Mark Twain's Postmodern View of Identity and the Body
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Satire: Evoking Change Through Witty Or Even Virulent Humor
A+ College Ready English Fall AP Conference Prattville, Alabama October 1-2, 2018 Satire: evoking change through witty or even virulent humor Jerry W. Brown [email protected] website: www.jerrywbrown.com Jerry W. Brown 2018 A+ College Ready [email protected] 1 "Satire: evoking change through witty or even virulent humor" Kenneth Burke has stated, “We cannot use language maturely until we are spontaneously at home in irony.” In this session, participants will consider techniques of humor, irony, and satire and how to assist students with these concepts which consistently appear in both the poetry and prose selections on the AP Literature and Composition test. Irony deals with opposites; it has nothing to do with coincidence. If two baseball players from the same hometown, on different teams, receive the same uniform number, it is not ironic. It is a coincidence. If Barry Bonds attains lifetime statistics identical to his father’s it will not be ironic. It will be a coincidence. Irony is "a state of affairs that is the reverse of what was to be expected; a result opposite to and in mockery of the appropriate result." For instance: • If a diabetic, on his way to buy insulin, is killed by a runaway truck, he is the victim of an accident. If the truck was delivering sugar, he is the victim of an oddly poetic coincidence. But if the truck was delivering insulin, ah! Then he is the victim of an irony. • If a Kurd, after surviving bloody battle with Saddam Hussein’s army and a long, difficult escape through the mountains, is crushed and killed by a parachute drop of humanitarian aid, that, my friend, is irony writ large. -
Mo.298 the TREATMENT of HUMAN CRUELTY in the NOVELS of MARK TWAIN THESIS Presented to the Graduate Council of the North Texas St
379( Mo.298 THE TREATMENT OF HUMAN CRUELTY IN THE NOVELS OF MARK TWAIN THESIS Presented to the Graduate Council of the North Texas State College in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Jeanne Marie Davis Ford, B. A. Denton, Texas August, 1956 TABLE OF CONTENTS Chapter Page I. INTRODUCTION . 1 II. PHYSICAL CRUELTY. 24 III. MENTAL CRUELTY 44 IV. CONCLUSION . 58 BIBLIOGRAPHY . .# . 65 iii CHAPTER I INTRODUCTION Cruelty is present in literature and in life whether handled with the velvet glove of the artist or with the sledge-hammer of the artisan. The pain of the one is deceptive, while the pain of the other is omni- present immediately. Cruelty inflicted through laughter embodies the same principle; that is, the soft-pedaled laugh accompanied by the merest shadow of a sneer can do as much damage to the spirit as the raucous guffaws of an entire hooting, howling audience. From comedy man derives laughter, and within laughter is the element of cruelty; therefore, it will be necessary to discuss several aspects of comedy and laughter as they relate to and clarify cruelty. The purpose of this thesis is to demonstrate Mark Twain's awareness of and sensitive reaction to the cruelty which surrounded him throughout his lifetime, and to evaluate his literary use of cruelty for both comic and satiric effects. In general, comedy is an attempt to expose incongruity through laughter. The incongruity arises from that which is out of proportion, affected, pretentious, hypocritical, or pedantic. It may be the sham, folly, stupidity, cruelty, or vices of men. -
Tom Sawyer Abroad 1
