York University Graduate Program in English Post-1900 US Literature Comprehensive Reading List Prose
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Fools Crow, James Welch
by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards Written by Dorothea M. Susag Published by the Montana Office of Public Instruction 2010 Revised 2014 Indian Education for All opi.mt.gov Cover: #955-523, Putting up Tepee poles, Blackfeet Indians [no date]; Photograph courtesy of the Montana Historical Society Research Center Photograph Archives, Helena, MT. by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards Written by Dorothea M. Susag Published by the Montana Ofce of Public Instruction 2010 Revised 2014 Indian Education for All opi.mt.gov #X1937.01.03, Elk Head Kills a Buffalo Horse Stolen From the Whites, Graphite on paper, 1883-1885; digital image courtesy of the Montana Historical Society, Helena, MT. Anchor Text Welch, James. Fools Crow. New York: Viking/Penguin, 1986. Highly Recommended Teacher Companion Text Goebel, Bruce A. Reading Native American Literature: A Teacher’s Guide. National Council of Teachers of English, 2004. Fast Facts Genre Historical Fiction Suggested Grade Level Grades 9-12 Tribes Blackfeet (Pikuni), Crow Place North and South-central Montana territory Time 1869-1870 Overview Length of Time: To make full use of accompanying non-fiction texts and opportunities for activities that meet the Common Core Standards, Fools Crow is best taught as a four-to-five week English unit—and history if possible-- with Title I support for students who have difficulty reading. Teaching and Learning Objectives: Through reading Fools Crow and participating in this unit, students can develop lasting understandings such as these: a. -
Native American Reads
Native American Reads Braiding Sweetgrass by Robin Wall Kimmerer As a botanist, the author is trained to ask questions of nature with the tools of science. As a member of the Citizen Potawatomi Nation, she embraces the notion that plants and animals are our oldest teachers. In this work of nonfiction, Kimmerer brings these two lenses of knowledge together in an amazing journey. Ceremony by Leslie Marmon Silko On a New Mexico reservation, one Navajo family--including Tayo, a World War II veteran deeply scarred by his experiences as a Japanese POW and by the rejection of his own people--struggles to survive in a world no longer theirs in the years just before and after World War II. Cherokee America by Margaret Verble. Check, in many ways the central character, has a fascinating personal history: her father is both a slave owner and a well-known soldier; her husband is an abolitionist. Check determines to solve, and avenge, a series of crimes all while history marches forward, threatening to tear her nation — and her family, apart. Refreshingly honest about slave ownership in Cherokee territory, this novel takes us through the Civil War and shows us the consequences that this part of American history has had on a people and their right to self-determination. Crazy Brave: a memoir by Joy Harjo A memoir from the Native American poet describes her youth with an abusive stepfather, becoming a single teen mom, and how she struggled to finally find inner peace and her creative voice. Crooked Hallelujah by Kelli Jo Ford Centering on teenage Justine, but covering three generations of Cherokee women, this novel-in-stories follows Justine’s life in Oklahoma, as she deals with being abandoned by her father and the toughness, and tenderness, of her mother and grandmother. -
3-9. the Violence of Hybridity in Silko and Alexie Cyrus RK
Journal of American Studies of Turkey 6 (1997) : 3-9. The Violence of Hybridity in Silko and Alexie Cyrus R. K. Patell The Native American novelists Leslie Marmon Silko and Sherman Alexie are two writers who ponder upon the predicament faced by all US minority cultures: how to transform themselves from marginalized cultures into emergent cultures capable of challenging and reforming the mainstream. My conception of cultural emergence here draws upon Raymond Williams’s analysis of the dynamics of modern culture, an analysis that has served as the foundation for minority discourse theory in the 1990s. Williams characterizes culture as a constant struggle for dominance in which a hegemonic mainstream— what Williams calls “the effective dominant culture” (121)—seeks to defuse the challenges posed by both residual and emergent cultural forms. According to Williams, residual culture consists of those practices that are based on the “residue of ... some previous social and cultural institution or formation,” but continue to play a role in the present (122), while emergent culture serves as the site or set of sites where “new meanings and values, new practices, new relationships and kinds of relationships are continually being created” (123). Both residual and emergent cultural forms can only be recognized and indeed conceived in relation to the dominant one: each represents a form of negotiation between the margin and the center over the right to control meanings, values, and practices. Both Silko and Alexie make use of a narrative strategy that has proven to be central to the project of producing emergent literature in late-twentieth-century America. -
