DOCSLIB.ORG

Toni Morrison and Louise Erdrich

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Toni Morrison and Louise Erdrich ENG 300 A – Major Writers: fall 2013 Toni Morrison and Louise Erdrich . a dead language is not only one no longer spoken or written; it is unyielding language content to admire its own paralysis. Like statist language, censored and censoring. Ruthless in its policing duties, it has no desire or purpose other than maintaining the free range of its own narcotic narcissism, its own exclusivity and dominance. However moribund, it is not without effect, for it actively thwarts the intellect, stalls conscience, suppresses human potential. Unreceptive to interrogation, it cannot form or tolerate new ideas, shape other thoughts, tell another story, fill baffling silences. Official language smitheryed to sanction ignorance and preserve privilege is a suit of armor, polished to shocking glitter, a husk from which the knight departed long ago. Yet there it is: dumb, predatory, sentimental. Exciting reverence in schoolchildren, providing shelter for despots, summoning false memories of stability, harmony among the public. Toni Morrison, Nobel Lecture 1993 Do the rocks here know us, do the trees, do the waters of the lakes? Not unless they are addressed by the names they themselves told us to call them in our dreams. Every feature of the land around us spoke its name to an ancestor. ... And unless the earth is called by the names it gave us humans, won't it cease to love us? And isn't it true that if the earth stops loving us, everyone, not just the Anishinaabeg, will cease to exist? That is why we must speak our language, nindinawemagonidok, and call everything we see by the name of its spirit." Louise Erdrich, Last Report on the Miracles of Little No Horse Instructor: Dr. Deirdre Keenan Office Hours: MW 1:30-2:30, T 10:00-11:00 MacAllister 302 and by appointment. Ext. 7254 (262-524-7254) [email protected] Class: MWF 10:40-11:50AM – Main 116 Required Texts (in order of study): Morrison, Toni. The Bluest Eye, Jazz, and Sula Erdrich, Louise. Tracks, Last Report on the Miracles at Little No Horse, and Four Souls Select Critical Articles Course Objectives • This course is designed to provide concentrated reading in select major writers—Toni Morrison and Louise Erdrich, • to survey critical responses to those writers, • to develop familiarity with select critical theories and approaches to critical writing, • and to develop a professional-level, conference-style paper through a process that includes proposal, draft, and revision. Learning outcomes for GE2/CCD • Understand world cultures. • Critically evaluate [select] global issues from multiple perspectives. • Understand the methodologies germane to the fine arts, humanities, social sciences, or natural sciences as well as their larger social context. • Analyze and integrate material in a field outside the students’ major area of study. • Develop and defend a position that demonstrates logical reasoning in writing. • Demonstrate information fluency by gathering, analyzing, and synthesizing information using emerging technologies and traditional media. Grade Distribution Class Participation 10% Reading Responses 15% Two Critical Article Outlines 20% (10% each and without formal presentation) Midterm Exam 10% (concentrates on Morrison and allows) Paper (including draft and abstract) 25% (reduces weight of paper) Final Exam (limited cumulative) 20% (limits the cumulative nature of the final) Course Policies These policies are designed to help clarify academic and professional expectations in this course. They are implemented in fairness to all students. Classroom Professionalism and Personal Technology: For Class Discussion. The reading load is rigorous and commensurate with an upper level literature course. The reading schedule is designed to allow us to absorb the assigned novels before turning to critical sources. The reading schedule presumes that students will make time every day to complete reading assignments on time. Participation: Because this course is discussion based, its success depends on everyone’s prepared and thoughtful participation; if you are unprepared, please refrain from participating in the day's discussion unless invited to do so. Attendance: More than three absences will negatively affect your grade. Over nine absences automatically constitute course failure. Because the calendar is subject to change, if you are absent it is imperative that you find out what is due on the day you return (in other words, prior absence is not an excuse for lack of prepared attendance). Reading Rewards: Because these are intended to give credit for daily preparation and learned lecture material, reading rewards cannot be made-up. No exceptions. Additional assigned articles must be downloaded from My Courses or available through the Carroll Library, read carefully, and brought to class. Paper: One professional conference style paper (10-14 pp.), typed in conventional MLA format (1” margins, 