European Book Suggestions from Joanneke Elliott, African Studies and West European Studies Librarian, UNC-CH, with Additions from Various Sources
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I Was Just Named a 2018 Guggenheim Fellow!
2018 Guggenheim Fellow, Filmmaker and Author Parvez Sharma “I am a storyteller and change-maker and if I stumble on what I think is truth, while telling that story or making that change, it is my job to share it with you, if I still have your attention” *Contact Main-man à Manager, Milos Foreman at [email protected] Film Agent, The Film Sales Company at [email protected] Literary Agent, Sterling Lord Literistic at [email protected] Publicist at [email protected] Our websites parvezsharma.com -> ❤ <- mothership asinnerinmecca.com ajihadforlove.org I was just named a 2018 Guggenheim Fellow! Two words = gratitude -> ❤ <- humility A SINNER IN MECCA -> ❤ <- asinnerinmecca.com *click link not working?! -> ❤ <- https://youtu.be/bzshP2k5FMk The New York Times Critics’ Pick: “Mr. Sharma has created a swirling, fascinating travelogue and a stirring celebration of devotion…. we emerge from his film more enlightened” The Hollywood Reporter: “Wrenching… gritty… surreal and transcendent; Visceral and Abstract… an undeniable act of courage and hope” The Los Angeles Times: “Challenging his own faith in the face of adversity” The Washington Post: “Complex… Revelatory…” The Village Voice: “Next time you hear politicians or right-wing broadcasters asking why “moderate” Muslims don't denounce terrorism, show them this movie” Thompson on Hollywood: “Combines the political, personal and spiritual in a remarkable way” The Guardian: “With poetic simplicity… a delicately personal story and a call to action” NBC News: “The talk of the -
Teaching the Novel BEFORE, During After
97 U NIT P LAN: T EACHING T HE B ROTHERS K ARAMAZOV Chapter / Pages Teaching strategy / Learning activity AP AUDIT ELEMENT(S): KNOWLEDGE What students should know actively: What students should be able to recognize: SKILLS What students should be able to do: HABITS What students should do habitually: 98 Works Appearing on Suggestion Lists for “Question 3” Advanced Placement English Literature & Composition Examination: 1971-2011 26 7 The Little Foxes Invisible Man All the King’s Men Middlemarch 22 All the Pretty Horses Pygmalion Wuthering Heights Candide A Tale of Two Cities The Crucible To the Lighthouse 18 Cry Beloved Country Twelfth Night Crime and Punishment Equus Typical American Jane Eyre Lord Jim The Women of Brewster Place 17 Madame Bovary 3 The Adventures of Huckleberry Finn The Mayor of Casterbridge Alias Grace Great Expectations The Portrait of a Lady An American Tragedy Heart of Darkness The Sound and the Fury The American The Tempest 16 The Bluest Eye King Lear Waiting for Godot The Bonesetter's Daughter Moby-Dick Who's Afraid of Virginia Woolf? The Catcher in the Rye Daisy Miller 15 6 David Copperfield The Great Gatsby Bless Me, Ultima Emma A Portrait of the Artist as a Young Man The Cherry Orchard A Farewell to Arms The Scarlet Letter Ethan Frome Gulliver’s Travels Going After Cacciato 14 Hamlet The Handmaid’s Tale The Awakening Hedda Gabler Hard Times 13 Macbeth Henry IV, Part I Their Eyes Were Watching God Major Barbara House Made of Dawn Medea The House of Mirth 12 The Merchant of Venice To Kill a Mockingbird Beloved Moll Flanders The Kite Runner Catch-22 Mrs Dalloway Long Day’s Journey into Night Light in August Murder in the Cathedral Lord of the Flies 11 The Piano Lesson Mansfield Park As I Lay Dying Pride and Prejudice Master Harold” . -
Teaching the Short Story: a Guide to Using Stories from Around the World. INSTITUTION National Council of Teachers of English, Urbana
