A Humoristic and Satirical Perspective to Jewish Classes in Goodbye, Colombus by Philip Roth Philip Roth'un Goodbye, Columbus
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The Power of Short Stories, Novellas and Novels in Today's World
International Journal of Language and Literature June 2016, Vol. 4, No. 1, pp. 21-35 ISSN: 2334-234X (Print), 2334-2358 (Online) Copyright © The Author(s). 2015. All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/ijll.v4n1a3 URL: https://doi.org/10.15640/ijll.v4n1a3 The Power of Short Stories, Novellas and Novels in Today’s World Suhair Al Alami1 Abstract The current paper highlights the significant role literature can play within EFL contexts. Focusing mainly on short stories, novellas and novels, the paper seeks to discuss five points. These are: main elements of a short story/novella/novel, specifications of a short story/novella/novel-based course, points for instructors to consider whilst dealing with a short story/novella/novel within EFL contexts, recommended approaches which instructors may employ in the EFL classroom whilst discussing a short story/novella/novel, and language assessment of EFL learners using a short story/novella/novel-based course. Having discussed the aforementioned points, the current paper proceeds to present a number of recommendations for EFL teaching practitioners to consider. Keywords: Short Stories; Novellas; Novels Abbreviation: EFL (English as a Foreign Language) 1. Introduction In an increasingly demanding and competitive world, students need to embrace the four Cs: communication, collaboration, critical thinking, and creativity. Best practices in the twenty-first century education, therefore, require practical tools that facilitate student engagement, develop life skills, and build upon a solid foundation of research whilst supporting higher-level thinking. With the four Cs in mind, the current paper highlights the significant role literature can play within EFL contexts. -
The Plot Against America by Philip Roth
2 Go The Plot Against America by Philip Roth Discussion Questions 1. In what ways does The Plot Against America differ from conventional historical fiction? What effects does Roth achieve by blending personal history, historical fact, and an alternative history? 2. The novel begins "Fear presides over these memories, a perpetual fear" [p. 1]. With this sentence Roth establishes that his story is being told from an adult point of view by an adult narrator who is remembering what befell his family, over sixty years earlier, when he was a boy between the ages of seven and nine. Why else does Roth open the novel this way? What role does fear play throughout the book? 3. How plausible is the alternative history that Roth imagines? How would the world be different if America had not entered the war, or entered it on the side of Germany? 4. When the Roth family plans to go to Washington, young Philip wants to take his stamp collection with him because he fears that, since he did not remove the ten- cent Lindbergh stamp, "a malignant transformation would occur in my absence, causing my unguarded Washingtons to turn into Hitlers, and swastikas to be im- printed on my National Parks" [p. 57]. What does this passage suggest about how the Lindbergh election has affected the boy? Where else does this kind of magical thinking occur in the novel? 5. Herman Roth asserts, "History is everything that happens everywhere. Even here in Newark. Even here on Summit Avenue. Even what happens in this house to an ordinary man --- that’ll be history too someday" [p. -
Philip Roth, Henry Roth and the History of the Jews
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 16 (2014) Issue 2 Article 9 Philip Roth, Henry Roth and the History of the Jews Timothy Parrish Florida State University Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the American Literature Commons, Comparative Literature Commons, Jewish Studies Commons, Modern Literature Commons, and the Other Arts and Humanities Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Parrish, Timothy. "Philip Roth, Henry Roth and the History of the Jews." CLCWeb: Comparative Literature and Culture 16.2 (2014): <https://doi.org/10.7771/1481-4374.2411> This text has been double-blind peer reviewed by 2+1 experts in the field. -
English 200, Microfiction: an Introduction to the Very Short Story