12 pt. font) and with secondary sources properly documented. The project includes the submission of drafts prepared for peer revision workshops. Students will be encouraged to submit papers to professional conferences. Grade penalties will apply to late submissions, including draft workshops (3 point penalty per late submission). Conferences: As soon as you have decided on a paper topic based on one of the course texts, make an appointment to meet with me to discuss topic. In addition, you are welcome at any time to meet with me for continued conversation or help. I am happy to provide help at any stage of the process—topic selection, research, outlining, revision. Plagiarism is the unacknowledged use of another’s ideas, words, or format and constitutes the theft of intellectual property. Paraphrasing or changing a few words still requires citation. Plagiarism violations will be treated seriously according to the policy of Carroll University (see Student Handbook), ranging from a failed assignment or course failure depending on the severity of the incident, and including a report to the Student/Faculty Ethics Committee, as mandated by the policy. Carroll University Policies Disabilities statement: Students with documented disabilities who may need accommodations, or any student considering obtaining documentation, should make an appointment with Ms. Martha Bledsoe, Director of Services for Students with Disabilities, Marty Bledsoe, no later than the first week of class. [email protected] Syllabus Subject to Change The instructor and the University reserve the right to modify amend, or change the syllabus (course requirements, grading policy, etc.) as the curriculum and/or program require(s). ENG 300A Major Writers Calendar (subject to change): 10:40-11:50AM NOTE: both authors often begin their novels before chapter one with critical epigraphs or narrative passages, so be sure to start your reading at the beginning. F 9/6 Introduction and discussion of “the canon.” M 9/9 Morrison, Bluest Eye, read beginning through “Winter.” W 9/11 Morrison, Bluest Eye, read “Spring” (97-161: ends at a text break; stop before “So it was on a Sunday afternoon, in the thin light of spring. .”). F 9/13 Morrison, Bluest Eye, read to end. M 9/16 Read “Teaching Differences Among Women from a Historical Perspective: Rethinking Race and Gender as Social Categories,” (2000) Tessie Liu. Posted on My Courses. W 9/18 Morrison, Bluest Eye, open discussion. Read “Homeplace,” bell hooks. F 9/20 Morrison, Jazz, beginning through p.73 (to text break). M 9/23 Morrison, Jazz, 73-135. W 9/25 Morrison, Jazz, 137-end. F 9/27 Morrison, Jazz, questions and open discussion. M 9/30 Critical Reading and Outline: read “A Politics of the Heart,” in Toni Morrison and Motherhood (Albany: SUNY Press, 2004) 1-16. W 10/2 Morrison and Jazz open discussion. F 10/4 Morrison, Sula, beginning through 66. M 10/7 Morrison, Sula, 67-137. W 10/9 Morrison, Sula, 138-end. F 10/11 Morrison, Sula, questions and open discussion. M 10/14 Critical Reading and Outline: Critical Reading and Outline: “An Elegy on Black Masculinity: The Beautiful Boys in Sula,” in Can’t I Love What I Criticize? Susan Neal Mayberry (Athens: University of Georgia Press, 2007) 51-70. Posted on My Courses W 10/16 Toni Morrison Overview and midterm review; introduction to Louise Erdrich. F 10/18 Fall break M 10/21 Fall break W 10/23 Midterm F 10/25 Tracks, chapters One through Four. M 10/28 Erdrich, Tracks, chapters Five through chapter Six. W 10/30 Erdrich, Tracks, chapters Seven to end. F 11/1 Erdrich, Last Report, beginning through chapter 4. M 11/4 Erdrich, Last Report, chapter 5 through chapter 8. W 11/6 Erdrich, Last Report, chapter 9 through chapter 11. F 11/8 Erdrich, Last Report, chapter 12 through chapter 16. M 11/11 Erdrich, Last Report, chapter 17 to end. W 11/13 Critical Reading and Outline. “Unrestricted Territory. .” posted on My Courses. F 11/15 Erdrich, Last Report, questions and discussion. M 11/18 Erdrich, Four Souls, beginning through chapter six. W 11/20 Erdrich, Four Souls, chapter seven through chapter eleven. F 11/22 Erdrich, Four Souls, chapter fourteen to end. M 11/25 Critical Reading and Outline: “Even our bones nourish change”: Trauma, Recovery, and Hybridity in Tracks and Four Souls, Douglas Andrew Barnim; Posted on My Courses. W 11/27 Paper Discussion F 11/29 Thanksgiving break M 12/2 Personal Writing Day. NOTE: Papers must be posted on My Courses by 2:00 p.m. on Tuesday (12/3); readers must download assigned paper and annotate response for class on Wednesday and Friday. W 12/4 Paper Workshop; readers arrive with annotated response for revision workshop. F 12/6 Paper Workshop; readers arrive with annotated response for revision workshop. NOTE: Revised papers must be posted on My Courses by 2:00 p.m. on Sunday, after which readers may download paper for annotating response. M 12/9 Revised Paper Workshop; readers arrive with annotated response for revision workshop W 12/11 Last day of classes; Final Exam Review.
