DOCSLIB.ORG

Shutt 1 AP English Literature and Composition 2020-2021 Syllabus

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Shutt 1 AP English Literature and Composition 2020-2021 Syllabus Shutt 1 AP English Literature and Composition 2020-2021 Syllabus Instructor: Mr. Shutt Phone: 540*332*3926 (school) Email: [email protected] Googleclassroom Class Code: 2ui27wr Parents should use ParentPortal in order to stay current with attendance and grades. Call school office if you do NOT have ParentPortal. Login to your CollegeBoard account for further resources and to register for the exam. Scheduled Class Time: Tuesday and Thursday at 12:30 Office Hours: 1:30-3:30 COURSE DESCRIPTION: AP English Literature and Composition is a rigorous course designed to provide students with the intellectual challenges and workload consistent with a typical undergraduate university English literature course. The works of literature chosen and the syllabus are designed in accordance with the recommendations of the College Board. Students take this course not only because they are academically able, but also because they are motivated, self-directed learners. This course will prepare students for the AP® English Literature and Composition Exam given in May, as well as for college. All students are expected to take the AP® English Literature Exam. The reading and writing workload is extensive. You should expect daily reading homework. In order to get as much possible out of each class session, it is imperative that all reading and writing be completed before class. This course follows the curricular requirements outlined in the AP® Course Description. A general summary of this description is as follows: The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. LEARNING AND DEVELOPMENTAL GOALS: Students will read and respond to a variety of adult literature of recognized literary merit with an emphasis on explication and analysis. They will demonstrate the ability to synthesize and apply information from many sources to support their own assertions in formal and informal writing. They will expand their research skills and demonstrate the ability to evaluate Internet information for qualities of scholarship and legitimacy. A variety of instructional strategies are used to insure that varied learning styles are Shutt 2 addressed. Collaborative pairing, cooperative learning groups, and independent practice are used regularly so students can practice effective resource management and interpersonal skills. Students should expect numerous small group and whole class Socratic seminars. COURSE OBJECTIVES: The big ideas serve as the foundation of the AP English Literature and Composition course and enable students to create meaningful connections among course concepts. They are threads that run throughout the course and revisiting them and applying them in a variety of contexts helps students to develop deeper conceptual understanding. Below are the big ideas of the course, along with the enduring understanding associated with each one: CHARACTER (CHR) Enduring Understanding CHR-1: Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters. SETTING (SET) Enduring Understanding SET-1: Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting. STRUCTURE (STR) Enduring Understanding STR-1: The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text. NARRATION (NAR) Enduring Understanding NAR-1: A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text. FIGURATIVE LANGUAGE (FIG) Enduring Understanding FIG-1: Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text. LITERARY ARGUMENTATION (LAN) Enduring Understanding LAN-1: Readers establish and communicate their interpretations of literature through arguments supported by textual evidence COURSE COMPONENTS AND EXPECTATIONS: Reading -- You are expected to read ALL assigned literature. You should plan extra time in your schedule to accomplish course readings. Expect reading each day as part of your regular homework. If you DO NOT read the required reading and merely rely upon on-line summaries then this will most likely result in your inability to succeed on the AP exam and to fully participate in class discussions that will not only benefit you but your peers. Please read! Reading in an AP course is both wide and deep. This reading necessarily builds upon and complements the reading done in previous English courses so that by the time students Shutt 3 complete their AP course, they will have read works from several genres and periods — from the 16th to the 21st century. For that reason, previously read works from your American Literature and British Literature course may be revisited for deeper study. On the AP exam, you may wish to recall literature read from other courses you took in preparation for AP. As you read, it is important that you read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied. A generic method for the approach to such close reading involves