DOCUMENT RESUME ED 397 453 CS 215 435 AUTHOR Neumann, Bonnie H., Ed.; McDonnell, Helen M., Ed. TITLE Teaching the Short Story: A Guide to Using Stories from around the World. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-1947-6 PUB DATE 96 NOTE 311p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 19476: $15.95 members, $21.95 nonmembers). PUB 'TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) Books (010) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Authors; Higher Education; High Schools; *Literary Criticism; Literary Devices; *Literature Appreciation; Multicultural Education; *Short Stories; *World Literature IDENTIFIERS *Comparative Literature; *Literature in Translation; Response to Literature ABSTRACT An innovative and practical resource for teachers looking to move beyond English and American works, this book explores 175 highly teachable short stories from nearly 50 countries, highlighting the work of recognized authors from practically every continent, authors such as Chinua Achebe, Anita Desai, Nadine Gordimer, Milan Kundera, Isak Dinesen, Octavio Paz, Jorge Amado, and Yukio Mishima. The stories in the book were selected and annotated by experienced teachers, and include information about the author, a synopsis of the story, and comparisons to frequently anthologized stories and readily available literary and artistic works. Also provided are six practical indexes, including those'that help teachers select short stories by title, country of origin, English-languag- source, comparison by themes, or comparison by literary devices. The final index, the cross-reference index, summarizes all the comparative material cited within the book,with the titles of annotated books appearing in capital letters. -
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. -
Books I've Read Since 2002
Tracy Chevalier – Books I’ve read since 2002 2019 January The Mars Room Rachel Kushner My Sister, the Serial Killer Oyinkan Braithwaite Ma'am Darling: 99 Glimpses of Princess Margaret Craig Brown Liar Ayelet Gundar-Goshen Less Andrew Sean Greer War and Peace Leo Tolstoy (continued) February How to Own the Room Viv Groskop The Doll Factory Elizabeth Macneal The Cut Out Girl Bart van Es The Gifted, the Talented and Me Will Sutcliffe War and Peace Leo Tolstoy (continued) March Late in the Day Tessa Hadley The Cleaner of Chartres Salley Vickers War and Peace Leo Tolstoy (finished!) April Sweet Sorrow David Nicholls The Familiars Stacey Halls Pillars of the Earth Ken Follett May The Mercies Kiran Millwood Hargraves (published Jan 2020) Ghost Wall Sarah Moss Two Girls Down Louisa Luna The Carer Deborah Moggach Holy Disorders Edmund Crispin June Ordinary People Diana Evans The Dutch House Ann Patchett The Tenant of Wildfell Hall Anne Bronte (reread) Miss Garnet's Angel Salley Vickers (reread) Glass Town Isabel Greenberg July American Dirt Jeanine Cummins How to Change Your Mind Michael Pollan A Month in the Country J.L. Carr Venice Jan Morris The White Road Edmund de Waal August Fleishman Is in Trouble Taffy Brodesser-Akner Kindred Octavia Butler Another Fine Mess Tim Moore Three Women Lisa Taddeo Flaubert's Parrot Julian Barnes September The Nickel Boys Colson Whitehead The Testaments Margaret Atwood Mothership Francesca Segal The Secret Commonwealth Philip Pullman October Notes to Self Emilie Pine The Water Cure Sophie Mackintosh Hamnet Maggie O'Farrell The Country Girls Edna O'Brien November Midnight's Children Salman Rushdie (reread) The Wych Elm Tana French On Earth We're Briefly Gorgeous Ocean Vuong December Olive, Again Elizabeth Strout* Drive Your Plow Over the Bones of the Dead Olga Tokarczuk And Then There Were None Agatha Christie Girl Edna O'Brien My Dark Vanessa Kate Elizabeth Russell *my book of the year. -
Jm Coetzee and Animal Rights