Load more

Recommended publications
  • Dictionary of Midwestern Literature Volume One: the Authors Philip A
    200 INDIANA MAGAZINE OF HISTORY Dictionary of Midwestern Literature Volume One: The Authors Philip A. Greasley, general editor (Bloomington, Ind.: Indiana University Press, 2001. Pp. x, 666. Illustrations,suggestions for further reading, appendix, index. $59.95.) This volume presents, in alphabetical (that is, persons with their origins and/ order, approximately four hundred en- or most lasting affiliationswith the area) tries on individual authors. Each entry and “Midwesternliterature.” This ambi- begins with name, birth and death dates, guity has implications for the usefulness and major pseudonyms, and continues of the volume. Who is represented here, with sections on biography, literary sig- and on what basis? nificance, identification of major works, Anderson’s essay, for instance, con- and suggestions for further secondary cludes with the intriguing note that four reading. The entries are signed and in- of the eight American winners of the clude the institutional affiliations of some Nobel Prize in literature are midwest- one hundred contributors,all members erners: Sinclair Lewis, Ernest Heming- of the Society for the Study of Midwest- way, Saul Bellow, and Toni Morrison. By ern Literature,the project’s sponsor. This geographicaland cultural affiliation and volume is the first of a proposed three by attitude these four belong in this vol- for the Dictionary of Midwestern Litera- ume. The situation is less clear for other ture. Volume two, in encyclopedia-entry figures who also appear: Black Elk, born format, will cover important historical in Wyoming, raised in the northern and research sites, movements, themes, plains, and oblivious to the white man’s and genres; volume three will be a dis- cultural construct of “region”;Joyce Carol cursive, chapter-organized, literary his- Oates, whose connections to the region tory of the Midwest.
    [Show full text]
  • Ideology and Rhetoric
    Ideology and Rhetoric Ideology and Rhetoric: Constructing America Edited by Bożenna Chylińska Ideology and Rhetoric: Constructing America, Edited by Bożenna Chylińska This book first published 2009 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2009 by Bożenna Chylińska and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-0163-1, ISBN (13): 978-1-4438-0163-8 The Editor wishes to acknowledge the invaluable assistance of the University of Warsaw Foundation, Poland TABLE OF CONTENTS Introduction Bożenna Chylińska . xi PART I Poetry, Drama, and Prose:Femininity Revisited, Death Reconsidered . 1 Edna St. Vincent Millay and Marianne Moore: Two Types of “Feminine Masquerade” Paulina Ambroży-Lis . 3 Marys and Magdalenes: Constructing the Idea of a “Good Daughter” in Early American Drama Kirk S. Palmer . 17 Don DeLillo’s Rhetoric of Exhaustion and Ideology of Obsolescence: The Case of Cosmopolis Justyna Kociatkiewicz . 29 Against Simulation: ‘Zen’ Terrorism and the Ethics of Self-Annihilation in Don Delillo’s Players Julia Fiedorczuk . 41 PART II African American Studies:The Rhetoric of Blackness . 51 “Mislike Me Not For My Complexion”:The First Biography of Ira Aldridge, the African American Tragedian (1807-1867) Krystyna Kujawińska Courtney . 53 (De)Constructing Gender Ideology in Alice Walker’s The Third Life of Grange Copeland Pi-hua Ni .
