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David Grossman
DAVID GROSSMAN Hans Christian Andersen Author Award 2020 Nominated by IBBY Israel A statement on the Grossman contribution to literature for children and young people. David Grossman (born in Jerusalem, 1954) is a major figure in contemporary Hebrew literature. He writes for older and younger readers, in alternating order: Following every adult book, Grossman publishes a book for younger readers, followed by an adult book, etc. In his literary and journalistic writing Grossman does not shy away from complicated and controversial issues. He fights for the human rights of people of all ages, genders, and ethnicities. He is active in social justice causes and in peace initiatives between Arabs and Jews. In 1982 he published his first children’s book, Duel, about a twelve- year-old boy who makes friends with an elderly man in a nursing home. His writing for children and young adults encompasses a wide range of topics. In his picture books, he focuses on aspects of children’s daily life (Uri’s Special Language; A Brand-New Baby Brother) or their rich and wonderful imaginations, which can generate all sorts of fears (Itamar Walks on Walls; Itamar Meets a Rabbit, Itamar the Dream Hunter), worries (Don’t Worry Ruti, Itamar the Dream Hunter), or fantasies, sometimes involving imaginary friends (Hadas’ Friend). In Grossman’s picture books, the child’s world contains an empathic adult, the father, who respects the child, listens to him lovingly, and is able to suggest an unusual solution to the difficulty confronting the child, which the child is in turn quick to accept (the Itamar books; Who Wants a Piggy-Back?, Don’t Worry Ruti, etc.) In his writing for young adults Grossman deals with complicated issues, including ones that were considered taboo in the young adult Hebrew literature of their day. -
Writers Chimamanda Ngozi Adichie Monica Ali Isabel Allende Martin Amis Kurt Andersen K
Writers Chimamanda Ngozi Adichie Monica Ali Isabel Allende Martin Amis Kurt Andersen K. A. Applegate Jeffrey Archer Diana Athill Paul Auster Wasi Ahmed Victoria Aveyard Kevin Baker Mark Allen Baker Nicholson Baker Iain Banks Russell Banks Julian Barnes Andrea Barrett Max Barry Sebastian Barry Louis Bayard Peter Behrens Elizabeth Berg Wendell Berry Maeve Binchy Dustin Lance Black Holly Black Amy Bloom Chris Bohjalian Roberto Bolano S. J. Bolton William Boyd T. C. Boyle John Boyne Paula Brackston Adam Braver Libba Bray Alan Brennert Andre Brink Max Brooks Dan Brown Don Brown www.downloadexcelfiles.com Christopher Buckley John Burdett James Lee Burke Augusten Burroughs A. S. Byatt Bhalchandra Nemade Peter Cameron W. Bruce Cameron Jacqueline Carey Peter Carey Ron Carlson Stephen L. Carter Eleanor Catton Michael Chabon Diane Chamberlain Jung Chang Kate Christensen Dan Chaon Kelly Cherry Tracy Chevalier Noam Chomsky Tom Clancy Cassandra Clare Susanna Clarke Chris Cleave Ernest Cline Harlan Coben Paulo Coelho J. M. Coetzee Eoin Colfer Suzanne Collins Michael Connelly Pat Conroy Claire Cook Bernard Cornwell Douglas Coupland Michael Cox Jim Crace Michael Crichton Justin Cronin John Crowley Clive Cussler Fred D'Aguiar www.downloadexcelfiles.com Sandra Dallas Edwidge Danticat Kathryn Davis Richard Dawkins Jonathan Dee Frank Delaney Charles de Lint Tatiana de Rosnay Kiran Desai Pete Dexter Anita Diamant Junot Diaz Chitra Banerjee Divakaruni E. L. Doctorow Ivan Doig Stephen R. Donaldson Sara Donati Jennifer Donnelly Emma Donoghue Keith Donohue Roddy Doyle Margaret Drabble Dinesh D'Souza John Dufresne Sarah Dunant Helen Dunmore Mark Dunn James Dashner Elisabetta Dami Jennifer Egan Dave Eggers Tan Twan Eng Louise Erdrich Eugene Dubois Diana Evans Percival Everett J. -
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Search for Tomorrow. An Epimodernist Future for Literature Emmanuel Bouju Université de la Sorbonne Nouvelle abstract: “The Future is in the way things are,” says “the Minister of the Future,” Timothy Morton, in a recent exhibition at the Centre de cultura contemporània de Barcelona, After the End of the World. Search for tomorrow: it’s already here and now. So how does contemporary literature address and envision the very possibility of a future as such? This essay argues that there is a reneweddiagonal force of the contem- porary called epimodernism. The epimodernist values are superficiality, secrecy, energy, acceleration, credit, and consistency. These six values are necessary for envisioning any future that doesn’t involve hyperfinance, rating agencies, systematic calculation of behaviors—and their consequences for politics. hen i first heard of the topic for the preparatory workshop of this issue of Dibur Literary Journal, it was said to be “contemporary visions of the future in liter- ature and art.” I don’t know why (maybe because I wanted it to be so) I thought it meantW not “visions of the future in literature and art” (the future within literature, “le futur dans la littérature” in French) but “visions of the future of literature and art” (le futur de la littérature), as in “this literature has no future” (cette littérature n’a pas d’avenir). I’m French. So I was quite optimistic. I do have a vision of the “future of literature and art.” But then I received another e-mail, with the final title: “Contemporary Visionsof the Future.” And I realized it was all about the future in works of literature and art. -