'0AHVH8I1-J*' 'c/Advaaii-i^ AWEUNIVERS/A ^lOSANCElfr^ ^HlBRARYQc 1 ^TiuoKvso^ ^/saaMNamv ^EUN(VER% v^VOSANCEl^ 2z %iUDNYS0# "%3AINn3\\^ ^tllBRARYQ^ ^^tUBRARY^ .^EUNIVERS/a ^OFCAUFO^ ^OFCALIFO/?^ ^WEUNIVERJ/a *%»»•# %mit# ^dnv-sov^ ^UEINIVERS/a ^lOSANGElfr. ^UIBRARYQc* .#UBRARYQ ^HDNVSOV^ %«3AINn-3^ ^WMITCHO5 ^ ^fOJIlYD-iO 1 ^EUNIVER% A^lOSANGElfx^ ^OKAUFO/?^ ^OF-CAllFOMj s ^wsoi^ ^aihainw^ ^atom^7 ^Aavaains mm-w '0AavaaiH*> ^honvsoi^ '^ainrwv MNIVERS/^. ^aOSANGEtfj^ ^UIBRARYQ^ ^UIBRARYQr MNVSO^ ^/.MAINIHW^ ^OJITYDJO^ ^/OJIIVDJO^ H'NIVER% ^lOSASGFlfr.^ ^OFCAllFOfy^ ^OFCAIIFO/?^ y uonvsov^ ^ajAiNii^ <waaii-# ^vaaii#- LIBRARY^ ^UIBRARYO^ AWFUNIVERS/a ^lOSANCElfj^ >> OJIIVDJO-^ ^OJI1V3JO^ ^TilWSOV^ %H3AINa3\\V FCAIIFO/?^ ^FCALIFO/^ AWFUNIVERS/A ^lOSANGEl^ vs >- r±~ CC s 7 %™ih\\v MMAavaaiH^ ^Awaan# ^uowscn^ itl'NIYER% v>;lOSANCEl^ v^UIBRARYQ^ ^UIBRAJJYQ^ raw-so^ %m\m-}^ ^/odiwDJO^ \oi\m-i^ \EUNIVER% ^lOSANCFlfj-^. ^OFCAEIFO% ^OFCMIFO/?^ r-Tl TOM SAWYER ABROAD 1 MARK TWAIN'S WORKS. Crown 8vo. cloth extra, 7s. dd. each. THE CHOICE WORKS OF MARK TWAIN. Revised and Corrected throughout by the Author. With Life, Portrait, and numerous Illustrations. ROUGHING IT, AND THE INNOCENTS AT HOME. With 200 Illustrations by F. A. Fraser. MARK TWAIN'S LIBRARY OF HUMOUR. With 197 Illustrations. Crown 8vo. cloth extra (Illustrated), ys. 6./. each ; post 8vc. Illustrated boards, 2s. each. THE INNOCENTS ABROAD; or, The New Piix.rim's Progress. With 234 Illustrations. (The Two-Shilling Edition is entitled Mark Twain's Pleasure Trip.) THE GILDED AGE. By Mark Twain and C. D. Warm k. With 212 Illustrations. THE ADVENTURES OF TOM SAWYER. With 11 Illustrations. A TRAMP ABROAD. With 314 Illustrations, THE PRINCE AND THE PAUPER. With 190 lllustra- LIFE ON THE MISSISSIPPI. With 300 Illustrations. -
Mark Twain and the Bible
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Kentucky University of Kentucky UKnowledge American Literature American Studies 1969 Mark Twain and the Bible Allison Ensor University of Tennessee - Knoxville Click here to let us know how access to this document benefits ou.y Thanks to the University of Kentucky Libraries and the University Press of Kentucky, this book is freely available to current faculty, students, and staff at the University of Kentucky. Find other University of Kentucky Books at uknowledge.uky.edu/upk. For more information, please contact UKnowledge at [email protected]. Recommended Citation Ensor, Allison, "Mark Twain and the Bible" (1969). American Literature. 4. https://uknowledge.uky.edu/upk_american_literature/4 Mark Twain & The Bible This page intentionally left blank MARK TWAIN & THE JBIJBLE Allison Ensor UNIVERSITY OF KENTUCKY PRESS Copyright (c) I 969 UNIVERSITY OF KENTUCKY PRESS, LEXINGTON Library of Congress Catalog Card Number 76-80092 Standard Book NU11lber 8131-1181-1 TO Anne & Beth This page intentionally left blank Acknowledgments THis BOOK could not have been what it is without the assistance of several persons whose help I gratefully acknowledge: Professor Edwin H. Cady, Indiana Uni versity, guided me through the preliminaries of this study; Professor Nathalia Wright, University of Ten nessee, whose study of Melville and the Bible is still a standard work, read my manuscript and made valuable suggestions; Professor Henry Nash Smith, University of California at Berkeley, former editor of the Mark Twain Papers, read an earlier version of the book and encouraged and directed me by his comments on it; the Graduate School of the University of Tennessee awarded me a summer grant, releasing me from teach ing responsibilities for a term so that I might revise the manuscript; and my wife, Anne Lovell Ensor, was will ing to accept Mark Twain as a member of the family for some five years. -
The War-Prayer” Essays on “The War-Prayer” 101
New Perspectives on “The War-Prayer” Essays on “The War-Prayer” 101 “The War-Prayer” in U.S. Popular Culture John HAN Since its publication, Mark Twain’s short but brilliantly crafted story “The War- Prayer” has been an archetypal text for screenplays dealing with the horror of war, as well as a popular tool for advocates of non-violence or paci sm in the United States. Screen- writers use it as a dramatic vehicle to enrich the meaning of their screenplays and scripts, peace activists feature it at anti-war events and on the World Wide Web, and paci st Chris- tian sermons draw moral lessons from it. This essay examines how Twain’s satirical story functions as a moral and ethical framework for paci st discourse in contemporary Ameri- can popular culture. “The War-Prayer” constitutes part of the 1981 television lm The Private History of a Campaign That Failed directed by Peter H. Hunt. (Based on Twain’s