Dr William Nelles [email protected] English 200, Microfiction: An Introduction to the Very Short Story Description Narrative fiction is traditionally divided into two major categories, the novel and the short story, with the transitional category of the novella serving to cover very long short stories or very short novels. But over the last thirty years or so there has been a publishing boom in what some critics consider a new genre of the very short story, variously labeled as “microfiction,” “flash fiction,” or “sudden fiction.” This new form seems to be an indirect descendant of such ancient literary types as the parable, fable, fabliau, and myth, on the one hand, and a relative of such nonliterary modern forms as the pop song, music video, TV commercial, cartoon, and comic strip, on the other. We will read, discuss, and write about a series of critical essays on the topic and a large number of very short stories (most of them under one page in length) to analyze their characteristics and to consider their relationship to some of these other very short forms. Texts Steve Moss, ed. The World’s Shortest Stories (0762403004) Steve Moss and John M. Daniel, eds. World's Shortest Stories of Love and Death (0762406984) Jerome Stern, ed. Micro Fiction: An Anthology of Really Short Stories (0393314328) The texts are available from the UMD campus bookstore, but can usually be found even cheaper at online stores. Please use the ISBN numbers to be sure you’re getting the right books. We will also be reading a series of critical essays on microfiction: these will be made available online through the course site. -
Novel Novella: the Difference Between Novel and Novella
Novel A novel is a long narrative in prose that describes fictional characters and events. It is the longest genre of narrative prose fiction in modern literature. A novel generally contains more than 200 pages (above 40,000 words) The term novel is derived from the Italian word novella meaning ‘new’. Novel has a long history and examples for novels can be observed in many countries including Classical Greece and Rome, 10th– and 11th-century Japan, Elizabethan English etc. However. Miguel de Cervantes, author of Don Quixote, is often referred to as the first significant novelist of the modern era. Novels can be categorized in to different genres such as supernatural, thriller, fantasy, romance, western, paranormal, adventure, etc. Novella: The novella is short and well-structured narrative, often realistic and satiric in tone, that influenced the development of the short story and the novel throughout Europe. Originating in Italy during the Middle Ages, the novella was based on local events that were humorous, political, or amorous in nature; the individual tales often were gathered into collections along with anecdotes, legends, and romantictales. Novellas contain fewer characters, themes and conflicts than a novel. It generally does not contain chapters and is meant to be read in one sitting. Some prominent examples of novellas in literature include Saint-Exupery’s “The Little Prince”, H. G. Wells’ “The Time Machine”, John Steinbeck’s “Of Mice and Men”, Charles Dickens’ “A Christmas Carol” and Ernest Hemingway’s “The Old Man and the Sea”. Geoffrey Chaucer introduced the novella to England with The Canterbury Tales. -
11Th Grade ELA
11th Grade ELA Week of: APRIL 27TH WICHITA PUBLIC SCHOOLS 9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as: Wash a car by hand with Make a dish using a Have a discussion Go on a photo scavenger someone in your family. recipe that has at least regarding social hunt. Try to find something four ingredients. distancing with your that goes with each letter family. What has been the of the alphabet. hardest part? What has been the easiest? Read a book from the free Explore the power Mindful Minute: Write a Play a board game section of iBooks Hubble at letter to your future self with you family. or gutenberg.org about what is going on hubblesite.org/resource-gallery right now. How are you feeling? *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision. For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540 WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese). -
Philip Roth by Erica Wagner for the Financial Times It Was Towards The
Philip Roth by Erica Wagner for the Financial Times It was towards the end of our hour-long conversation that Philip Roth asked me what I made of one of the characters in his novel The Humbling. It was 2009, the year his penultimate book was published, the first year of Barack Obama’s presidency. I had flown to New York on a day’s notice to meet with Roth in a bland conference room in the office of his agent, Andrew Wylie. I was glad I hadn’t had more warning; less time to worry about how this encounter with prickly titan of American letters would go. The protagonist of The Humbling is an actor, Simon Axler, sliding into despair as he ages. Drawn to suicide, he checks himself into a psychiatric hospital where he encounters a woman, Sybil Van Buren, who asks Axler to kill her husband -- he’s been abusing their daughter. Axler’s encounter with Van Buren is a strange subplot in this peculiar, unsatisfying novel that doesn’t rank among Roth’s best work. But he noticed that in the course of our talk I hadn’t mentioned her at all. Why was that? I didn’t know what to make of her, I said. I thought her story, her connection with Axler, was going to go in a different direction; I was puzzled by what Roth had done. The moment I said this it was as if I was suddenly observing myself from a great height. Philip Roth is sitting across from me, and I am telling him I don’t like what he’s done. -