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. -
V.S. Naipaul: from Gadfly to Obsessive
V.S. Naipaul: From Gadfly to Obsessive Mohamed Bakari* All the examples Naipaul gives, all the people he speaks to tend to align themselves under the Islam versus the West opposition he is determined to find everywhere. It is all tiresome and repetitious. Edward W.Said The Man and the Prize : The announcement of the 2001 Nobel Laureate for Literature in October that year elicited the kind of reaction that was predictable, given the reputation and the choice, that of Sir Vidhiadar Surajparasad Naipaul. Of Indian ancestry, V.S. Naipaul is a grandchild of Hindu Brahmins who found their way to the Caribbean island of Trinidad as indentured labourers to escape the grinding poverty of Utterpradesh. Naipaul’s was just one of a stream of families that were encouraged to migrate to the West Indies from the former British colonies of India and Chinese enclaves in Mainland China. Slavery had been abolished in the British Empire in 1832 and the former African slaves were no longer available to the sugarcane plantations and labour had to be sought from somewhere. In their natural ingenuity the British devised the new institution of indentured labour, which was really a new euphemism for a new form of servitude. Whereas the slaves were forcibly repatriated against their will, the new indentured labourers had the carrot of landownership dangled in front of them, to lure them to places they had no idea of. The new immigrants added a new dimension to an already complex racial situation, by adding the Asian layer to the Carib, European and African admixtures created by Alternatives: Turkish Journal of International Relations, Vol.2, No.3&4, Fall&Winter 2003 243 waves of migration. -
Course Overview: Since 1901, the Most Prestigious International Prize for Literature Has Been the Nobel
The Nobel Prize in the Anglophone World MWF-9-10 Instructor: Brian Doherty 35795 Course Overview: Since 1901, the most prestigious international prize for literature has been the Nobel. Quite a few winners have come from the English-speaking world that at one time was considered to be part of the British Commonwealth. The survey of these writers and their concerns will bring us to five continents and into various historical and social terrains. Reading will consist of poetry, drama, novels and short stories, as well as non-fiction (notably the acceptance speeches of the authors covered.) Required Texts: Course Reader with Poems by Rabindranath Tagore, W.B. Yeats, Seamus Heaney, and Rudyard Kipling available in course reader, along with some essays and short stories. J.M. Coetzee. Waiting for the Barbarians. 3 Nadine Gordimer. July’s People. 3 Alice Munro. Open Secrets. 3 V.S. Naipaul. Miguel Street 3 Wole Soyinka. Aké: The Years of Childhood. 4 Death and the King’s Horseman. 2 Derek Walcott. Selected Poems. 4 Patrick White. Voss. 6 Grading Policy: Research Project on author. 30% Presentation of Research Project 10% Quizzes on Readings 10% Class Participation 10% 2 short (2-3 pages) papers 20% One longer (6-8 pages) paper 20% Attendance in Class is required. Students may miss up to 4 classes with no penalty. For each missed class beyond 4, there will be a 7 point deduction from the student’s cumulative grade. This includes absences for any reason. Plus and minus grades will be used in the class. A = 93-100; A- = 90-92.9; B + = 88-89.9; B = 83=87.9; B- = 80-82.9; C+ = 78-79.9; C = 73-77.9; C- = 70-72.9; D = 65-69.9. -
Comparative Literature 1
Comparative Literature 1 Comparative Literature Department Website: http://complit.uchicago.edu Program of Study The major in Comparative Literature leads to a BA degree and is designed to attract students who wish to pursue interdisciplinary course work focused on the study of literature, textual artifacts, and translation, written in various languages and in various parts of the world. Some students come to the University of Chicago with a strong background in languages other than English and want to work in two or more literatures (one of which can be English). Some students have a strong interest in literary theory and wish to address poetics, study of genre or translation, and/or questions of transnational circulation and production of knowledge that go beyond the boundaries of national literature offered in other literature departments. Or, some students wish to pursue