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AP Lit 2019 Summer Reading
AP Literature and Composition Summer Reading List 2019-2020 Drama Ayad Akhtar- The Who & The What Suzan-Lori Parks- Topdog/Underdog Samuel Beckett- Waiting for Godot Yasmina Reza- God of Carnage Euripides- The Bacchae Peter Shaffer- Equus Edward Albee- Who’s Afraid of Virginia Woolf? William Shakespeare- King Lear Anton Chekhov- Three Sisters William Shakespeare- Henry V Kristoffer Diaz- The Elaborate Entrance of Chad Deity Sophocles- Antigone T.S. Eliot- Murder in the Cathedral Sophocles- Oedipus Rex David Henry Hwang- M. Butterfly Tennessee Williams- The Glass Menagerie Tony Kushner- Angels in America August Wilson- Gem of the Ocean Eugene O’Neill- Long Day’s Journey Into Night George C. Wolfe- The Colored Museum Literature Chimamanda Adichie - Americanah Thomas Hardy- Tess of the d’Urbervilles Chimamanda Adichie - Half of a Yellow Sun Ernest Hemingway- The Sun Also Rises Rudolfo Anaya- Bless Me Ultima James Joyce- A Portrait of the Artist as a Young Man Jane Austen- Northanger Abbey James Joyce- Ulysses Jane Austen- Pride and Prejudice Joy Kogawa- Obasan James Baldwin- Go Tell it on the Mountain Chang-Rae Lee- Native Speaker Charlotte Brontë- Jane Eyre Gabriel García Márquez- One Hundred Years of Solitude Emily Brontë- Wuthering Heights Gabriel García Márquez- Love in the Time of Cholera Kate Chopin- The Awakening Herman Melville- Billy Budd Sandra Cisneros- Woman Hollering Creek Herman Melville- Moby Dick Joseph Conrad- Heart of Darkness Toni Morrison- Sula Edwidge Danticat- Breath, Eyes, Memory Flannery O’Connor- Wise Blood Junot Diaz- The Brief Wondrous Life of Oscar Wao Alan Paton- Cry, the Beloved Country Charles Dickens- Bleak House Leslie Marmon Silko- Ceremony Charles Dickens- Great Expectations Upton Sinclair- The Jungle Fyodor Dostoevsky- Crime and Punishment Leo Tolstoy- Anna Karenina William Faulkner- The Sound and the Fury Edith Wharton- Ethan Frome George Eliot- The Mill on the Floss Virginia Woolf- Mrs. -
Joy Kogawa's Obasan: Incarnational Theology and Shinto Materiality
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Nagoya Gakuin University Repository Joy Kogawa's Obasan: Incarnational Theology and Shinto Materiality 著者 マグラス ポール D. journal or THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of publication title Nagoya Gakuin University; LANGUAGE and CULTURE volume 26 number 2 page range 33-44 year 2015-03-31 URL http://doi.org/10.15012/00000431 Copylight (c) 2015 Paul D. MCGRATH 名古屋学院大学論集 言語・文化篇 第 26 巻 第 2 号 pp. 33―44 〔Article〕 Joy Kogawa’s Obasan: Incarnational Theology and Shinto Materiality Paul D. MCGRATH Faculty of Foreign Studies Nagoya Gakuin University Abstract Critics agree that Joy Kogawa’s Obasan is a work charged with a powerful spirituality. This paper attempts to analyze that spirituality by identifying elements of Christian Incarnational theology as well as Shinto materiality. An understanding of Kogawa’s unique blending of these elements helps the reader to understand the protagonist Naomi’s moments of enlightenment in the final pages of the novel. Keywords: Kogawa, Obasan, Incarnational theology, Shintoism, materiality, Japanese Canadian history Joy KogawaのObasanにおける Anglican Incarnationalismと神道の物象主義 ポール D. マグラス 名古屋学院大学外国語学部 発行日 2015年3月31日 ― 33 ― 名古屋学院大学論集 Joy Kogawa’s first novel, Obasan (1981), deals with the painful dispersal of the Japanese Canadian population of British Columbia into the interior of Canada during World War II. It sets the story of one young girl, Naomi, against the larger picture of the community’s dispersal. Naomi’s story is particularly painful because it involves her permanent separation from her mother, who had traveled to Japan just before the evacuation emergency brought on by Pearl Harbor. -
All In-Coming 9 Th Graders Are Required to Read JRR Tolkien's the Hobbit
CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 MANDATORY SUMMER READING CREDIT ASSIGNMENTS • All in-coming 9th graders are required to read J. R. R. Tolkien’s The Hobbit for Mr. Garavuso • All rising 10th graders are required to read J. R. R. Tolkien’s Fellowship of the Ring for Mr. Garavuso o NOTE: Neither of the two additional summer books for tenth graders from the attached reading list may be a continuation of the Lord of the Rings series (per Mr. G). • All rising 11th graders must read & own copies to bring to class in August of the following TWO BOOKS 1. Metaphors We Live By - by George Lakoff and Mark Johnson [ISBN 0-226-46801-1 • University of Chicago Press] 2. Labyrinths: Selected Stories & Other Other Writings by Jorge Luis Bores [New Directions Press (May 30, 2007) ISBN 10: 0811216993 OR 13: 978-0811216999/Paperback] Third book is free choice from the list with Criteria Responses General Comments You are requested to read a minimum of three (3) books over the summer months. Of course, you may read more than three books and all others of your choice that are not on this list. However, you must read the above book noted as “required” for your grade level plus two (2) additional books from the attached list. Please do not ask permission to substitute any book for one from this list. For each of the three books that you read for Summer Reading Credit, please respond in essay format to the nine (9) writing prompts listed on the next page (Bloggers may post responses in separate messages). -
Recommended Reading for AP Literature & Composition
Recommended Reading for AP Literature & Composition Titles from Free Response Questions* Adapted from an original list by Norma J. Wilkerson. Works referred to on the AP Literature exams since 1971 (specific years in parentheses). A Absalom, Absalom by William Faulkner (76, 00) Adam Bede by George Eliot (06) The Adventures of Huckleberry Finn by Mark Twain (80, 82, 85, 91, 92, 94, 95, 96, 99, 05, 06, 07, 08) The Aeneid by Virgil (06) Agnes of God by John Pielmeier (00) The Age of Innocence by Edith Wharton (97, 02, 03, 08) Alias Grace by Margaret Atwood (00, 04, 08) All the King's Men by Robert Penn Warren (00, 02, 04, 07, 08) All My Sons by Arthur Miller (85, 90) All the Pretty Horses by Cormac McCarthy (95, 96, 06, 07, 08) America is in the Heart by Carlos Bulosan (95) An American Tragedy by Theodore Dreiser (81, 82, 95, 03) The American by Henry James (05, 07) Anna Karenina by Leo Tolstoy (80, 91, 99, 03, 04, 06, 08) Another Country by James Baldwin (95) Antigone by Sophocles (79, 80, 90, 94, 99, 03, 05) Anthony and Cleopatra by William Shakespeare (80, 91) Apprenticeship of Duddy Kravitz by Mordecai Richler (94) Armies of the Night by Norman Mailer (76) As I Lay Dying by William Faulkner (78, 89, 90, 94, 01, 04, 06, 07) As You Like It by William Shakespeare (92 05. 06) Atonement by Ian McEwan (07) Autobiography of an Ex-Colored Man by James Weldon Johnson (02, 05) The Awakening by Kate Chopin (87, 88, 91, 92, 95, 97, 99, 02, 04, 07) B "The Bear" by William Faulkner (94, 06) Beloved by Toni Morrison (90, 99, 01, 03, 05, 07) A Bend in the River by V. -
GPISD High School Summer Reading Choice List 2017
GPISD High School Summer Reading Choice List 2017 In addition to the course-specific required text, students in Pre-AP English I, Pre-AP English II, AP Language, and AP Literature classes are required to read one book of choice and be prepared to do an assignment over the reading when they return to class in the Fall. The students may use this list as a guide for choosing an appropriate title or they may choose to read a book written by an author not on this list. The summer reading book of choice should be something that the student wants to read. The selection can be from any genre if the content and reading level are appropriate to the age and ability of the student. The titles on this list encompass a variety of genres and content, so it is the responsibility of the student and parent to make an appropriate selection. To help you pick a selection, you can: read reviews and a synopsis at http://www.goodreads.com or www.commonsensemedia.org read a synopsis on the Young Adults’ Choices Reading List | International Literacy Association (ILA) at