the following elements: the experience of literature, the interpretation of literature, and the evaluation of literature. All three of these aspects of reading are important for an AP English Literature and Composition course. College Board Disclaimer -- In an ongoing effort to recognize the widening cultural horizons of literary works written in English, the AP English Literature Development Committee will consider and include diverse authors in the representative reading lists. Issues that might, from a specific cultural viewpoint, be considered controversial, including references to ethnicities, nationalities, religions, races, dialects, gender or class, are often represented artistically in works of literature. The Development Committee is committed to careful review of such potentially controversial material. Still, recognizing the universal value of literary art that probes difficult and harsh life experiences and so deepens understanding, the committee emphasizes that fair representation of issues and peoples may occasionally include controversial material. Since AP students have chosen a program that directly involves them in college-level work, the AP English Literature and Composition Exam depends on a level of maturity consistent with the age of 12th-grade students who have engaged in thoughtful analysis of literary texts. The best response to a controversial detail or idea in a literary work might well be a question about the larger meaning, purpose or overall effect of the detail or idea in context. AP students should have the maturity, the skill and the will to seek the larger meaning through thoughtful research. Such thoughtfulness is both fair and owed to the art and to the author. Writing — Students can anticipate writing on a daily basis, both in and out of class, in relation to the readings. Writing is a tool for learning. It is not merely the end product of thought, but a tried and true method of thinking itself. Students will also write timed and untimed style analysis pieces for selections of prose and poetry. Many assignments will be handwritten. Shutt 4 Students will write in the various modes about the many aspects of literature, but will always concentrate on how a writer uses rhetorical strategies to achieve meaning. Students will write literary interpretations based on careful observation of textual details, with consideration of 1) structure, style, and themes; 2) the social, cultural, and historical values reflected in the work; and 3) literary elements and strategies, such as the use of figurative language, imagery, symbolism, and tone. Such analysis will lead us to understand the writer’s work and then to evaluate it. The AP exam requires 3 essays; therefore, it is imperative that when you write your writing reflects a level of maturity not only in thought but also in mechanics reflective of that of a college student. Vocabulary — AP® English is replete with analytical language that students need to know. However, merely memorizing these terms and their definitions is insufficient; students must also be able to comfortably and accurately employ them in discourse, which develops with practice. Consequently, students will be expected to actively use appropriate literary terminology in class discussion
Load more

Recommended publications
  • MODERN BRITISH LITERATURE (C. 1900 to 1950) READING LIST
    MODERN BRITISH LITERATURE (c. 1900 to 1950) READING LIST Please note that there are two lists below. The first is the full list with the core readings in bold; the second is the core list separated out. You are responsible for all core readings and may incorporate readings from the full list into your tailored list. Unless otherwise noted, selections separated by commas indicate all works students should know. A. FICTION Beckett, Samuel. One of the following: Murphy, Watt, Molloy Bennett, Arnold. Clayhanger Bowen, Elizabeth. The Heat of the Day Butler, Samuel. The Way of All Flesh Chesterton, G.K. The Man Who Was Thursday Conrad, Joseph. Heart of Darkness AND one of: Lord Jim, The Secret Agent, Nostromo, Under Western Eyes Ford, Ford Madox. The Good Soldier Forster, E. M. Howards End, A Passage to India (plus the essays “What I Believe” and “The Challenge of Our Times” in Two Cheers for Democracy) Galsworthy, John. The Man of Property Greene, Graham. One of: Brighton Rock, The Power and the Glory, The Heart of the Matter Huxley, Aldous. Brave New World Joyce, James. Dubliners, A Portrait of the Artist as a Young Man, Ulysses Kipling, Rudyard. Kim Lawrence, D. H. Two of: Sons and Lovers, Women in Love, The Rainbow, The Plumed Serpent Lewis, Wyndham. Tarr, manifestos in BLAST 1 Mansfield, Katherine. “Prelude,” “At the Bay,” “The Garden Party,” “The Daughters of the Late Colonel” (in Collected Stories) Orwell, George. 1984 (or Aldous Huxley, Brave New World) Wells, H. G. One of the following: Ann Veronica, Tono-Bungay, The New Machiavelli West, Rebecca.