J.M. COETZEE AND ANIMAL RIGHTS: ELIZABETH COSTELLO’S CHALLENGE TO PHILOSOPHY Richard Alan Northover SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF ENGLISH LITERATURE IN THE FACULTY OF HUMANITIES UNIVERSITY OF PRETORIA PRETORIA, 0002, SOUTH AFRICA Supervisor: Professor David Medalie OCTOBER 2009 © University of Pretoria Abstract The thesis relates Coetzee’s focus on animals to his more familiar themes of the possibility of fiction as a vehicle for serious ethical issues, the interrogation of power and authority, a concern for the voiceless and the marginalised, a keen sense of justice and the question of secular salvation. The concepts developed in substantial analyses of The Lives of Animals and Disgrace are thereafter applied to several other works of Coetzee. The thesis attempts to position J.M. Coetzee within the animal rights debate and to assess his use of his problematic persona, Elizabeth Costello, who controversially uses reason to attack the rationalism of the Western philosophical tradition and who espouses the sympathetic imagination as a means of developing respect for animals. Costello’s challenge to the philosophers is problematised by being traced back to Plato’s original formulation of the opposition between philosophers and poets. It is argued that Costello represents a fallible Socratic figure who critiques not reason per se but an unqualified rationalism. This characterisation of Costello explains her preoccupation with raising the ethical awareness of her audience, as midwife to the birth of ideas, and perceptions of her as a wise fool, a characterisation that is confirmed by the use of Bakhtin’s notion of the Socratic dialogue as one of the precursors of the modern novel. -
SF Commentary 106
SF Commentary 106 May 2021 80 pages A Tribute to Yvonne Rousseau (1945–2021) Bruce Gillespie with help from Vida Weiss, Elaine Cochrane, and Dave Langford plus Yvonne’s own bibliography and the story of how she met everybody Perry Middlemiss The Hugo Awards of 1961 Andrew Darlington Early John Brunner Jennifer Bryce’s Ten best novels of 2020 Tony Thomas and Jennifer Bryce The Booker Awards of 2020 Plus letters and comments from 40 friends Elaine Cochrane: ‘Yvonne Rousseau, 1987’. SSFF CCOOMMMMEENNTTAARRYY 110066 May 2021 80 pages SF COMMENTARY No. 106, May 2021, is edited and published by Bruce Gillespie, 5 Howard Street, Greensborough, VIC 3088, Australia. Email: [email protected]. Phone: 61-3-9435 7786. .PDF FILE FROM EFANZINES.COM. For both print (portrait) and landscape (widescreen) editions, go to https://efanzines.com/SFC/index.html FRONT COVER: Elaine Cochrane: Photo of Yvonne Rousseau, at one of those picnics that Roger Weddall arranged in the Botanical Gardens, held in 1987 or thereabouts. BACK COVER: Jeanette Gillespie: ‘Back Window Bright Day’. PHOTOGRAPHS: Jenny Blackford (p. 3); Sally Yeoland (p. 4); John Foyster (p. 8); Helena Binns (pp. 8, 10); Jane Tisell (p. 9); Andrew Porter (p. 25); P. Clement via Wikipedia (p. 46); Leck Keller-Krawczyk (p. 51); Joy Window (p. 76); Daniel Farmer, ABC News (p. 79). ILLUSTRATION: Denny Marshall (p. 67). 3 I MUST BE TALKING TO MY FRIENDS, PART 1 34 TONY THOMAS TO MY FRIENDS, PART 1 THE BOOKER PRIZE 2020 READING EXPERIENCE 3, 7 41 JENNIFER BRYCE A TRIBUTE TO YVONNNE THE 2020 BOOKER PRIZE -
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LGBTQI-IDENTIFYING MEMBERS OF THE MIDDLE EASTERN-AMERICAN COMMUNITY NICHOLAS BAITOO While the contemporary landscape of sociological and psychological literature boasts nuances that account for many cultural identities, there exists a paucity in research pertaining to the lived experiences of Middle Eastern-American (MEA) members of the Lesbian, Gay, Bisexual, Transgender, Queer, or Intersex (LGBTQI) community within the United States. Researchers have investigated the experiences of LGBTQI-identifying individuals and those of MEAs, but