DOCSLIB.ORG

10 Grade – World Literature

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

10 th Grade – World Literature TIME CONTENT/THEME CORE GOALS/SKILLS ASSESSMENT SUGGESTED RESOURCES • Unit Test w/ open ended question • The Epic of Gilgamesh st 1 Marking Period Ancient Worlds • Elements of epics • Content plus application • The Mahabharata • Epic hero, archetype, quest/journey • Extension activities • The Fisherman and the Jinnee • Literary Devices • Collins quizzes/activities • Selections from the anthology • Structure: flashback, frame story • Figurative language: allusion • Literary Elements • Characterization, theme/moral, imagery, conflict • Literary Genre • Epic • Folk Tale • World Scriptures/Proverbs Persuasive Writing (Summer Read.) • • Writing Process (modeled) Revised five-paragraph essay • Intro, body, conclusion • Text Citation Chinese/Japanese Literature • Unit Test w/ open ended questions • Tao Te Ching • Literary Devices • Content plus application • The Analects • Structure: cause/effect text structure • Extension Activities • Zen Parables • Figurative language: aphorism, paradox, • Collins quizzes/activities • Poetic selections from the anthology imagery, metaphor • Literary Elements • Tone, style, mood, theme (analyze relationship) • Literary Genre • Philosophical Text / Parables • Poetry • Tanka • Haiku Ancient Greece & Rome • • Oedipus Written Response (Collins Type 3) • Elements of Tragic Drama • Persuasive analysis of the • Aristotle’s definition of tragedy/tragic components of a tragedy hero • Literary Devices • Structure: foreshadow, flashback, strophe, anti-strophe, subplots • Figurative language: irony, illusion • Literary Elements • conflict, tone, point of view, irony, setting • Literary Genre Vocabulary • Tragic Drama • • Vocabulary Power Plus Book 2 Unit Tests • • Sadlier-Oxford Books E and F • Word acquisition and usage Extension Activities • Anthology supplementals Grammar • • Diagramming Grammar Workbook • • • Parts of Speech, Parts of the Sentences Tests Anthology Supplementals • Extension Activities • Student Samples 10 th Grade – World Literature TIME CONTENT/THEME CORE GOALS/SKILLS ASSESSMENT SUGGESTED RESOURCES 2nd Marking Period The Middle Ages • Elements of Medieval Literature • Unit Test w/ open ended questions • Song of Roland • Feudal values, courtly love, hero virtues • Content plus application • Nibelungenlied • Elements of epic • Extension Activities • Percival: The Grail • Historical development of the epic, • Collins quizzes/activities • The Divine Comedy archetype • The Lay of the Werewolf • Literary Devices • Structure: narrative poetry • Figurative language: imagery, metaphor, allusion, irony • Literary Elements • symbolism, point of view (first person), voice, tone, purpose • Literary Genre • Medieval Epic • Poetry • Short Story • Allegory Informative/Analytical Writing • • Five paragraph essay Writing Process • Text Citations • Comparison of Purpose/Values The Renaissance • Unit Test w/ open ended questions • Selections from Petrarch and Ronsard • Literary Devices • Content plus application • Decameron • Sound Techniques: scansion, rhyme, • Extension Activities • Choose one selection from Elizabethan rhythm, meter, assonance, alliteration, • Collins quizzes/activities tragedy repetition • Julius Caesar • Figurative Language: imagery, metaphor, • Dr. Faustus (Marlowe) irony, hyperbole • From Don Quixote • Literary Elements • Symbolism, characterization, motive, theme, tone, style, mod, conflict • Literary Genre • Poetry o Lyric Poetry o Sonnets • Fiction: short story, novella o Frame • Fiction: Courtly Romance • Drama o Elizabethan tragedy Vocabulary • • Unit Tests Vocabulary Power Plus Book 2 • • Word acquisition and usage Extension Activities • Sadlier-Oxford Books E and F Grammar • Anthology Supplementals • Clauses • independent vs. dependent • Unit Tests • Grammar Workbook • adjective, adverb, noun • Extension Activities • Anthology Supplementals • Sentence Type • Student Samples • Compound • Complex 10 th Grade – World Literature • Compound/Complex 10 th Grade – World Literature TIME CONTENT/THEME CORE GOALS/SKILLS ASSESSMENT SUGGESTED RESOURCES 3rd Marking Period Rationalism • Literary Devices • Unit Test w/ open ended questions • The Fox and the Crow • Figurative Language: personification, • Content plus application • The Oak and the Reed exaggeration, understatement, faulty logic • Extension Activities • Candide • Literary Elements • Collins quizzes/activities • symbolism, moral • Literary Genre • Fable • Fiction/Satire Romanticism • • Elements of Romanticism • Unit Test w/ open ended questions Faust (Goethe) • Nature, Individualism, Emotion • Content plus application • The Expiation • • Extension Activities • Other poetic selections from anthology Literary Devices • • Collins quizzes/activities Structure: foreshadow • Figurative language: imagery • Literary Elements • Theme, tone, conflict, characterization (character motivation), symbolism, mood, point