    [Show full text]
  • Introduction to British Literature By: Patrick Mccann V 1.0 INTRODUCTION to BRITISH LITERATURE
    Introduction to British Literature By: Patrick McCann v 1.0 INTRODUCTION TO BRITISH LITERATURE INSTRUCTIONS Welcome to your Continental Academy course “Introducti on to British Literature”. It is m ade up of 6 individual lessons, as listed in the Table of Contents. Each lesson includes practice questions with answers. You will progress through this course one lesson at a time, at your own pace. First, study the lesson thoroughly. Then, complete the lesson reviews at the end of the lesson and carefully che ck your answers. Sometimes, those answers will contain information that you will need on the graded lesson assignments. When you are ready, complete the 10-question, multiple choice lesson assignment. At the end of each lesson, you will find notes to help you prepare for the online assignments. All lesson assignments are open-book. Continue working on the lessons at your own pace until you have finished all lesson assignments for this course. When you have completed and passed all lesson assignments for this course, complete the End of Course Examination. If you need help understanding any part of the lesson, practice questions, or this procedure: Click on the “Send a Message” link on the left side of the home page Select “Academic Guidance” in the “To” field Type your question in the field provided Then, click on the “Send” button You will receive a response within ONE BUSINESS DAY 2 INTRODUCTION TO BRITISH LITERATURE About the Author… Mr. Patrick McCann taught English (Language and Literature) 9 through 12 for the past 13 years in the Prince Georges County (MD) school system.
    [Show full text]
  • Study Material for Ba English History of English Literature
    STUDY MATERIAL FOR B.A ENGLISH HISTORY OF ENGLISH LITERATURE - II SEMESTER - IV, ACADEMIC YEAR 2020 - 21 UNIT CONTENT PAGE NO I AGE OF JHONSON-EIGHTEENTH CENTURY PROSE 02 AGE OF WORDSWORTH- EARLY NINTEENTH CENTURY II 04 POETS (THE ROMANTICS) AGE OF TENNYSON- NINETEENTH CENTURY NOVELISTS III 05 (VICTORIAN NOVELISTS) IV AGE OF HARDY 07 V THE PRESENT AGE 09 Page 1 of 12 STUDY MATERIAL FOR B.A ENGLISH HISTORY OF ENGLISH LITERATURE - II SEMESTER - IV, ACADEMIC YEAR 2020 - 21 UNIT - I EIGHTEENTH CENTURY PROSE DANIEL DEFOE (1659-1731) Daniel Defoe wrote in bulk. His greatest work is the novel Robinson Crusoe. It is based on an actual event which took place during his time. Robinson Crusoe is considered to be one of the most popular novels in English language. He started a journal named The Review. His A Journal of the Plague Year deals with the Plague in London in 1665. Sir Richard Steele and Joseph Addison worked together for many years. Richard Steele started the periodicals The Tatler, The Spectator, The Guardian, The English Man, and The Reader. Joseph Addison contributed in these periodicals and wrote columns. The imaginary character of Sir Roger de Coverley was very popular during the eighteenth century. Jonathan Swift (1667-1745) is one of the greatest satirists of English literature. His first noteworthy book was The Battle of the Books. A Tale of a Tub is a religious allegory like Bunyan‟s Pilgrim’s Progress. His longest and most famous work is Gulliver’s Travels. Another important work of Jonathan Swift is A Modest Proposal.