the idiosyncrasies that occur at the intersection of these identities is still a largely unexplored terrain. Narrative accounts suggest that this group faces a high risk of adverse quality of life outcomes directly resulting from persecution along axes of race, gender expression, and sexual orientation. Moreover, this persecution is bolstered by post-9/11 American societal views, heteronormative Middle Eastern values, and non-MEA members of the LGBTQI community. Anecdotal evidence also indicates promise in exploring interventions, such as community building to curb psychosocial pathways that could otherwise result in self-injurious behaviors (including suicide) amongst Middle Eastern-American individuals who identify as LGBTQI. Unfortunately, the lack of research on this topic acts as a barrier to both understanding this extremely vulnerable group and providing its members with culturally competent support. This review will synthesize information germane to the experiences of LGBTQI MEAs in order to illuminate gaps in literature and indicate areas which further research could better inform social service practices on behalf of this group. DEFINING “MIDDLE EASTERN-AMERICAN” The term “Middle Eastern” refers to an ethnic and cultural identity that draws from a constellation of nations located in West Asia, Central Asia, and Northern Africa. -
Licata2020.Pdf (672.4Kb)
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Of All the Places A Life in Search of a Narrative: The Construction of Narrative Identity in the Autobiographical Fiction of J.M. Coetzee Ryan Licata PhD in Creative Writing The University of Edinburgh 2019 2 I declare that this thesis has been composed solely by myself and that it has not been submitted, in whole or in part, in any previous application for a degree. Except where states otherwise by reference or acknowledgment, the work presented is entirely my own. Signed, Ryan A. Licata 3 Contents Abstracts 4 Novel – Of All the Places 9 Critical essay – A Life in Search of a Narrative: 298 The Construction of Narrative Identity in the Autobiographical Fiction of J.M. Coetzee 1 Introduction: -
Impact Campaigns, Summarised in Impact Reports Which Are Published on Our Website
@britdoc britdoc.org 2 The Art of Impact. STORIES CAN CONQUER FEAR, YOU KNOW. THEY CAN MAKE BEN OKRI POET THE HEART LARGER. 04 The Art of Impact. The Impact of Art. 05 OUR ABOUT FUNDS OUR BRITDOC p34 p06 FILMS p40 Helping good films be great Engaging new HELLO partners GOOD PITCH p82 IMPACT Sharing our FIELD GUIDE learning p124 We are a nonprofit, founded in 2005, committed to enabling great Building new documentary films and connecting audiences them to audiences. Doing and measuring Based in London and New York, we work with filmmakers and partners globally, reaching IMPACT DOC audiences all over the world. AWARD ACADEMY p118 p94 In this book you can find out SOMETHING more about what we do and IMPACT REAL how it fits into our five DISTRIBUTION p102 interconnected strategic areas. p106 06 The Art of Impact. The Impact of Art. 07 “For many years, BRITDOC has spotted and supported the most urgent projects – OUR MISSION OUR DRIVING PRINCIPLE nurturing them with love, ensuring they make a difference. But gradually We befriend great filmmakers, Great documentaries enrich BRITDOC became more support great films, broker the lives of individuals. They than a fund. It is, by now, new partnerships, build have a unique ability to the forum for our most important conversations new business models, share engage and connect people, in nonfiction cinema.” knowledge and develop transform communities and Joshua Oppenheimer Director audiences globally. improve societies. “ BRITDOC are experts in We aim to lead by example — That’s why we are dedicated collaboration, innovation and rapid prototyping.” innovate, share and be copied, to the Impact of Art, and the Cara Mertes and innovate again. -
