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In Search of Ernest Hemingway:A Mod,,,,Ifor Teachinga Literature Seminar

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In Search of Ernest Hemingway:A Mod,,,,Ifor Teachinga Literature Seminar DOCUMENT RESUME ED 168 CS 204 744 A _AUTHOR Workian, Beooke .".TITLE In Search of Ernest Hemingway:A Mod,,,,Ifor Teachinga Literature Seminar. INSTITUTION National-Council of Teachersof English, Ur.baa4, , Ill. - t PUB DATE 79 NOTE 116p. AVAILABLE FRO! ., NatiOnal Council of Teachersof English, 1111 Kenyon- , r Road, Urbana, Illinois61801 (Stock No.22892, 45.00 member, $6.00 nat-member) . , , *' 'E PRICE. , MF01/PC05 Plus Postage. ;DESCRIPTOR,S' American Liteature;Course Content; Course Objectives; *Critical Reading;*English Instructlon; *Literary Analysiel_*LiteratureAppreciation; Secondary Education; StuderAWriting Models; *Teaching Techniques;.*Writing Skills . IDENTIFIERS *Hemingway (Ernest) ABSTRACT . , Intended for useevery day for a semester, tais secondary seminar handbook provides a schedule, lessonplans; materials for classroomdistribution, and a bibliography 4esigned to teach ,critical for a` course reading.and basic.writing.skillstnrOugh an-in-depth study ofErnest Heiingway. Because the that students write course requires seven popea.41. papers that combinebiographical .i.nformation,about Hemingway with nalysesof his. writing, the handbook individual examples or outlines the. procedures involvedin writing Oichpaper and offers models that can be used as. examples forthe students in writing theirown papers. The handbook also process for "Defense describes tne- Day," an activity that is integrilto the semindr,,,,and suggesits ways that the teaching methods mightbe adapted to other authors and theirwcrks. AMong! the items included appendixes are an outline in tne of the life and times cfErnest Hemingway and seven. anecdotes from Hetaingway-biographies./" (MAD' 4 ************************************************************************ * Reproductions' supplied by EDRS are the best thatcan be made ,* * from the -original, document. * *******************************************************************-** ' .1 U.S. OE PARTME NT OF HEALTH.' EDUCATION I WELFARE NATIONAL oturruilroF 'EDUCATION THIS DOCUMENT HAS BEENREPRO. OUCED EXACTLY ASRECEIVED FROM . THE PERSON OR ORGANIZATIONORIGIN. ATATEDTING IT POI TIS.PF VIEW OR NIONS . S DO MOT NECESkARILYOPIR,EPRE. SEAR,CH SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION'OR POLICY oF.ERNEST HEMINGWA A MODEL FOR TEACHING' A LITERATORt SEMINAR $ IROOKE WORKMAN- .West High School, Iowa City \ . ' I National Council of Teachers of English 1111 Kenyon Road,, Urbana, Illinois61801 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANtED BY National Council of Teachers of English TO THE EDUCATIONAL RESOURCES. INFORMATION CENTER (ERIC) AND USERS OF THE ERIC SYSTeKt." D. st so* .4 Grateful acknowledgment is made for permission to reprint the following material. "A Tele- phone Call to Mary Hemingway" by Brooke Workman, which titSt appeared in Today's Educdtion, Sepfeniber-Octobe' 197 eprinted by permission of National Education Association. "Air Line" by Ernes Hemingway. Copyright © 1979 byby the Ernest Hemingway Foundation. Reprinted by permilkion of tile Ernest Hemingway' Foundation. "On the Blue Water: A Gulf. Stream Letter" by Ernest Hemingway. Copyright 1936 by Esquire, Inc";* renewed © 1964 by Mary Hemingway. Reprinted by permission. < NCTE Editbrial Board: Evelyn. Copeland, Rudine Sims, Donald C. Stewart, C. Ann Terry, 'Frank Zidonis,, Robert F. Hogan, ex officio, Paul' O'Dea, ex officio 4 . Book.Design:, Torn Kovacs A, r NCTE Stack. Number 22892 4: J 4 ©,1979 by the pil'ational Council of Teachers of English. All rights reserved. Printed in the United States of America. It is thelaolicy ofNeTE in its journals and other publications to provide a forum ?or the operr discussion of ideas concerning the content and the teaching off English and the-language arts. Publicity accorded to any particular point of view does not imply endprsement by the Executive COmmittee, the Board of Direc- tors, or the membership at large, except in announcements of policy where such endorsement i.s.jlearly specified. Library of Congress Catalogingin,Publica-tio(nihata Workman, Brooke, 1933 - In search of Etnest Hemingway. ) Bibliography: p. 1.Hemingway, Ernest, 1899 - 1961 -Study and teaching (Secondary)-Outlines, syllabi, etc.2.American literature-Stub)/ and teaching (Secondtry) I.Title. PS3515.E37Z954' NSEIN 0-8141-2 -2 v. 6 f.. To Leslie and Mark` , . (% I. o a I kir A o 14. I.. CONTENTS AA N List of Ifandoutis . 