of view • Literary Genre • Drama • Poetry Realism • Unit Test w/ open ended questions • Choice of short stories • Elements of Realism • Content plus application • Two Friends • Common language, everyday characters, • Extension Activities • How much land Does a Man Need factual presentation • Collins quizzes/activities • A Problem • Literary Devices • A Doll House • Structure: foreshadow, flashback • Choice of Critical Reviews on A Doll • Figurative language: irony House from anthology • Literary Elements • characterization (dynamic/static, motivation), conflict (internal/external), setting, theme, tone, mood • Literary Genre • Fiction: short story • Informative/Analytical Writing Drama • Critical Review • Five paragraph essay • Writing Process • Text Citations Vocabulary • Comparison of Romantic/Realistic works (Prentice Hall 956) • Unit Tests • Extension Activities • Word acquisition and usage Grammar • Vocabulary Power Plus Book 2 • Unit Tests • Sadlier-Oxford Books E and F • Extension Activities • Anthology Supplementals • Verbals (recognition, construction, application) • Grammar Workbook • Participles • Anthology Supplementals • Gerunds • Student Samples • Infinitive 10 th Grade – World Literature • Appositives • Prepositional phrases 10 th Grade – World Literature TIME CONTENT/THEME CORE GOALS/SKILLS ASSESSMENT SUGGESTED RESOURCES 4th Marking Period Modern • Elements of Modern Literature • Experimentation, psychological analysis • Unit Test w/ open ended questions • The Metamorphosis of character, questioning values of the • Content plus application • Poetic selections from anthology past • Extension Activities • Choice of short story selections from • Elements of Literature of the Fantastic • Collins quizzes/activities anthologies • Nightmarish mood, science fiction, • War distorted views • The Glass of Milk • Literary Devices • Under Reconstruction • Structure: foreshadow, flashback, • My Old Home epiphany • Figurative Language: irony, imagery, metaphor • Literary Elements • Conflict, mood, tone, characterization (direct/indirect, static/dynamic), purpose, point of view, setting, atmosphere, speaker • Literary Genre • Autobiographical Fiction • Short Stories • Poetry o Lyrical Contemporary • Unit Test w/ open ended questions • The Handsomest Drowned Man in the • Elements of Literature of Contemporary • Content plus application World Literature • Extension Activities • House Taken Over • Conflicting lifestyles (traditional/modern), • Collins quizzes/activities • postwar reaction to culture, passionate The Guest • search for identity and meaning The Noble Prize n Literature • • Literary Devices Selections of Poetry from anthology • Figurative Language: irony, imagery, • Supplimental text including but not metaphor, simile, personification limited to • • Mirrors and Windows Literary Elements • • Choice of novel including but not limited Point of view, conflict, purpose, tone, to mood, symbolism, theme, speaker • • Things Fall Apart Literary Genre • Short Story o Magical Realism o Existentialism • Speech • Poetry o Surrealism • Memoir/Oral History • Novel Informative/Analytical Writing • • Five paragraph essay Writing Process • Text Citations • Comparison and contrast Literary Themes Vocabulary Across Cultures (Prentice Hall 1402) • Vocabulary Power Plus Book 2 • Unit Tests • Sadlier-Oxford Books E and F • • Extension Activities Grammar Word acquisition and usage • Anthology Supplementals • • Unit Tests Review • Grammar Workbook • phrases and clauses • Extension Activities 10 th Grade – World Literature • sentence types and combination • Anthology Supplementals • Student Samples TIME CONTENT/THEME CORE GOALS/SKILLS ASSESSMENT SUGGESTED RESOURCES ALL MARKING PERIODS Comprehension and Reading Skills • Vocabulary • Collins Activities • Teacher Modeling For Fiction & Non-Fiction o Acquisition and use • Unit Tests • Scaffolding of Techniques RECURSIVE • Word recognition • Writing Activities • PSSA style questions o Root words and content words • Extension Activities • Classroom Texts • Inferences/conclusions/generalizations o Make inferences o Cite supporting evidence • Main idea/details o Identified stated or implied main idea o Cite supporting evidence • Summarization o Summarize key details • Genre o Identify/analyze purpose o Cite supporting evidence • Interpret, compare, describe, analyze and • Collins Activities Interpretation and Analysis evaluate components • Unit Tests Of Fiction and Non-Fiction o Character, setting, plot, theme, • Writing Activities tone, style, mood, symbolism • Extension Activities o Connections between texts • Interpret, compare, describe, analyze and evaluate literary devices o Examples/purpose/effectiveness of personification, simile, metaphor, hyperbole, satire, imagery, foreshadowing, flashbacks and irony o Identify and assess effectiveness of point of view o Fact vs. opinion o Bias/propaganda techniques .
Recommended publications
  • 3 World Literature in a Poem the Case of Herberto Helder1