    [Show full text]
  • 100 Best Last Lines from Novels
    100 Best Last Lines from Novels 1. …you must go on, I can’t go on, I’ll go on. –Samuel Beckett, The Unnamable 22. YOU HAVE FALLEN INTO ARt—RETURN TO LIFE –William H. Gass, (1953; trans. Samuel Beckett) Willie Masters’ Lonesome Wife (1968) 2. Who knows but that, on the lower frequencies, I speak for you? –Ralph Ellison, 23. In your rocking-chair, by your window dreaming, shall you long, alone. In your Invisible Man (1952) rocking-chair, by your window, shall you dream such happiness as you may never feel. –Theodore Dreiser, Sister Carrie (1900) 3. So we beat on, boats against the current, borne back ceaselessly into the past. –F. Scott Fitzgerald, The Great Gatsby (1925) 24. Go, my book, and help destroy the world as it is. –Russell Banks, Continental Drift (1985) 4. …I was a Flower of the mountain yes when I put the rose in my hair like the Andalusian girls used or shall I wear a red yes and how he kissed me under the 25. It was the devious-cruising Rachel, that in her retracing search after her missing Moorish wall and I thought well as well him as another and then I asked him with children, only found another orphan. –Herman Melville, Moby-Dick (1851) my eyes to ask again yes and then he asked me would I yes to say yes my mountain flower and first I put my arms around him yes and drew him down to me so he could 26. The knife came down, missing him by inches, and he took off.
    [Show full text]
  • Faulkner & Morrison
    William Faulkner and Toni Morrison are generally understood as two of the most important writers of the twentieth century, and, indeed, the work of each is integral to American literature. But why are Morrison and Faulkner so often Faulkner & mentioned in the same breath—he, born in the South, white and wealthy, she, the Morrison daughter of a working-class black family in the Midwest? Perhaps it is because in a country that works hard to live without a racial past, both Morrison’s and Faulkner’s work bring deep articulation to the often unseen, and more commonly, English 95.03 the unspeakable. This class will make some explorations across each author’s work, Prof. Parham looking for where their texts converge and diverge. As well, we will learn how to [email protected] talk and write about the visions, dreams, and nightmares—all represented as daily life—that these authors offer. Workload & Attendance This is a discussion driven class, and its greatest requirement is that you pay close attention—in class as well as while reading. This also means that we might make changes to the syllabus, adjusting according to our progress through the texts. You will complete 5 three page papers, of which I will drop the lowest grade. You may choose to skip paper #5, but you may not skip papers 1-4. For your final grade, you must submit at least four papers, revised if you like, as a portfolio. I do not give paper topics, but we can build one for you during office hours in 10 Johnson Chapel.
    [Show full text]
  • The Postmodern Sacred Course Information
    SUNY Cortland English Department ENG 529: The Postmodern Sacred Course Information: Professor Information: 3 Credit Hours Dr. Marni Gauthier Spring 2011 Phone: 753-2076 Office: Old Main 114E Office Hours: T 1:15-3, R 8:30-9:45 Tues 4:20-6:50 p.m. & by appointment E-mail: through our myRedDragon classroom Required Texts: ¥ Don DeLillo, “The Angel Esmeralda” (1994) ¥ Louise Erdrich, Tracks (1988) ¥ Toni Morrison, Paradise (1998) ¥ Michael Ondaatje, The English Patient (1992) ¥ *Films: Blade Runner: The Director’s Cut (1993); Contact (1997); The Matrix (1999); The Lord of the Rings: Fellowship of the Ring (2001): (all on 2-hr reserve in the Library) *NB: Like the written texts, the films are required texts for this course. You are responsible for viewing each film no more than one week prior to our class discussion of it--even if you have previously seen it. This is because each film needs to be fresh in your mind as we refer to it in class--juxtaposing and close reading specific scenes; additionally, you will have assigned papers on the films. If there is interest and/or need, I will arrange on-campus screenings of the films on evenings prior to our class discussions of them; we will discuss this further in class. ¥ Required secondary readings (on e-Reserve at Memorial Library): where citation is absent in the Course Schedule (below), it is listed on the Sign-up Sheet for Oral Presentations. Course Description, Goals and Objectives: The (re)emergence of the sacred in a secular, contemporary world has been variously dubbed the “postmodern sublime”; the “postsecular”; the “postmodern sacred.” This course will map this cultural terrain by exploring several new forms of religiously inflected seeing and being.