in-depth study of the interrelationship of literature, culture, and other arts and fields of knowledge, as well as issues that transcend the traditional demarcations of literary history and area studies. Our students work with the Director of Undergraduate Studies to design a plan of course work that will suit their individual goals while taking advantage of the rich offerings of the University. Program Requirements The requirements outlined below are in effect as of Autumn Quarter 2018 and will apply to all students in the Class of 2020 and beyond. Students interested in majoring in Comparative Literature should review the following guidelines and consult with the Director of Undergraduate Studies in Comparative Literature. These guidelines are to assist students in developing a balanced and cohesive plan of study which would be most accommodating and beneficial to the student’s academic development. -
Rhetorics of Belonging
Rhetorics of Belonging Postcolonialism across the Disciplines 14 Bernard, Rhetorics of Belonging.indd 1 09/09/2013 11:17:03 Postcolonialism across the Disciplines Series Editors Graham Huggan, University of Leeds Andrew Thompson, University of Exeter Postcolonialism across the Disciplines showcases alternative directions for postcolonial studies. It is in part an attempt to counteract the dominance in colonial and postcolonial studies of one particular discipline – English literary/ cultural studies – and to make the case for a combination of disciplinary knowledges as the basis for contemporary postcolonial critique. Edited by leading scholars, the series aims to be a seminal contribution to the field, spanning the traditional range of disciplines represented in postcolonial studies but also those less acknowledged. It will also embrace new critical paradigms and examine the relationship between the transnational/cultural, the global and the postcolonial. Bernard, Rhetorics of Belonging.indd 2 09/09/2013 11:17:03 Rhetorics of Belonging Nation, Narration, and Israel/Palestine Anna Bernard Liverpool University Press Bernard, Rhetorics of Belonging.indd 3 09/09/2013 11:17:03 First published 2013 by Liverpool University Press 4 Cambridge Street Liverpool L69 7ZU Copyright © 2013 Anna Bernard The right of Anna Bernard to be identified as the author of this book has been asserted by her in accordance with the Copyright, Design and Patents Act 1988. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or -
Contemporary Postcolonial & Non-Western Literature And
Contemporary Postcolonial & Non-Western Literature and Cultures This is a listing of literary, cultural and visual texts, written or produced from the early-to-mid twentieth century onwards, dealing with primarily British, but also French and Spanish colonial and postcolonial experiences, in Africa, Asia, the Caribbean and Latin America. It includes texts dealing with, or articulating, political, gendered, sexual, class-based, racial, and ethnic issues/injustices; and texts that provide insights about critical debates within these various cultures. 1. René Maran, Batouala: A True Black Novel, 1921, 1972 (fiction) 2. Joyce Cary, Mister Johnson, 1939 (fiction) 3. Aimé Césaire, Notebook of a Return to My Native Land, 1939, trans. Clayton Eshleman and Annette Smith, 1968 (poetry) 4. Léopold Sédar Senghor, Negritude, Black Poetry from Africa and the Caribbean, 1948, trans. Norman R. Shapiro, 1970 (poetry) 5. Pablo Neruda, Canto General, 1950, trans. Jack Schmitt, 1991 (poetry) 6. Frantz Fanon, Black Skin, White Masks, 1952, trans. Charles L. Markmann, 1967, & The Wretched of the Earth, 1961, trans. Constance Farrington, 1963 (critical theory) 7. Naguib Mahfouz, Sugar Street, 1957, trans. William Maynard Hutchins & Angele Botros Samaan, 1992 (fiction) 8. Chinua Achebe, Things Fall Apart, 1958 (fiction) 9. Ousmane Sembène, God's Bits of Wood, 1960, trans. Francis Price, 1962 (fiction) 10.V.S. Naipaul, A House for Mr. Biswas, 1961 (fiction) 11.Christopher Okigbo, Heavensgate, 1962 (poetry) 12.Kenzaburo Oe, A Personal Matter, trans. John Nathan, 1964, (fiction) 13.Wole Soyinka, Kongi's Harvest, 1964, & Death and the King's Horseman, 1975 (drama) 14.Gabriel Garcia-Marquez, One Hundred Years of Solitude, 1967, trans. -
ENG 145 Nobel Literature