    [Show full text]
  • Introduction to Victorian and Twentieth-Century Literature Heesok Chang
    Introduction to Victorian and Twentieth-Century Literature Heesok Chang Unlike the preceding three volumes in this Companion to British Literature – the Medieval, Early Modern, and Long Eighteenth Century – the current one attempts to cover at least two distinct periods: the Victorian and the Twentieth Century. To make matters more difficult, the second of these hardly counts as a single period; it is less an epoch than a placeholder. In terms of periodization, the Victorian era is succeeded – or some might say, overthrown – by the Modern. But modernism is not capacious enough to encompass the various kinds of literary art that emerged in Britain following World War II, the postmodern and the postcolonial, for example. We could follow the lead of recent scholars and expand the modernist period beyond the “high” to include the “late” and arguably the “post” as well. But this conceptual as well as temporal expansion does not take in the vital British literature written from the 1970s onward, an historical era distinct from the “postwar” that critics refer to, for now, as the “contemporary” (see English 2006). Of course, all periods are designated after they have finished, including the Victo- rian, which was very much a modernist creation. Yet it is unlikely we will come to call the period stretching from the middle of the last century to the early decades of the new millennium, from the breakup of Britain’s empire to the devolution of Scotland, Wales, and Northern Ireland, “Elizabethan.” And this despite the Victo- rian longevity of the Windsor monarch’s reign. The queen is one and the same, but the national culture is anything but.
    [Show full text]
  • The Influence of British and American Cultural Differences on English and American Literature Review Jiao
    2016 4th International Conference on Advances in Social Science, Humanities, and Management (ASSHM 2016) ISBN: 978-1-60595-412-7 The Influence of British and American Cultural Differences on English and American Literature Review Jiao Lei1 Abstract In an era of globalization, cross-cultural communication is not strange to us with studying and travelling abroad, and even immigration becoming a part of our lives. In such an era of international communication being increasingly frequent, learning the culture of other countries will help us to do well in international communication. The paper is going to study, from the British and American history and culture, the differences of all kinds of their present acts in the world and impacts of the historical reasons on their own citizens, to not only let the reader understand the cultural differences between these two countries, but also to get the cause of the difference to better understand their cultures. Key words: British and American Culture; Religion; Literature Review 1 INTRODUCTION First of all, we are going to talk about the homology of British and American culture which is undeniable. British culture is the root and source of American culture with the United Kingdom people accounting for a very large proportion of the early settlers of the United States. Let nature take its course, they brought their culture, their personalities, ways of thinking to this new continent. Moreover, in the major historical events of modern times, many cooperation has occurred in these two countries which brought many common points in their cultural exchanges. However, there is a large difference between these two countries regarding to their own history: the history of Britain is longer than the United States’, because before the industrial revolution, Britain has a long period of agriculture civilization, and much British people's cultural life has been influenced by the upper class of French due to the French occupation.
    [Show full text]
  • A History of English Literature MICHAEL ALEXANDER
    A History of English Literature MICHAEL ALEXANDER [p. iv] © Michael Alexander 2000 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W 1 P 0LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2000 by MACMILLAN PRESS LTD Houndmills, Basingstoke, Hampshire RG21 6XS and London Companies and representatives throughout the world ISBN 0-333-91397-3 hardcover ISBN 0-333-67226-7 paperback A catalogue record for this book is available from the British Library. This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. 10 9 8 7 6 5 4 3 2 1 09 08 07 06 05 04 03 02 O1 00 Typeset by Footnote Graphics, Warminster, Wilts Printed in Great Britain by Antony Rowe Ltd, Chippenham, Wilts [p. v] Contents Acknowledgements The harvest of literacy Preface Further reading Abbreviations 2 Middle English Literature: 1066-1500 Introduction The new writing Literary history Handwriting
    [Show full text]
  • English Literature Major and Minor Revised: 06/2019
    English Literature Major and Minor www.English.Pitt.edu Revised: 06/2019 Your love of reading and the infinite worlds that books contain might be the door to a future full of possibilities. English Literature majors work closely with faculty to develop versatile skills in critical thought and problem solving by exploring the literary past and present— from Harry Potter to Hamlet and from Sherlock Holmes to Katniss Everdeen. Prepare yourself for an increasingly globalized world of professional employment and cultural interaction through an immense variety of course offerings, which can also be complemented by electives in English composition, creative writing, and film. Choose from among five subject areas, or “concentrations,” and take charge of your preparation for post-graduate career paths while immersing yourself in and analyzing many of the greatest works ever written. The skills you master as an English Literature major will go with you to classrooms, boardrooms, or operating rooms. Required courses for the English Literature Advanced courses major ENGLIT 1900 Project Seminar ENGLIT 1910 Senior Seminar The English literature major requires the completion of 36 credits distributed as follows. Students must choose one of the concentrations described as follows. Students who declare this Grade requirements major after April 1, 2016 must follow the requirements laid out in A GPA of 2.0 in departmental courses is required for graduation. this document. Satisfactory/No Credit option Introductory courses There is no limit on the number of courses in the major that can be ENGLIT 0506 Literary Field Studies taken on an S/NC basis. Two period courses, to be selected from the list of Writing (W) requirement approved courses for the student’s chosen English literature majors automatically fulfill both of the Dietrich concentration.