short story of the same title, it was released in the VHS format in 2002). Set in the Civil War period, this eighty-nine-minute action/adventure movie focuses on a group of scared teenage soldiers, who go to the battle eld without proper training, without understanding the reality of war, and without understanding the reason for war. The lm ends with the arrival of the ghost of Edward Herrmann at a church, who delivers Twain’s “The War-Prayer” as an anti-war epilogue. Like the white-robed “lunatic” in Twain’s story, Herrmann exposes the dreadful implications of a sermon delivered by a jingoistic, triumphalist preacher (Twain 425). -
Zusas Occasional Papers
ZUSAS OCCASIONAL PAPERS Herausgegeben vom Zentrum für USA-Studien der Martin-Luther-Universität Halle-Wittenberg Heft 6 GARY SCHARNHORST Mark Twain’s Relevance Today Halle (Saale): Zentrum für USA-Studien, 2011 Bibliographische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliographie; detaillierte bibliographische Daten sind im Internet über http://dnb.d-nb.de abrufbar. ZUSAS Occasional Papers ISSN 1867-2191 Scharnhorst, Gary. Mark Twain’s Relevance Today Layout: Carsten Hummel © 2011 Zentrum für USA-Studien der Martin-Luther-Universität Halle-Wittenberg 06099 Halle (Saale) Germany http://www.zusas.uni-halle.de Druck: Reprocenter GmbH Halle (Saale) 5 Mark Twain’s Relevance Today From the earliest stage of his writing career, Mark Twain was more than a literary comedian. From the first, his humor had a satirical and sometimes even a bitter edge, and throughout his life he repeatedly ridiculed the fool- ishness and foibles of the “damned human race.” His humor was in fact the basis of his appeal across classes, races, and nationalities. His social satire is the basis of his relevance today. The secret of his success as a humorist, he insisted, was that everything he wrote “had a serious philosophy or truth as its basis. I would not write a humorous work merely to be funny.” If Twain was an American icon, he was also an iconoclast. Nowhere is his iconoclasm more apparent than in his indictment of religious hypocrisy, especially in Adventures of Huckleberry Finn. As the novel opens, for example, pious old Miss Watson tries to teach Huck his cat- echism even while planning to sell the slave Jim down the river. -
Teachers Resource Guide
s! m idea assroo se cl Lessons and Ac Try the tivities For the Classroom Table of Contents: The Mark Twain Boyhood Home & Museum Writing Ideas 2 Word Search 3 Teacher Resource Guide Encounter with 4 Prepared by Dr. Cindy Lovell an Interviewer Quincy University, Quincy, Illinois Legend of 4 Sagenfeld This guide offers some help- visit - call! We love to hear Teaching Award. Applica- ful teacher suggestions and from teachers if only to an- tions must be submitted by Adam and Eve 5 activities to bring Mark swer your questions and help March 15th of each calendar Twain’s writing to life in your you to come up with lesson year, and winners will be an- Sherburn and 5 classroom. These resources plan ideas for teaching Mark nounced on the following May Boggs can be modified for elemen- Twain. 1st. The next time you teach Tom Sawyer - 6 tary, middle, and high school Mark Twain in your class- Mark Twain’s writings fit into Whitewashing students. virtually every type of class- room, consider applying for We are always looking for room. If you have a specific this prestigious award. Activities 7- good teaching ideas to share. idea but are unsure as to how Teaching Twain? 11 If you have any you’d like to to proceed, send us an email Enter by March 15th! share, please let us know. or give us a call - we will help Following the 12 Contact Cindy Lovell at the you prepare the most appro- Equator Mark Twain Boyhood Home & priate lesson for your stu- Museum. -
Teaching Mark Twain As Literary Worker Michael J. Kiskis, Elmira College