Philip Roth and the Great American Nightmare
urrents Philip Roth and the Great American Nightmare amuel . reedman n 1959, very early in his literary career, Philip Roth wrote a short story I entitled “Eli, the Fanatic.” At the outset of the tale, nothing is fanatical about Eli, except his desire to fit in. He has ridden a law degree and the wave of postwar prosperity from working-class Newark into a leafy suburb up the slope of the Watchung Hills—the sort of suburb, the reader understands, that had barred Jews with restrictive covenants on home sales until the rev- elation of the Holocaust discredited the formal structures of American anti- Semitism. Even so, Eli feels that his station there is vulnerable. So when two survivors, one of them Hasidic, open a yeshiva out of a ramshackle home in what is supposed to be a residential neighborhood, Eli fears that their oddity will undermine his fragile new niche. He instructs the men in the importance of obeying zoning laws, and, when that doesn’t work, gives the Hasid one of his own business suits so that, at the very least, the stranger won’t attract quite so many stares as he walks down Main Street. In a final plot twist, the Hasid leaves a set of his own black garb on Eli’s porch. Eli, inexplicably drawn to it, puts on the clothes, whereupon he is committed to a lunatic asylum. Nothing in Roth’s vast oeuvre serves as a more appropriate companion volume to his latest novel, e Plot Against America, than does “Eli, the Fa- natic.” While his new book functions as tragedy (or at least near-tragedy), and the short story as farce, and while one is grand in its historical sweep / • and the other narrowly cast, both works of fiction examine the anxiety of the American Jew: e fear that every hard-won advancement, every material and social comfort—indeed, every sign of genuine acceptance in this overwhelmingly Christian nation—can be wiped away with shocking suddenness. -
Existential Themes in Literature: a High School Curriculum
EXISTENTIAL THEMES IN LITERATURE: A HIGH SCHOOL CURRICULUM Amy Cristine Ewart B.A. California State University, Sacramento, 2004 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in LIBERAL ARTS at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SUMMER 2011 © 2011 Amy Cristine Ewart ALL RIGHTS RESERVED ii EXISTENTIAL THEMES IN LITERATURE: A HIGH SCHOOL CURRICULUM A Project By Amy Cristine Ewart Approved by: , Committee Chair Dr. Victoria Shinbrot Date iii Student: Amy Cristine Ewart I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for this project. , Graduate Coordinator Dr. Victoria Shinbrot Date Department of Liberal Arts iv Abstract of EXISTENTIAL THEMES IN LITERATURE: A HIGH SCHOOL CURRICULUM by Amy Cristine Ewart I have created and developed an interdisciplinary high school curriculum that examines themes of existential thought in selected literature. The literature examined in this curriculum represents existential thought during the post Enlightenment era, the Czarist Regime of Russia and the war stricken world of twentieth century Europe. This course is designed to engage students in deep analysis of literature in order to extract, examine and discuss the existential themes of the text. The curriculum is divided into several units and two distinct sections. The introductory section provides students with a clear depiction of existential thought as it was first introduced by Kierkegaard and Nietzsche and affords students the opportunity to develop the skills necessary to identify and evaluate existential themes in literary excerpts. -
A Female Hero and Male Antiheroes: an Investigation of the Tragic Hero and Gender Roles in Euripides’ "Medea" According to Aristotle’S "Poetics"