    [Show full text]
  • The Cambridge Companion to Postmodern American Fiction Edited by Paula Geyh Frontmatter More Information
    Cambridge University Press 978-1-107-10344-3 — The Cambridge Companion to Postmodern American Fiction Edited by Paula Geyh Frontmatter More Information the cambridge companion to postmodern american fiction Few previous periods in the history of American literature could rival the rich- ness of the postmodern era – the diversity of its authors, the complexity of its ideas and visions, and the multiplicity of its subjects and forms. This vol- ume offers an authoritative, comprehensive, and accessible guide to the Ameri- can iction of this remarkable period. It traces the development of postmodern American iction over the past half century and explores its key aesthetic, cul- tural, and political contexts. It examines its principal styles and genres, from the early experiments with metaiction to the most recent developments, such as the graphic novel and digital iction, and offers concise, compelling readings of many of its major works. An indispensable resource for students, scholars, and the gen- eral reader, the Companion both highlights the extraordinary achievements of postmodern American iction and provides illuminating critical frameworks for understanding it. paula geyh is Associate Professor of English at Yeshiva University. She is the author of Cities, Citizens, and Technologies: Urban Life and Postmodernity,and a coeditor, with Fred G. Leebron and Andrew Levy, of Postmodern American Fiction: A Norton Anthology. Her articles on postmodern literature and culture have appeared in such journals as Contemporary Literature, Twentieth-Century
    [Show full text]
  • YELLOW WOMAN” Marcia Tiemy Morita Kawamoto
    70 CONTEMPORARY MYTH CONSTRUCTION IN THE “YELLOW WOMAN” Marcia Tiemy Morita Kawamoto Universidade Federal de Santa Catarina RESUMO: A reconstrução da identidade indígena, juntamente com outras minorias étnicas, entra em conflito com teorias deconstrutivistas do pós-estruturalismo. A famosa frase de Derrida “Não há nada além do texto” (1976, p. 158) ilustra a noção de que tudo pode ser visto como uma narrativa. Em vista disso, aspectos importantes para a escrita do nativo americano como o mito e a identidade tornam-se apenas construções, o que enfraquece a reinvindicação por uma política indígena. O conto de Leslie Silko “YellowWoman” é capaz de corroborar com um ponto de vista deconstrutivista quando reconstrói uma lenda tradicional no presente; ao mesmo tempo em que também afirma a identidade do nativo americano, o que reforça a necessidade de reconstruir e reposicionar a representação do indígena como pertencente a uma história de tradições. PALAVRAS-CHAVE: Pós-estruturalismo, Identidade Indígena, Leslie MarmonSilko´s “YellowWoman” ABSTRACT: Native American identity reconstruction, along with other ethnic and minority groups, conflicts with poststructuralist theories of deconstructionism. Derrida‟s famous quote “There is nothing beyond the text” (1976, p. 158) illustrates the notion of how everything can be analyzed as a narrative. As a consequence, important issues to Native American writing such as myth and identity become only constructions, which weakens their claim for Native American politics. Leslie Silko‟s short story “Yellow Woman” manages to agree with a deconstructionism point of view when it reconstructs a traditional folktale in the present; at the same time, it also affirms a Native American identity, which reinforces the need to reconstruct and reposition an indigenous representation as belonging to a history of traditions.
    [Show full text]
  • Solar Storms
    The Discourse of Madness and Environmental Justice in Linda Hogan’s Novel Solar Storms Yonka Krasteva Shumen University We have stripped all things of their mystery and numinosity; nothing is holy any longer. Carl Jung The last few decades in American literature have seen the emergence of discourses that actively engage with environmental issues implying the need for a return to a spiritually informed way of life which restores the forgotten relations between human beings and the natural world. While these discourses of eco-criticism share a basic concern for environmental degradation and the ways to effect damage control and a healing of nature, they also differ in their evaluations of the relationship between the human and the natural world and in the ways goals and strategies are perceived. A number of US literary works written since 1980, such as John Cheever’s Oh What A Paradise It Seems, John DeLillo’s White Noise, and John Updike’s Rabbit At Rest articulate mainstream concerns and ideas about the environment and reflect what Cynthia Dietering terms a “toxic consciousness,” which sees the US as “post-natural” wasteland. (Adamson 56) A more politically oriented discourse which probes the connection between environ- mental degradation and class and race distinctions has emerged with what Joni Adamson calls “literature of environmental justice,” defined by the works of writers such as Leslie Mormon Silko, Louise Erdrich, Simon Ortiz, Linda Hogan, Alice Walker, and Ana Castillo, to mention just a few. These writers examine experiences of environmental racism, a term that gained currency in the debates on the environment in 1987 when the United Church of Christ’s Commission for Radical Justice published a report that found race to be the main factor in the location of toxic waste facilities (Adamson 129).