“Carried in the Arms of Standing Waves:” the Transmotional Aesthetics of Nora Marks Dauenhauer1
Transmotion Vol 1, No 2 (2015) “Carried in the Arms of Standing Waves:” The Transmotional Aesthetics of Nora Marks Dauenhauer1 BILLY J. STRATTON In October 2012 Nora Marks Dauenhauer was selected for a two-year term as Alaska State Writer Laureate in recognition of her tireless efforts in preserving Tlingit language and culture, as well as her creative contributions to the state’s literary heritage. A widely anthologized author of stories, plays and poetry, Dauenhauer has published two books, The Droning Shaman (1988) and Life Woven With Song (2000). Despite these contributions to the ever-growing body of native American literary discourse her work has been overlooked by scholars of indigenous/native literature.2 The purpose of the present study is to bring attention to Dauenhauer’s significant efforts in promoting Tlingit peoplehood and cultural survivance through her writing, which also offers a unique example of transpacific discourse through its emphasis on sites of dynamic symmetry between Tlingit and Japanese Zen aesthetics. While Dauenhauer’s poesis is firmly grounded in Tlingit knowledge and experience, her creative work is also notable for the way it negotiates Tlingit cultural adaptation in response to colonial oppression and societal disruption through the inclusion of references to modern practices and technologies framed within an adaptive socio-historical context. Through literary interventions on topics such as land loss, environmental issues, and the social and political status of Tlingit people within the dominant Euro-American culture, as well as poems about specific family members, Dauenhauer merges the individual and the communal to highlight what the White Earth Nation of Anishinaabeg novelist, poet and philosopher, Gerald Vizenor, conceives as native cultural survivance.3 She demonstrates her commitment to “documenting Tlingit language and oral tradition” in her role as co-editor, along with her husband, Richard, of the acclaimed series: Classics of Tlingit Oral Literature (47). -
Cloudsplitter
Reading Guide Cloudsplitter By Russell Banks ISBN: 9780060930868 Plot Summary Owen Brown, an old man wracked with guilt and living alone in the California hills, answers a query from an historian who is writing about the life and times of Owen's famous abolitionist father, John Brown. In an effort to release the demons of his past so that he can die in peace, Owen casts back his memory to his youth, and the days of the Kansas Wars which led up to the raid on Harper's Ferry. As he begins describing his childhood in Ohio, in Western Pennsylvania, and in the mountain village of North Elba, NY, Owen reveals himself to be a deeply conflicted youth, one whose personality is totally overshadowed by the dominating presence of his father. A tanner of hides and an unsuccessful wholesaler of wool, John Brown is torn between his yearnings for material success and his deeply passionate desire to rid the United States of the scourge of slavery. Having taken an oath to God to dedicate his life and the lives of his children to ending slavery, he finds himself constantly thwarted by his ever-increasing debts due to a series of disastrous business ventures. As he drags his family from farmstead to farmstead in evasion of the debt collectors, he continues his vital work on the Underground Railroad, escorting escaped slaves into Canada. As his work brings him into contact with great abolitionists like Frederick Douglass, Harriet Tubman, and other figures from that era, Brown finds his commitment to action over rhetoric growing ever more fervent. -
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. -
The Art of Hybridization-James Welch's Fools Crow
The Art of Hybridization-James Welch's Fools Crow Hans Bak University of Nijmegen Recent Native American fiction has yielded a particularly hybrid mode of realism, one fluid and flexible enough to accommodate elements from tribal lore and, in varying modes and degrees, an awareness of the epis- temological dilemmas of postmodernism. The injection of tribal ele- ments-shamanism, spirits, witchcraft, charms, love medicines-together with the use of a non-Western (cyclical rather than linear) concept of time, for example, help to account for the vaunted "magical" realism in the work of Louise Erdrich (Love Medicine and Tracks) or the radically subversive and unambiguously postmodernist revision of American history and Western myth in Gerald Vizenor's The Heirs of Columbus. As critics have recurrently suggested, Native American fiction which seeks to connect itself to the oral tradition of tribal narrative (as Vizenor in his use