusion in Faculty Honor Lectures by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. '/. ;>. /71- 33 UTAH STATE UNIVERSITY THIRTY-THIRD FACULTY HONOR LECTURE Jack London: Master Craftsman of the Short Story by KING HENDRICKS Head, Department of English and Journalism THE FACULTY ASSOCIATION UTAH STATE UNIVERSITY LOGAN, UTAH APRIL 1966 Jack London: Master Craftsman of the Short Story N NOVEMBER of 1898 Jack London, aged 22, sold his first short I story, "To the Man on Trail," to Overland Monthly for the sum of $5. Three months later The Black Cat magazine paid him $40 for "A Thousand Deaths." This was the beginning of a writing career that in 17 years was to produce 149 short stories, not including his tramping experiences which he published under the title of The Road, 19 novels, and a number of essays. If all were accumulated and published, they would fill 50 volumes. Besides this, he wrote a number of newspaper articles (war cor­ respondence, sports accounts, and sociological and socialistic essays), and thousands of letters.
    [Show full text]
  • Edwin Arlington Robinson - Poems
    Classic Poetry Series Edwin Arlington Robinson - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Edwin Arlington Robinson(22 December 1869 – 6 April 1935) Edwin Arlington Robinson was an American poet who won three Pulitzer Prizes for his work. <b>Biography</b> Robinson was born in Head Tide, Lincoln County, Maine, but his family moved to Gardiner, Maine, in 1870. He described his childhood in Maine as "stark and unhappy": his parents, having wanted a girl, did not name him until he was six months old, when they visited a holiday resort; other vacationers decided that he should have a name, and selected a man from Arlington, Massachusetts to draw a name out of a hat. Robinson's early difficulties led many of his poems to have a dark pessimism and his stories to deal with "an American dream gone awry". His brother Dean died of a drug overdose. His other brother, Herman, a handsome and charismatic man, married the woman Edwin himself loved, but Herman suffered business failures, became an alcoholic, and ended up estranged from his wife and children, dying impoverished in a charity hospital in 1901. Robinson's poem "Richard Cory" is thought to refer to this brother. In late 1891, at the age of 21, Edwin entered Harvard University as a special student. He took classes in English, French, and Shakespeare, as well as one on Anglo-Saxon that he later dropped. His mission was not to get all A's, as he wrote his friend Harry Smith, "B, and in that vicinity, is a very comfortable and safe place to hang".
    [Show full text]