    [Show full text]
  • Addition to Summer Letter
    May 2020 Dear Student, You are enrolled in Advanced Placement English Literature and Composition for the coming school year. Bowling Green High School has offered this course since 1983. I thought that I would tell you a little bit about the course and what will be expected of you. Please share this letter with your parents or guardians. A.P. Literature and Composition is a year-long class that is taught on a college freshman level. This means that we will read college level texts—often from college anthologies—and we will deal with other materials generally taught in college. You should be advised that some of these texts are sophisticated and contain mature themes and/or advanced levels of difficulty. In this class we will concentrate on refining reading, writing, and critical analysis skills, as well as personal reactions to literature. A.P. Literature is not a survey course or a history of literature course so instead of studying English and world literature chronologically, we will be studying a mix of classic and contemporary pieces of fiction from all eras and from diverse cultures. This gives us an opportunity to develop more than a superficial understanding of literary works and their ideas. Writing is at the heart of this A.P. course, so you will write often in journals, in both personal and researched essays, and in creative responses. You will need to revise your writing. I have found that even good students—like you—need to refine, mature, and improve their writing skills. You will have to work diligently at revising major essays.
    [Show full text]
  • Ernest Hemingway Global American Modernist
    Ernest Hemingway Global American Modernist Lisa Tyler Sinclair Community College, USA Iconic American modernist Ernest Hemingway spent his entire adult life in an interna- tional (although primarily English-speaking) modernist milieu interested in breaking with the traditions of the past and creating new art forms. Throughout his lifetime he traveled extensively, especially in France, Spain, Italy, Cuba, and what was then British East Africa (now Kenya and Tanzania), and wrote about all of these places: “For we have been there in the books and out of the books – and where we go, if we are any good, there you can go as we have been” (Hemingway 1935, 109). At the time of his death, he was a global celebrity recognized around the world. His writings were widely translated during his lifetime and are still taught in secondary schools and universities all over the globe. Ernest Hemingway was born 21 July 1899, in Oak Park, Illinois, also the home of Frank Lloyd Wright, one of the most famous modernist architects in the world. Hemingway could look across the street from his childhood home and see one of Wright’s innovative designs (Hays 2014, 54). As he was growing up, Hemingway and his family often traveled to nearby Chicago to visit the Field Museum of Natural History and the Chicago Opera House. Because of the 1871 fire that destroyed structures over more than three square miles of the city, a substantial part of Chicago had become a clean slate on which late nineteenth-century and early twentieth-century architects could design what a modern city should look like.
    [Show full text]
  • National Endowment for the Arts—FY 2021 Support of Literary Arts
    National Endowment for the Arts—FY 2021 Support of Literary Arts Literature Fellowships As part of the first grantmaking announcement of FY 2021, the National Endowment for the Arts announced $1.2 million in FY 2021 Literature Fellowships to creative writers and translators, supporting both the development of new works of American literature and the translation into English of literary prose, poetry, and drama from writers around the world. “The National Endowment for the Arts is proud to support these talented poets and literary translators,” said Amy Stolls, director of literary arts and the Arts Endowment. “Creative Writing Fellowships often provide writers with crucial support and encouragement, and in return our nation is enriched by their artistic contributions in the years to come. Through our Literature Translation Fellowships, not only do many of the world’s talented writers reach a new audience, but also new and different perspectives and experiences are made available to readers in this country.” Click here for a list of the Literature Fellowships to creative writers and translators. More information about the recommended translation projects can be found in the NEA’s grant announcement. Creative Writing Fellowships: The National Endowment for the Arts will award 35 Creative Writing Fellowships of $25,000 each, for a total of $875,000. Fellowships alternate each year between poetry and prose and this year’s fellowships are to support poetry. The Arts Endowment received 1,601 eligible applications, which were reviewed anonymously by a panel solely on the basis of artistic excellence of the writing sample submitted. These fellowships allow recipients to set aside time for writing, research, travel, and general career advancement.
    [Show full text]
  • 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.
    [Show full text]