ENG 145 Nobel Literature Online, Asynchronous May 22-July 1 2017 4 credits Course Web Info: <blackboard.gordon.edu>; see also <nobelprize.org> for helpful resources Instructor: Chad Stutz Office Phone: (978) 867-4754 Cell Phone: (617) 694-9722 Email: [email protected] Virtual Office Hours: M–F, 9-10:15 a.m. EST; by appointment Description There can be no greater recognition in the literary world than the Nobel Prize for Literature. Awarded by the Swedish Academy, the prize is given for excellence in literature as a representation or illustration of culture. The award is given for an author’s entire oeuvre—often after the publication of a seminal work. In the study of Nobel Prize-winning authors, we are studying those individuals who, according to the directive of Alfred Nobel, “have conferred the greatest benefit on mankind,” and, in the field of literature, “have produced the most outstanding work of an idealistic tendency.” Our focus will be on selected works of fiction, poetry, and drama by Nobel laureates as we discover more about our world and what it means to be human through the literature of its disparate peoples. We will also, inevitably and deliberately, interpret what we read through the lens of our faith as we meet writers and characters who do not share a Christian worldview. Finally, we will work on developing reading, writing, and critical thinking skills through online discussions, reading quizzes, and an essay. This course fulfills the Core Global Understanding Theme (Old Core) and the Core Literature Requirement (New Core), helping students to foster “an understanding of and engagement with global cultures in all their diversity” (Core Objective #4). -
WOLE SOYINKA: Politics, Poetics and Postcolonialism
This page intentionally left blank WOLE SOYINKA Politics, Poetics and Postcolonialism Biodun Jeyifo examines the connections between the innovative and influential writings of Wole Soyinka and his radical politi- cal activism. Jeyifo carries out detailed analyses of Soyinka’s most ambitious works, relating them to the controversies generated by Soyinka’s use of literature and theatre for radical political purposes. He gives a fascinating account of the profound but paradoxical affinities and misgivings Soyinka has felt about the significance of the avant-garde movements of the twentieth century. Jeyifo also explores Soyinka’s works with regard to the impact on his artistic sensibilities of the pervasiveness of representational ambiguity and linguistic exuberance in Yoruba culture. The analyses and evalu- ations of this study are presented in the context of Soyinka’s sus- tained engagement with the violence of collective experience in post-independence, postcolonial Africa and the developing world. No existing study of Soyinka’s works and career has attempted such a systematic investigation of their complex relationship to politics. is Professor of English at Cornell University. He is the author of The Popular Travelling Theatre of Nigeria () and The Truthful Lie: Essays in a Radical Sociology of African Drama (). He has written essays and monographs on Anglophone African and Caribbean literatures, Marxist cultural theory and colonial and postcolonial studies and has also edited several volumes on African drama and critical discourse. Series editor: Professor Abiola Irele, Ohio State University Each volume in this unique series of critical studies will offer a comprehensive and in-depth account of the whole œuvre of one individual writer from Africa or the Caribbean, in such a way that the book may be considered a complete coverage of the writer’s expression up to the time the study is undertaken. -
The Palestinians, As Is Well Known, Are Making Use of the Ancient Jewish Strategy of Exile and Have Removed Themselves from History
Imagining exodus for Israel-Palestine: reading the secular and the sacred, Diaspora and homeland, in Edward Said and David Grossman Anna Hartnell, University of London, Goldsmiths College The Palestinians, as is well known, are making use of the ancient Jewish strategy of exile and have removed themselves from history. They close their eyes against harsh reality, and stubbornly clamping down their eyelids, they fabricate their promised land. (David Grossman) There is no Israel without the conquest of Canaan and the expulsion or inferior status of the Canaanites – then as now. (Edward Said) The one who merely flees is not yet free; in fleeing he is still conditioned by that from which he flees. (Hegel) Introduction The Exodus narrative functions allegorically in the service of all participants in the Palestinian-Israeli dispute. This paper will concentrate specifically on Israeli renderings of this ancient story. The creation of the state of Israel suspends conceptions of Jewish identity between the tropes of Diaspora and homeland, secular Zionism and religious messianism, and the question of Exodus emerges as a central paradigm through which to examine religion as a major facet in what is often considered to be a predominantly secular Israeli identity. Itself caught in the tension between enacting a gesture of belonging and one of escape, the Exodus narrative calls into question the possibility of its central meaning: a going out, a new departure: exodus. By conjuring the dream of the ‘Promised Land’, this biblical myth weaves together national and religious sensibilities and projects them onto the same site. In so doing it links nationhood to an economy of redemption and thus seemingly problematizes those narratives that locate Zionism within a framework of so-called ‘Exodus politics’.