2019/20 Sixth Form
Sixth Form JOHNSON LIBRARY 2019/20 SEVENOAKS SCHOOL SIXTH FORM SUGGESTED READING These titles continue from and complement those on the Years 10 & 11 list ACHEBE, Chinua Things Fall Apart ADICHIE, Chimamanda Ngozi Purple Hibiscus; Half a Yellow Sun; Americanah ADIGA, Aravind The White Tiger; Last Man in Tower ALI, Monica Brick Lane ALLENDE, Isabel Daughter of Fortune; The House of the Spirits; Eva Luna AMIS, Martin London Fields; Money; Time’s Arrow ANGELOU, Maya I Know Why the Caged Bird Sings 920 ANG ATKINSON, Kate Life after Life; A God in Ruins ATWOOD, Margaret The Handmaid’s Tale; The Blind Assassin; Moral Disorder AUSTER, Paul The Book of Illusions; Invisible; The New York Trilogy BALDWIN, James Go Tell It On The Mountain BALZAC, Honore de Père Goriot; Eugénie Grandet; Cousin Bette BANKS, Iain The Wasp Factory BARKER, Pat Regeneration Trilogy; Toby’s Room BARNES, Julian A History of the World in 10 1/2 Chapters; The Sense of an Ending; The Noise of Time BARRY, Sebastian A Long Long Way; The Secret Scripture; On Canaan’s Side BASSANI, Giorgio The Garden of the Finzi-Continis BELLOW, Saul Herzog BERNIÈRES, Louis de Birds Without Wings BOLANO, Roberto The Savage Detectives; 2666; The Third Reich BORGES, Jorge Luis Ficciones; Labyrinths BOYD, William Waiting for Sunrise; Sweet Caress BRONTË, Charlotte Villette BULGAKOV, Mikhail The Master and Margarita BUNYAN, John The Pilgrim’s Progress BURNS, Anna Milkman BYATT, A. S. The Children’s Book; Possession CALVINO, Italo Marcovaldo; Invisible Cities; If on a Winter’s Night a Traveller CAMUS, Albert The Outsider; The Plague CAREY, Peter True History of the Kelly Gang; Oscar and Lucinda; A Long Way from Home CARTER, Angela The Bloody Chamber and Other Stories; Nights at the Circus CATTON, Eleanor The Luminaries CERCAS, Javier Soldiers of Salamis; The Speed of Light CERVANTES, Miguel de Don Quixote CHANG, Jung Wild Swans 951.05 CHA CHATWIN, Bruce Songlines; In Patagonia 918.27 CHA CHEVALIER, Tracy Girl with a Pearl Earring COELHO, Paulo The Alchemist COETZEE, J. -
LGBT Families Copy, My Grandpa Majored in Biology in College, but He Wasn’T Allowed to Teach at a High School Because He Was Black
Do 1 not LGBT Families copy, My grandpa majored in biology in college, but he wasn’t allowed to teach at a high school because he was black. Not long ago, I spoke on a panel at a high school with my mom. This guy in the audience told my mom that he wouldn’t want her to teach his kids because she is a lesbian. It reminded me so post,much of what happened to my grandpa. I think homophobia is like any other “ism.” . Like racism, you learn it from the people you grow up with, from your parents, from television, and from society. —Rayna White,or eleventh grader, daughter of a lesbian mother (PrideSource,distribute 2013, para. 9) What we collectively define and accept as family has far-reaching implica- tions. The boundaries that we—and others—make between family and nonfamily play both subtle and not-so-subtle roles in our daily lives. —Powell et al., 2010, pp. 1–2 ecause of cultural, political, and religious debates over the past several B decades about how families must be structured and function in order to perform a productive role in society, lesbian, gay, bisexual, and transgen- der (LGBT) families have captured the interest of politicians, academics, and the general public. Fierce debates persist concerning who should be able to form families through marriage, adoption, and the use of reproductive tech- nologies. Policies and laws concerning families in general are developing out of those debates, thus reacting to a changing family landscape and in turn 1 Copyright ©2015 by SAGE Publications, Inc.