Teaching American Literature: A Journal of Theory and Practice Summer 2007 (1:3) Challenging the Icon: Teaching Mark Twain as Literary Worker Michael J. Kiskis, Elmira College An explication of Samuel Clemens' organic composing process helps students and readers see the intimate connections among the novels he wrote as Mark Twain, especially those novels completed during the central years of his work as a writer of books: The Adventures of Tom Sawyer (1876) , A Tramp Abroad (1880) , The Prince and the Pauper (1881) , Life on the Mississippi (1883) , and Adventures of Huckleberry Finn (1885). These books are intimately related: the first four contribute mightily to the fifth. In fact, Huckleberry Finn would not have been possible without the earlier work that nurtured Clemens' imagination and helped him work through the narrative challenges of presenting the boy's story. Samuel Clemens made much of his status as a "jackleg" novelist. Scholars, however, have worked long and hard to counter Clemens' self- portrait and to give readers a look behind the curtain at Clemens' long and most often organic process of composition. Particular studies of Clemens' composing process, from Bernard DeVoto's Mark Twain at Work to Victor Doyno's Writing Huckleberry Finn and Beginning to Write Huckleberry Finn , have given us a detailed and well-shaded picture of Clemens as a working writer. Joined by examinations of his careful construction of his public persona (Lou Budd's Our Mark Twain is especially good), such studies offer ample evidence of Clemens' meticulous creativity. We know that his was a creativity fueled by voracious reading (see Alan Gribben's Mark Twain's Library: A Reconstruction and Joe Fullton's Mark Twain in the Margins: The Quarry Farm Marginalia and A Connecticut Yankee in King Arthur's Court ) and by an almost pathological discipline (perhaps an obsession) that drew him to pen and paper (and even to the typewriter and stenographer). -
Adventures of Tom Sawyer
The Adventures of Tom Sawyer Mark Twain THE EMC MASTERPIECE SERIES Access Editions SERIES EDITOR Robert D. Shepherd EMC/Paradigm Publishing St. Paul, Minnesota Staff Credits: For EMC/Paradigm Publishing, St. Paul, Minnesota Laurie Skiba Eileen Slater Editor Editorial Consultant Shannon O’Donnell Taylor Jennifer J. Anderson Associate Editor Assistant Editor For Penobscot School Publishing, Inc., Da nvers, Massachusetts Editorial Design and Production Robert D. Shepherd Cha rles Q. Bent President, Executive Editor Production Manager Christina E. Kolb Sara Day Managing Editor Art Director Kim Leahy Beaudet Diane Castro Editor Compositor Sara Hyry Janet Stebbings Editor Compositor Laurie A. Faria Associate Editor Sharon Salinger Copyeditor Marilyn Murphy Shepherd Editorial Advisor ISBN 0-8219-1637-8 Copyright © 1998 by EMC Corporation All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system or transmitted in any form or by any means, elec- tronic, mechanical, photocopying, recording, or otherwise without permis- sion from the publishers. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 Printed in the United States of America. 10 9 8 7 6 5 4 3 2 xxx 06 05 04 03 02 01 00 Table of Contents The Life and Works of Mark Twain. v Time Line of Twain’s Life . vii The Historical Context of The Adventures of Tom Sawyer. ix Characters in The Adventures of Tom Sawyer . xiii Illustrations. xvi Echoes . xviii Preface . 1 Chapter 1 . 3 Chapter 2 . 11 Chapter 3 . 17 Chapter 4 . 23 Chapter 5 . 32 Chapter 6 . 39 Chapter 7 . 49 Chapter 8 . -
Repetitions in the Most Popular Works of Mark
jo. IaAo REPETITIONS IN THE MOST POPULAR WORKS OF MARK TWAIN THESIS Presented to the Graduate Council of the North Texas State College in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Nettie Jackson Chambers, B. A. I 3 Park Springs, Texas August, 1949 I 5 33 - . ^ P p Iy TABLE OF CONTENTS Page Chapter I. INCIDENTS IN THE LIFE OF MARK TWAIN RE- PEATED IN HIS WORKS. .... .*. .. .9 .* II. REPETITIONS OF DESCRIPTIONS, ANIMALS, SUPER- STITIONS, AND INSECTS . 37 Descriptions: cave, dawn, dirt and in- dolence, Holiday's Hill, Joseph's granaries, moon, house, sunset, Sphinx, steamboat ex- plosions, storms, villages. Animals: cats, dogs, hogs, mules, rats. Superstitions: early folklore. Insects: ants, flies, spiders. III. MISCELLANEOUS REPETITIONS IN MANY OF MARK TWAIN'S WORKS ... .. 