https://www.literacyworldwide.org/get-resources/reading- lists/young-adults-choices-reading-list ask family, friends, neighbors, or teachers for their recommendations *Indicates titles suggested for incoming 9th and 10th graders Drama Arcadia by Tom Stoppard Cat on a Hot Tin Roof by Tennessee Williams The Cherry Orchard by Anton Checkhov The Children's Hour by Lillian Hellman Death of a Salesman by Arthur Miller A Doll's House by Henrik Ibsen Dutchman by Amiri Baraka Fences by August Wilson The Glass Menagerie by Tennessee Williams Hamlet by William Shakespeare The Harvest Festival by Sean O'Casey Hedda Gabler by Henrik Ibsen Homecoming by Harold Pinter The Iceman Cometh by Eugene O'Neill The Importance of Being Earnest by Oscar Wilde King Lear by William Shakespeare The Little Foxes by Lillian Hellman Long Day's Journey into Night by Eugene O'Neill M. -
American Book Awards 2004
BEFORE COLUMBUS FOUNDATION PRESENTS THE AMERICAN BOOK AWARDS 2004 America was intended to be a place where freedom from discrimination was the means by which equality was achieved. Today, American culture THE is the most diverse ever on the face of this earth. Recognizing literary excel- lence demands a panoramic perspective. A narrow view strictly to the mainstream ignores all the tributaries that feed it. American literature is AMERICAN not one tradition but all traditions. From those who have been here for thousands of years to the most recent immigrants, we are all contributing to American culture. We are all being translated into a new language. BOOK Everyone should know by now that Columbus did not “discover” America. Rather, we are all still discovering America—and we must continue to do AWARDS so. The Before Columbus Foundation was founded in 1976 as a nonprofit educational and service organization dedicated to the promotion and dissemination of contemporary American multicultural literature. The goals of BCF are to provide recognition and a wider audience for the wealth of cultural and ethnic diversity that constitutes American writing. BCF has always employed the term “multicultural” not as a description of an aspect of American literature, but as a definition of all American litera- ture. BCF believes that the ingredients of America’s so-called “melting pot” are not only distinct, but integral to the unique constitution of American Culture—the whole comprises the parts. In 1978, the Board of Directors of BCF (authors, editors, and publishers representing the multicultural diversity of American Literature) decided that one of its programs should be a book award that would, for the first time, respect and honor excellence in American literature without restric- tion or bias with regard to race, sex, creed, cultural origin, size of press or ad budget, or even genre. -
Joy Kogawa and Her Brother
Joy Kogawa and her brother Joy Kogawa was born on June 6, 1935, in Vancouver, British Columbia, to first- generation Japanese Canadians. The first years of her life were spent in a predominantly white, middle-class community. On December 7, 1941 the Japanese attacked the United States base in Pearl Harbor. They also forced the surrender of the British garrison at Hong Kong, including two battalions of Canadians. These events increased fears of a Japanese invasion on the Pacific Coast. The RCMP arrested suspected Japanese operatives, impounded 1,200 fishing boats and shut down Japanese newspapers and schools. One year later, on 24 February 1942, Prime Minister William Lyon Mackenzie King ordered that all persons of Japanese origin should be evacuated to "protective areas." All property that could not be carried would be taken "into custody." Joy and her family were part of the 20,881 Japanese Canadians who were treated in this way, of whom 13,309 were Canadian citizens by birth. Special trains were organized to transport Japanese Canadians to Slocan, New Denver, and other ghost towns in the interior of BC. The conditions for the evacuees were primitive. Joy Kogawa wrote Obasan, a semi-autobiographical novel based on her experiences of internment. Obasan has been named as one of the most important books in Canadian history by the Literary Review of Canada and was also listed by The Toronto Star in a "Best of Canada" feature. As an adult Joy continued in her efforts to bring recognition of the injustice done to Japanese Canadians during World War II. -