7 ix Preface xi Acknofvledgmenii Introduction, Orientation to the Seminar 1 Days 1-2 , Paper I: "Indian Camp" 11 " 5 Days 3-10 Paper II:. The Sun Also Rises, 19 Days 14-26 Paper HI: A Farewell to Arrrts'- 3.1 Days 27-42 Paper IV: A Profilg of Etheit litultingway 41- Days 43 -57 . Paper V: Paper of Choice 57 Days 58-69 Paper VI: The Old Alan and the Sea 67 Days 70-79 Paper VII: The Summing Up 77 A 4 Days 80-90 Appendix A ti 93 Appendix.B 96 Appendix C 106 Appendix D 103 Bibliography 107 VII O a 4 -N' liANDOUTi 1.Tentative Sc &line . : 3 - 2.The Hemingway 'Chronology k 7 3. 0 The position Paper 9 4. .t.iggestions"f90aper ,I: 'IndianCamp" 14'` 5. Sltdent Model for Paper I 15 6. Suggestions f r K Paper II: The Sun AlioRises 23 7. Student Mod or Paper II 24 8.Suggestions for' aPer III: A Farewellto Arms .35 9. Student Model for Paper III 36 10. S Suggestions f9r Paper IV,: The ProfilePaper 45 11. Student Modfor Paper IV: Use oI Biography 46 112.'Rtudent Model for Piper IV: CombiningBiography and Literature 52 13. Sugg,estions for Paper V: Paper of Choice 60 14: Stude t'Model for Pape" V 1/ 62 15. Suggestions for Paper VI: The Ol Manand the Sea 71 4' 16. Student Model for ser VI 72 ) 17. Suggestions for r VII: Summing ..Up. 79 18. Su l' estions for Paper VII: Parody 80 19. to ett Model for Paper VII: SummingUp 81 20. Student Model for Piiper VII.: Parody 86, [., 21.. ,t Seminar Evaluation .89 1.* 4 6' pREiACE WHY NOT A SEMINAR? Which includes a knowledge of major andminor works and their chronologyiDa delight in quot- I have taught American literaturecourses in high. Sble lines, and the privilege of choosing favorite school for more than eighteenyears, but the characters. sum, this process can make a broad survey outlines which servedme in.,the writer come alive, become a friend (or enemy)? 1950s-LPuritans to the Presentbegan to narrow' And the assignment worked. Many of those, in the late 1960s. The title remained, but Ibegan former students have, in fact, toldme ttrt their .to. pursue the change, of Form and content in first genuine response to 'literaturecame as a ,Ainerican. literature that took place tfter.Theo- result of the hi-depth study of James, Cather, dore Dreiser's Sister Carrie (1900). I would use Steinbeck, Hemingway. They also observedthat nineteenth-century writers like Poe, Thoreau, the position paper had beena' valuable college Dickinson, Melyille, and Whitman tosuggest the pftatatory experience. changes that were to emerge aft'br World, yarI. So I introduced the scheme at Iowa City Weit. My shift from broad survey to more narrowed Or, rather, I'decided to transforman individual focusgained momentumas West High School of term paper course into a seminar that would Iowa City became caughtup in the curriculum follow the American literature surrey 'course. revolution of the 60s, a revolution that-called.for The seminathat in-depth approachthat en- shorter courses, even mini-courses: Relevance, tered_American universities back in the 1860s, we called it.Slices -Of American literature be- seemed an 'appropriate came courses. Et nic American Novels, The structure since it bines individual' study withs America Short a group irkter- tory. Sometimes courses com- action. 'Insteadof asingle bined synthesis paper, three, or four authors, reminiscent of however, my fifteen juniors and seniorswrote graduate school a "bedfellow courses"Twain, seven position papers, Insteaof grading all of Faulkner, Salinger. Strange bedfellowsat times. the papers for each assignmt, I graded all but As year courses became semester and finally two; these two were evaluated by the group. trimester' courses, I reflected on the problems Naturally the assignments.were chronological, ..created tiv fragmenting literture, and I recalled though there was an "author profilepaper near ' a tactic I had used in 1062 while teaching for the the middle of tke term anda summation paper. °verse, s. Schools 'run by the. U.S.government in atthe end. Classroom activities includednot WeStq ermany, In an American literature survey ,only reading and writing 'and evaluation (we course for high-ability juniors and seniors, I had called the group evaluation of assigned a position papers "Defense. paper on one American Day"), but also the oral reading ofshort works, author.. The paper requireda single focus based the use of audio-visual materials, brief teacher on the 'reading of at least five of the author's "lectures," and bulletin board displays.Eventu- 'Works and one hundredpages of biography ally we even contacted authors (see Appendix and7or autobiogrty.n hadpersonally followed A) and hard weekend partiesfor which we a similar in-depthading praotice for years, and dressed as literary characters. I hoped to share with students what I haddis- The idea flourished. Beginning withan ex- .covered through understandinga writer's -basic perimental seminar four yearsago on F. Scott ;themes and stylea sense of how biography Fitzgerald, I have, gone on to offerseminars on relates to literary material, the joy, of expertise John Steinbeck, Saroyan, J.D. Salinger, xi wI xii Preface and Ernest Hemingwayall authors chosen by (2) Hemingway
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