71 Repetitions: "Buffalo Gals," coffin, corpse, detectives, disguise, dreams, drowning, established church abuses, feud, fickleness, freedom, gullibility, hanging, idiot, illicit love, lies, lunatic, Mississippi River, mummies, Murrel's gang, nobility, pipe, pirates, pray, rotten politics, showing off, Tennessee land, trials-finger-prints- procedure results, treasure. BIBLIOGRAP PYH.*. .0. ..0.. .0. .0... ..* 109 !ii i PREFACE This thesis is an outgrowth of a study begun under the direction of Dr. D. M. McKeithan, who was visiting Professor of English at North Texas State College in the summer session of 1948. The author has chosen repetitions which are most nearly alike and most representative of Mark Twain. The study was limited to repetitions of his own experiences repeated in his works, to repetitions of descriptions of the beautiful and the horrible, and to repetitions which are a result of his humor and a desire to save man from himself. -
Irony in Adventures of Huckleberry Finn: “You Can’T Pray a Lie.”
Mark Twain Boyhood Home & Museum Lesson Plan for Adventures of Huckleberry Finn Created by: Elizabeth Hartley and Clare Georgantas School: Evanston Township High School, Evanston, Illinois July 30, 2010 – Summer Teachers Workshop Hannibal, Missouri Irony in Adventures of Huckleberry Finn: “You can’t pray a lie.” LESSON PLAN FOR Adventures of Huckleberry Finn Concept or Topic: Irony Suggested Grade Level: 11-12 Subject: Advanced Placement English Suggested Time Frame: Two-three days (Language and Literature). (42 minute periods). Objective(s): • Students will demonstrate an ability to understand and analyze the use of irony in Twain’s Huckleberry Finn, “The War Prayer,” selected short stories, poetry, and song lyrics. • Students will identify different types of irony (verbal, situational, dramatic, and Socratic) and be able to apply them appropriately to the texts. • Students will post five (5) distinct and different examples of irony from the above Twain texts on the classroom “Wall of Irony.” • Students will transfer their understanding of irony on to other cultural genres, such as music, media, poetry, art, and personal experience. • Students will write an original short story, poem(s), and/or song lyrics that employ the literary device of irony. State Standards: 2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 2.B.5a Analyze and express an interpretation of a literary work. 2.A.5a Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). -
Book Reviews Category of Mark Twain's
Book Reviews 85 category of Mark Twain’s “old-man” figures to include young Satan of The Mysterious Stranger papers-“he is actually 16,000 years old” (p. 61)-Tom of Tom Sawyer Abroad, and David Wilson, the fingerprint expert of Pudd‘nhead Wilson, who functions as both an “old-man” figure and the representative spokesman for community values. Much of the critics’ difficulty with late Mark Twain lies, of course, in the heavy handed conception of his truth tellers as only pieces of “machinery.” Even Blues’ admirable reading of “The Man That Corrupted Hadleyburg” cannot make that story better than the moralistic bore it is. Although his general conclusions about both the progressively bitter views of Mark Twain and the mixed success of his fiction offer nothing significantly new, Blues’ imaginatively sustained and sub- stantiated thesis does. And in going against the practice of even the best scholars, he is to be praised for insisting on the use of the full Mark Twain rather than the illogical Twain. Finally, the graceful execution of the text is complemented by a handsome format. Indiana University, Bloomington James H. Justus Poles in American History and Tradition. By Joseph A. Wytrwal. (Detroit : Endurance Press, 1969. Pp. 485. Notes, bibliog- raphy, index. $6.75.) This is an amateur, popular history of the role some Poles have played in American history, with heavy emphasis upon the activities of individuals-some well known (such as Pulaski) and some not-in America’s wars from the war for national independence through Vietnam. It is filled with a marvelous variety of information, some relevant and some not.