1 This Was the Year That the Shadows Appeared As Singers Before a Pan
1975 This was the year that The Shadows appeared as singers before a pan-European audience. The earlier 1973 initiative had not produced the desired outcome and by 1974 they were in the wilderness and did not exist as a viable group. They got together to perform at the Palladium on 27 October of that year as a personal tribute to and for the benefit of the widow of BBC producer Colin Charman. BBC boss Bill Cotton heard them and suggested that they might like to represent the UK at the Eurovision Song Contest the following year. They accepted, formed a working ensemble, and undertook a few local ‘practice’ gigs while preparing and practising the songs. The chosen song, [254] LET ME BE THE ONE, was one of six put forward for the UK’s entry in the Eurovision Contest of 1975, and was the last of the contenders performed over six successive weeks on Lulu’s BBC TV show at the start of the year. It was duly televised in Stockholm on 22 March but came in second to Dutch group Teach-In’s lyrically challenged ‘Dinge-Dong’ ~ English title ‘Ding-A-Dong’ (“Ding- A-Dong every hour,/ When you pick a flower …”), which impressed the British public sufficiently to enjoy a seven-week residence in the Singles charts (climbing to No.13). No such good fortune attended the release of The Shadows’ follow-up to their charting Eurovision Single, another piece from the same composer, the staggeringly inane, hopelessly unamusing [266] RUN BILLY RUN (“Closed my eyes, I tried countin’ sheep,/ Desp-rate Dan just looked like Bo-Peep,/ I can’t sleep”). -
Diasporic Interventions in the Work of SKY Lee, Joy Kogawa, Hiromi Goto, and Fred Wah
University of Alberta Asian Canadian Literature: Diasporic Interventions in the Work of SKY Lee, Joy Kogawa, Hiromi Goto, and Fred Wah Guy Pierre Beau regard O A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English Edmonton, Alberta Spring 2000 National Library Bibliothèque nationale 1*1 ofCanada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington OttawaON KlAON4 OüawON KtAON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distri'bute or sell reproduire7prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfiche/.film, de reproduction sur papier ou sur format électronique. The author retains ownenbip of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Abstract This dissertation argues that liierary texts by SKY Lee, Joy Kogawa, Hiromi Goto, and Fred Wah function as diasporic interventions in the ongoing process of remembering a "racist past" in order to secure or contest a "multicultural presentnin Canada. It draws on the complementary insights of diaspora theory. -
AP English IV Summer Reading Tips
Summer Reading for AP Literature Seniors You are expected to read at least two novels (classic or contemporary) this summer. Both are free choice; however; the books should be of some literary merit with a mature reader in mind. The authors and works on the following page are provided as suggestions. As you make your novel choices, you may wish to consider the following advice from the College Board: “Reading in an AP course is both wide and deep. The goal of this year’s reading is that it will complement and extend the reading done in previous AP courses so that by the time you are finished with your Senior year, you will have read from several genres and time periods.” Imitate the thinking patterns of insightful readers: Absorb the work’s complexity and its richness of meaning Reflect upon its artistry Consider the social and historical values it reflects and embodies Experience, interpret, evaluate Make careful observations of the details, make connections among your observations, draw from these connections a series of inferences that will lead you to an interpretive conclusion about meaning of the work Tips: To widen your cultural horizons of literature, consider a novel written by a non-American author representative of a culture other than your own Consider choosing a novel that explores controversial topics that are artistically represented in the piece of literature: ethnicities, nationalities, religions, races, dialects, gender, or class Suggested Authors, as per College Board, are on the back of this sheet. You are not required to select works by these authors, but it is an excellent list to consider. -