    [Show full text]
  • An Introduction to the Medieval English: the Historical and Literary Context, Traces of Church and Philosophical Movements in the Literature
    Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 8 No. 1; February 2017 Australian International Academic Centre, Australia F l o u r is h i ng Cr ea ti v it y & L it e r ac y An Introduction to the Medieval English: The Historical and Literary Context, Traces of Church and Philosophical Movements in the Literature Esmail Zare Behtash English Language Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran E-mail: [email protected] Seyyed Morteza Hashemi Toroujeni (Correspondence author) English Languages Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran E-mail: [email protected] Farzane Safarzade Samani English Language Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran E-mail: [email protected] Doi:10.7575/aiac.alls.v.8n.1p.143 Received: 19/10/2016 URL: http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.143 Accepted: 23/01/2017 Abstract The Transition from Greek to medieval philosophy that speculated on religion, nature, metaphysics, human being and society was rather a rough transition in the history of English literature. Although the literature content of this age reflected more religious beliefs, the love and hate relationship of medieval philosophy that was mostly based on the Christianity with Greek civilization was exhibited clearly. The modern philosophical ideologies are the continuation of this period’s ideologies. Without a well understanding of the philosophical issues related to this age, it is not possible to understand the modern ones well. The catholic tradition as well as the religious reform against church called Protestantism was organized in this age.
    [Show full text]
  • Romanticism from the Concise Oxford Companion to English Literature Drabble, Margaret, 1939-; Stringer, Jenny; Hahn, Daniel (Eds)
    Romanticism from The Concise Oxford Companion to English Literature Drabble, Margaret, 1939-; Stringer, Jenny; Hahn, Daniel (eds). Oxford: Oxford University Press, 2007 Do not reply to this email. If you have any comments or queries, please contact us (http://literature.proquest.com/infoCentre/webmaster.jsp). Article Text: Romanticism A profound and irreversible transformation in artistic styles, in cultural attitudes, and in the relations between artist and society is evident in Western literature and other arts in the first half of the 19th cent. In Britain, a stark contrast appears between representative works of the preceding Augustan age and those of leading figures in what became known as the Romantic movement or "Romantic Revival" in the period from about 1780 to about 1848 (the "Romantic period"): Blake, Burns, Wordsworth, Coleridge, Southey, Scott, Byron, Shelley, Keats, Hazlitt, De Quincey, Carlyle, E. Brontë and C. Brontë. To define the general character or basic principle of this momentous shift, which later historians have called Romanticism, though, is notoriously difficult, partly because the Romantic temperament itself resisted the very impulse of definition, favouring the indefinite and the boundless. In the most abstract terms, Romanticism may be regarded as the triumph of the values of imaginative spontaneity, visionary originality, wonder, and emotional self-expression over the classical standards of balance, order, restraint, proportion, and objectivity. Its name derives from romance, the literary form in which desires and dreams prevail over everyday realities. Romanticism arose from a period of wider turbulence, euphoria, and uncertainty. Political and intellectual movements of the late 18th cent. encouraged the assertion of individual and national rights, denying legitimacy (forcibly in the American and French Revolutions) to kings and courtiers.