of trickster myths and the "stories in the blood") more natu- rally accommodates itself to a postmodernist approach to fiction than to a traditional realistic one.1 The oral tradition, then, might be seen as by nature antithetical to realism. As Paula Gunn Allen has also noted, for the contemporary Native writer loyalty to the oral tradition has been "a major force in Indian resistance" to the dominant culture. By fostering an awareness of tribal identity, spiritual traditions, and connection to the 1 See, for example, Paula Gunn Allen, The Sacred Hoop: Recovering the Feminine in American Indian Traditions (Boston: Beacon Press, 1986), Brian Swann and Arnold Krupat, eds., Recovering the Word: Essays on Native American Literature (Berkeley: University of California Press, 1987), and Gerald Vizenor, Narrative Chance: Postmodern Discourse on Native American Indian Literatures (Albuquerque: University of New Mexico Press, 1989). -
The Emblematic Imagination of Anthony Hecht Worldly and Religious Icons and Rituals
Master’s Degree in English and American literary studies Final Thesis The Emblematic Imagination of Anthony Hecht Worldly and Religious Icons and Rituals Supervisor Ch. Prof. Gregory Dowling Assistant supervisor Ch. Prof. Gabriella Vöő Graduand Elena Valli Matricolation number 871686 Academic Year 2019/2020 Index 0. Introduction ......................................................................................................................... 1 1. The Seven Deadly Sins: Anthony Hecht and the Emblematic Tradition ........................ 3 1.1. Emblematic Poetry .................................................................................................... 3 1.1.1. Hecht’s Emblematic View of Nature ............................................................ 3 1.1.2. Hecht’s Emblematic Practice........................................................................ 4 1.1.3. A Definition and History of Emblems .......................................................... 5 1.1.4. Metaphysical Poetry and the Emblematic Tradition ................................... 8 1.2. The Seven Deadly Sins ............................................................................................ 10 1.2.1. “Pride” ........................................................................................................ 13 1.2.2. “Envy” ........................................................................................................ 20 1.2.3. “Wrath” ...................................................................................................... -
English 233: Tradition and Renewal in American Indian Literature
ENGLISH 233 Tradition and Renewal in American Indian Literature COURSE DESCRIPTION English 233 is an introduction to North American Indian verbal art. This course is designed to satisfy the General Education literary studies ("FSLT") requirement. FSLT courses are supposed to concentrate on textual interpretation; they are supposed to prompt you to analyze how meaning is (or, at least, may be) constructed by verbal artists and their audiences. Such courses are also supposed to give significant attention to how texts are created and received, to the historical and cultural contexts in which they are created and received, and to the relationship of texts to one another. In this course you will be doing all these things as you study both oral and written texts representative of emerging Native American literary tradition. You will be introduced to three interrelated kinds of "text": oral texts (in the form of videotapes of live traditional storytelling performances), ethnographic texts (in the form of transcriptions of the sorts of verbal artistry covered above), and "literary" texts (poetry and novels) written by Native Americans within the past 30 years that derive much of their authority from oral tradition. The primary focus of the course will be on analyzing the ways that meaning gets constructed in these oral and print texts. Additionally, in order to remain consistent with the objectives of the FSLT requirement, you will be expected to pay attention to some other matters that these particular texts raise and/or illustrate. These other concerns include (a) the shaping influence of various cultural and historical contexts in which representative Native American works are embedded; (b) the various literary techniques Native American writers use to carry storyteller-audience intersubjectivity over into print texts; and (c) the role that language plays as a generative, reality-inducing force in Native American cultural traditions. -
List of Poems Used in Literary Criticism Contests, 2009