Rocket Records Discography
Rocket label Discography by David Edwards, Mike Callahan & Patrice Eyries © 2018 by Mike Callahan Rocket Records Discography Rocket/MCA 1-999 series (Distributed by MCA) MCA PIG 339 - If It Was So Simple - Longdancer [1973] Silent Emotions/Hold Up The World/Don’t Turn Out The Lights/Trivialities/Time To Pay//Too Much Too Soon/Take A Man/Crying Out Loud/Ballad To Hillary/If It Was So Simple MCA 340 - Smiling Face - Davey Johnstone [1973] Keep Right On/Janine/The Boatman/Walking Out/Our Dear Friend/Island//After The Dance/You Are-I Am/Smiling Face/Beautiful One/A Lovely Day/A Lark In The Morning With Mrs. McLeod MCA 348 - Troubadour - Mike Silver [1973] About You/The Jester/Pioneer's Return/The Old Lady/Lady Be Glad//Riverside/Life On The Old Scenic Railway/The Ballad of Jonas Bell/I Thought of Her Today/To Be Continued MCA/Pig 395 - Loving And Free - Kiki Dee [1973] Loving And Free/If It Rains/Lonnie And Josie/Travellin’ In Style/You Put Something Better Inside Of Me//Supercool/Rest My Head/Amoureuse/Song For Adam/Sugar On The Floor Pig 458 - I’ve Got The Music In Me - Kiki Dee Band [1974] I’ve Got The Music In Me/Someone To Me/Step By Step/Water/Out Of My Head//Do It Right/Little Frozen One/Heart And Soul/You Need Help MCA 460 - Totally Out Of Control - Hudson Brothers [1974] Long Long Day/Be A Man/Truth Of The Matter/Killer On The Road/Dolly Day/Lover Come Back To Me//Straight Up And Tall/If You Really Need Me/Sunday Driver/Isn’t It Lovely/La La Layna/Medley: These Things We Do/Out Of The Rainbow/Find Me A Woman/Little Brown Box/One And -
The Patriarchal Society's Responses to Daisy Miller's Performances in James' Daisy Miller
THE PATRIARCHAL SOCIETY’S RESPONSES TO DAISY MILLER’S PERFORMANCES IN JAMES’ DAISY MILLER A Thesis Presented as Partial Fulfillment of the Requirements for the Attainment of a Sarjana Sastra Degree in English Literature by Yunita M. Salka 05211141004 ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS YOGYAKARTA STATE UNIVERSITY 2013 MOTTOS When life gives you a hundred reasons to cry, show life that you have a thousand reasons to smile. (anonymous) Because, Every face tells a story, every smile brings happiness (Maya Angelou) Finally, To those who see with loving eyes, life is beautiful. To those who speak with tender voices, life is peaceful. To those who help with gentle hands, life is full. And to those who care with compassionate hearts, life is good beyond all measure. (anonymous) v DEDICATION This thesis is lovingly dedicated to: • My dearest Mom and Dad • My amazing sisters and brothers • Those who have been waiting so long for my graduation vi ACKNOWLEDGEMENTS Alhamdulillahi rabbil’alamiin. All praises be only to Allah SWT, the Almighty, the Merciful, and the Great Giver. It is impossible to finish this thesis without His helps, blessings, and loves. I would like to express my great gratitude to all lecturers in English Education Department, especially to my consultants: Ibu Ari Nurhayati, M. Hum and Ibu Niken Anggraeni, M.A. who have shared their valuable time, knowledge, and guidance with all their patience and wisdom during the process of writing this thesis. My deepest gratitude goes to my beloved Mom and Dad for the endless love and prayers and also for being patient enough to wait for me to finish my study; to my sisters (Mba Ela, Mimi, Uni, and Teteh) and brothers (Maz’in, Mamotank, Uki, and Mamibah) for every support; and to my lovely nieces and nephews for their cheerful smiles.