UCLA Thinking Gender Papers Title A Female Hero and Male Antiheroes: An Investigation of the Tragic Hero and Gender Roles in Euripides’ "Medea" According to Aristotle’s "Poetics" Permalink https://escholarship.org/uc/item/7011m8nz Author Asaro, Brittany Publication Date 2010-04-01 eScholarship.org Powered by the California Digital Library University of California Brittany Asaro, M.A. (UCLA) Thinking Gender Conference 2010 UCLA Center for the Study of Women Friday, February 5, 2010 I am a PhD student in the Department of Italian at UCLA. My Masters studies included the development of the novella as a genre, the changing use of personification in Italian literature, and the theme of female passion. I am especially interested in theories of love in Medieval and Renaissance literature. A Female Hero and Male Antiheroes: An Investigation of the Tragic Hero and Gender Roles in Euripides’ Medea According to Aristotle’s Poetics Aristotle’s definition of the tragic hero in his Poetics indicates a contradiction in one of the great heroes of Greek tragedy; one to which he refers several times in treatise on dramatic theory: Euripides’ Medea. The Euripidean Medea centers upon a female hero that is good not inherently, but by speech and action (see Aristotle 53; 15.1). Medea also demonstrates, however, a “manly valor” and “unscrupulous cleverness” that Aristotle deems “inappropriate” in women (53; 15.2). Furthermore, the tragedy includes examples of males that do not exhibit heroic traits, which serve to underline Medea’s unique nature. Medea’s self-contradictory disposition also counters the strict categorization—specifically of genders and tragic heroes—embraced in ancient Greek culture in general and, specifically, in Aristotle’s poetic theory. -
“America First”: Fear, Memory Activism, and Everyday Life in Philip Roth's
“America First”: Fear, Memory Activism, and Everyday Life in Philip Roth’s The Plot Against America1 LIAO Pei-chen National Cheng Kung University Memory disturbs and frightens people. —Li Youcheng, Jiyi [Memory] Fear presides over these memories, a perpetual fear. —Philip Roth, The Plot Against America Introduction Philip Roth’s The Plot Against America is an alternate-history novel, in which Charles Lindbergh defeats Franklin Roosevelt in the 1940 election and becomes the thirty-third American president. In Roth’s novel, the fictionalized Lindbergh echoes his historical counterpart, an aviation hero and a Nazi sympathizer, who was well-known for his speech, “Who Are the War Agitators?,” to the America First Committee in September, 1941. In the novel’s alternative world, the Lindbergh administration strikes a deal with Germany to keep the U.S. out of WWII and starts the widespread persecution of Jews on various levels. In the name of greater assimilation, the Office of American * This work was supported by the Ministry of Science and Technology under Grant MOST 105- 2628-H-006-002-MY3. A Chinese article bearing a similar title has appeared in Xue yu tu er yin yu xin (Through Hearts and Minds) (ed. Wang Zhiming, Xiong Tinghui & Zhang Jinzhong [Taipei: Bookman, 2018]), but here I do more than simply translate that article into English. I restructure, substantially revise and expand it, add one new section, and sharpen the argument by incorporating alternate history and affect studies into this essay. This essay has benefitted a lot from the three anonymous reviewers’ comments and suggestions. Received: June 25, 2018/Accepted: December 17, 2018 Sun Yat-sen Journal of Humanities, no.46 (Jan. -
The Genre Debate: 100 Years of the Succession Narrative
Chapter 10 The Genre Debate: 100 Years of the Succession Narrative An examination of the irony in the SN revealed numerous important instances of verbal irony and, thus demonstrates a pervasive sense of irony. Verbal irony is the main type of irony used in satirical attacks. I conclude, therefore, that the SN is a satire. I note that this is consistent with the SN being a histori- cally based narrative and with it having a primarily theological purpose. For although satire is a form of literary art it can, nevertheless, be based on actual events. Moreover, satire frequently serves a larger purpose, be that purpose po- litical or, in the case of the SN, theological. This overall finding that the SN is a satire leads us into the genre debate. Therefore, in order to make a stronger argument for the SN as a work of satire, in this chapter I provide a comparative discussion of the various competing genres: satire; national epic; propaganda; wisdom literature; theological history; and literary art. I begin by providing an account of satire. 10.1 Satire 10.1.1 Identifying Satire As already mentioned, the findings of this research demonstrate that the SN is a work of satire. As already discussed (1.2.1.2.), satire does not adhere to a strict form. For satire can take the form of an essay, a theatre production, a cartoon or, an entire narrative. However, in the case of a narrative, satire can be identified by its content. Moreover, satire has a clear object of attack.1 This work has dem- onstrated that David is a clear object of attack and, indeed, the primary object of attack.