UIL Literary Criticism Poetry Selections 2021 William Wordsworth's "Strange Fits of Passion Have I Known" Percy Bysshe Shelley "To Wordsworth" Mark Hoult's clerihew "[Edmund Clerihew Bentley]" unattributed clerihew "[Lady Gaga—]" 2021 A 2021 Richard Wilbur's "The Catch" William Wordsworth's "[Most sweet it is with unuplifted eyes]" William Wordsworth's "She Dwelt among Untrodden Ways" Marge Piercy's "What's That Smell in the Kitchen?" Robert Browning's "Meeting at Night" Donald Justice's "Sonnet: The Poet at Seven" 2021 B 2021 William Wordsworth's "To Sleep" William Wordsworth's "Lucy Gray" William Wordsworth's "The Solitary Reaper" Richard Wilbur's "Boy at the Window" Alfred, Lord Tennyson's "Tears, Idle Tears" 2021 D 2021 Christina Rossetti's "Sleeping at Last" William Wordsworth's "[My heart leaps up when I behold]" William Wordsworth's "I Wandered Lonely as a Cloud" William Wordsworth's "The World Is Too Much with Us" John Keats's "On Seeing the Elgin Marbles" Anthony Hecht's "The End of the Weekend" 2021 R 2021 Elizabeth Bishop's "Little Exercise" Billy Collins's "Dharma" William Wordsworth's "Expostulation and Reply" William Wordsworth's "Matthew" Charles Lamb's "The Old Familiar Faces" Louis Untermeyer's "The Victory of the Beet-Fields" 2021 S 2021 Ralph Waldo Emerson's "Bramha" Elinor Wylie's "Pretty Words" italics indicate that the poem is found in Part 4 UIL Literary Criticism Poetry Selections 2020 Percy Bysshe Shelley's "Ozymandias" Percy Bysshe Shelley's "Song: To the Men of England" William Shakespeare's Sonnet 73 A Alanis Morissette's "Head over Feet" Mary Holtby's "Milk-cart" Emily Dickinson's "[A Bird came down the Walk]" 2020 Percy Bysshe Shelley's "Ozymandias" and Sheikh Sa'di's "[A Vision of the Sultan Mahmud]" Percy Bysshe Shelley's "England in 1819" Percy Bysshe Shelley's "One word is too often profaned" B William Shakespeare's Sonnet 2 John Updike's "Player Piano" 2020 Thomas Hardy's "Transformations" Percy Bysshe Shelley's "[Tell me thou Star, whose wings of light]" Percy Bysshe Shelley's "To Wordsworth" Percy Bysshe Shelley's "To Jane. -
Poetry Catalog 2021
TIN HOUSE POETRY CATALOG NEW TITLES & ESSENTIAL BACKLIST 2021 Contents All The Names Given ..................................................... 1 My Darling from the Lions.................................................. 2 Superdoom: Selected Poems ................................................. 3 Other People’s Comfort Keeps Me Up at Night ................................ 4 The Perseverance ......................................................... 5 Negotiations ............................................................. 6 Resistencia: Poems of Protest and Revolution ................................ 7 Anodyne ................................................................. 8 My Baby First Birthday .................................................... 9 Good Boys .............................................................. 10 A Sand Book ............................................................. 11 Feed ..................................................................... 12 A Fortune for Your Disaster ................................................. 13 Whitman Illuminated: Song of Myself ........................................ 14 Magical Negro ........................................................... 15 When Rap Spoke Straight to God............................................ 16 Junk ..................................................................... 17 The Möbius Strip Club of Grief ............................................. 18 Nature Poem ............................................................ 19 There Are -
Japanese Elements in the Poetry of Fred Wah and Roy Kiyooka
Susan Fisher Japanese Elements in the Poetry of Fred Wah and Roy Kiyooka For nearly a century, Japanese poetic forms have pro- vided inspiration for poets writing in English. The importance of Japanese poetry for Ezra Pound and its role in the formation of Imagism have been well documented (see, for example, Kawano, Kodama, and Miner). Charles Olson, in his manifesto "Projective Verse" (1950), drew examples from Japanese sources as well as Western ones. Several of the Beat Generation poets, such as Gary Snyder, Allen Ginsberg, and Philip Whalen, studied in Japan and their work reflects a serious interest in Japanese poetry. Writing in 1973, p o e t and translator Kenneth Rexroth declared that "classical Japanese and Chinese poetry are today as influential on American poetry as English or French of any period, and close to determinative for those born since 1940" (157). Rexroth may have been overstating this influence; he, after all, had a role in creating it. Nonetheless, what Gary Snyder calls the "myste- riously plain quality" of East Asian verse has served as a model for the simple diction and directness of much contemporary poetry ("Introduction" 4). Writers belonging to these two generations of Asian-influenced American poets—the Imagists and the Beat poets—had no ethnic connection to Asia. But the demographic changes of the last few decades have produced a third generation whose interest in Asian poetry derives at least in part from their own Asian background. Several Asian Canadian poets have written works that are modelled on Japanese genres or make sustained allusions to Japanese literature.