    [Show full text]
  • Paper 4 Romanticism: the French Revolution and After And
    Paper IV Unit I Romanticism: The French Revolution and After and Romantic Themes 1.1. Introduction During the second half of the 18th century economic and social changes took place in England. The country went through the so-called Industrial Revolution when new industries sprang up and new processes were applied to the manufacture of traditional products. During the reign of King George III (1760-1820) the face of England changed. The factories were built, the industrial development was marked by an increase in the export of finished cloth rather than of raw material, coal and iron industries developed. Internal communications were largely funded. The population increased from 7 million to 14 million people. Much money was invested in road- and canal-building. The first railway line which was launched in 1830 from Liverpool to Manchester allowed many people inspired by poets of Romanticism to discover the beauty of their own country. Just as we understand the tremendous energizing influence of Puritanism in the matter of English liberty by remembering that the common people had begun to read, and that their book was the bible, so we may understand this age of popular government by remembering that the chief subject of romantic literature was the essential nobleness of common men and the value of the individual. As we read now that brief portion of history which lies between the Declaration of Independence (1776) and the English Reform Bill of 1832, we are in the presence of such mighty political upheavals that “the age of revolution” is the only name by which we can adequately characterize it.
    [Show full text]
  • Irish Literature: a Brief Survey William T
    University of Rhode Island DigitalCommons@URI Technical Services Department Faculty Publications Technical Services 1990 Irish Literature: A Brief Survey William T. O'Malley University of Rhode Island, [email protected] Follow this and additional works at: http://digitalcommons.uri.edu/lib_ts_pubs Part of the Library and Information Science Commons Citation/Publisher Attribution O'Malley, William T., "Irish Literature: A Brief Survey" (1990). Technical Services Department Faculty Publications. Paper 23. http://digitalcommons.uri.edu/lib_ts_pubs/23 This Article is brought to you for free and open access by the Technical Services at DigitalCommons@URI. It has been accepted for inclusion in Technical Services Department Faculty Publications by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. Irish Literature Remarks at Cranston Leisure Center, 20 October 1990. I am delighted to take part in your series of talks on 'books and more books'. The wide range of topics is evidence of your vivacity and openness to the world of ideas. When I was asked to speak to you on Irish Literature, I was intensely eager to accept at this time because the invitation coincided with the realization that this year is the 50th anniversary of the death of the great Irish poet William Butler Yeats. Yeats was the dominant figure, during his lifetime, not only on the Irish scene, but on the broader stage of English language letters. Also of interest, is the connection between Yeats and the movement now known as the Irish Literary Renaissance which he founded, and Rhode Island. More on that subject anon.
    [Show full text]
  • The Imaginary Irish Peasant
    7KH,PDJLQDU\,ULVK3HDVDQW $XWKRU V (GZDUG+LUVFK 6RXUFH30/$9RO1R 2FW SS 3XEOLVKHGE\Modern Language Association 6WDEOH85/http://www.jstor.org/stable/462684 . $FFHVVHG Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=mla. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Modern Language Association is collaborating with JSTOR to digitize, preserve and extend access to PMLA. http://www.jstor.org EdwardHirsch The Imaginary Irish Peasant EDWARD HIRSCH, profes- A man who does not exist, sor of English at the University A man who is but a dream . W. B. Yeats, "TheFisherman" of Houston, is the author of three books of poems: For the Sleepwalkers (Knopf; 1981), Wild Gratitude (Knopf, 1986), which won the National Book HROUGHOUT THE nineteenth century, but particu- larly in there was an in- Critics' Circle Award, and The postfamine Ireland, increasing terest in the rural customs and stories of the Irish country people.
    [Show full text]