    3 World Literature in a Poem the Case of Herberto Helder1

    3 World Literature in a Poem The Case of Herberto Helder1 Helena C. Buescu It is arguable that, if world literature is also a mode of reading, as David Damrosch states, there may be special cases in which the choice of works to be read and/or to be translated has to be accounted for as a poetic gesture towards a planetary literary awareness. In such instances, the sense of literary estrangement is part of the reading process, and the project of its non- domestication (perhaps a stronger way to draw on Lawrence Venuti’s notion of foreignization) is very much at the centre of the hermeneutical process. In what follows I will be dealing with an interesting case of translation (or some- thing akin to it), from the point of view of a poet. It is not only that it is a poet who translates poems by others. It is also, as we shall see, that he translates them as a poet, that is, as part of his own poetic stance. What is (and what isn’t) a literary translation? That is the question that lies at the heart of this endeavour. As we shall see, it is also a case in which, through translation, cultural diversity and provenance are transformed into a clearly distinguished work: translating is a mode of reading, but it is also a mode of shifting socio- logical and aesthetic functions and procedures. This is why we may be able to say that world literature is not solely a mode of reading, but a mode that deals with the constant invention of reading—by reshaping the centre and the peripheries of literary systems, and by thus proposing ever-changing forms of actually reading texts that seemed to have been already read.
  • Imagining Indian Literature: Towards a Historiography of Translation

    Imagining Indian Literature: Towards a Historiography of Translation

    Imagining Indian Literature: Towards a Historiography of Translation MRINMOY PRAMANICK Research question what this paper tries to address is the role of translation in imagining nation and national literature in Indian context from a bhasha perspective. This paper argues that a partial history of literary translation can be proposed from the act of imagining national literature in a certain language. Research in this subject concerns on the history of literary translation by the government and non-government publishing houses, academic disciplines and academic activities like seminar, conferences, symposium, workshops etc. as the stepping stones for imagining nation through translation. This paper took quite a few examples of above mentioned literary activities to propose a history of translation as well as the history of Indian literature in a bhasha context. Keywords: Indian literature, nation, national literature, historiography, bangla translation, ecology of translation. ... the major modern Indian languages have developed not only through ‘vertical’ translations from the languages of power and knowledge - English and Sanskrit - but also by engaging in ‘horizontal’ translations of one another, ultimately contributing to the creation of an inherently pluralistic body of literature in India. (Translation as Growth: Towards a Theory of Language Development, Uday Narayan Singh). Imagining Indian Literature in Bangla can be traced back from 19th century with the translation of Indian literary texts from West Indian languages by Jyotindranath Tagore and also with the translation of Rabindranath Tagore’s translations of Indian poetry. This paper traced the history of translation and imagination of National literature from early 20th century as theoretically Indian Literature were assumed to be studied.
  • Course Outline

    Course Outline

    University of the Incarnate Word UIW-Heidelberg ENGL 2310 WORLD LITERATURE STUDIES COURSE OUTLINE I. Logistics UIW-Heidelberg Study Center Physical Address: Heidelberg, Germany - Bergstrasse 106, 69121 II. Course Description Part of the UIW Core Curriculum, this course includes close reading and discussion of texts of all kinds from a wide range of periods and societies to reveal the diversity of literature as a means of cultural statement. This course is designed as a directed exploration of worldwide literary genres and techniques of close study that emphasizes the development of critical reading skills and methodologies of literary analysis, i.e. of what can be said well about a work of art. Close readings of the assigned literary works will help develop our appreciation of literature as finely crafted, multidimensional art. In addition, such readings allow us to examine the connections between literature and culture. In examining these connections, we explore the role of art and the artist in social justice, an important aspect of study at our university. III. Course Objective Having finished this course, students will have a refined background knowledge of world literature, beginning with Ancient Near Eastern texts and ending with 20m century literature. They will develop and practice active reading which gets the reader involved with texts and authors. They will be able to identify various critical approaches and methodologies. Students will develop the skills required to present ideas clearly and effectively about literature in oral and written forms, for instance through a well-crafted paper which conveys a strong thesis with textual backing, demonstrating their ability to do research.
  • World Literature

    World Literature

    TEAC HER GUIDANCE For teaching the Georgia Standards of Excellence (GSE) World Literature Reading Literary and Reading Informational For use with Grades 9-10 Writing, Speaking and Listening, and Language Guidance World Literature GSE Reading Literary (RL) ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Skills/Concepts for Students: Practice attentive reading both in the classroom and independently Identify and analyze types of dramatic literature (i.e., classical tragedy and culturally specific forms such as Commedia dell’Arte) Think critically and analytically about text, making connections within a text and among texts, including texts from other cultures Demonstrate comprehension by identifying evidence such as diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics in texts including poetry, prose, short stories and drama Recognize and identify literary elements for analysis such as language, style, character development, point of view, irony, and structures (i.e. chronological, in medias res, flashback, epistolary narrative, frame narrative) Make inferences based on textual evidence, including predictions, biases, and patterns, including motif Analyze the influence of mythic, traditional, or classical literature on works of world literature Support all claims with textual evidence, both in formal analysis and in discussion Take notes and annotate texts, both formally
  • From Within the Frame: Storytelling in African-American Fiction

    From Within the Frame: Storytelling in African-American Fiction

    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1998 From within the frame: Storytelling in African-American fiction Bertram Duane Ashe College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, and the American Literature Commons Recommended Citation Ashe, Bertram Duane, "From within the frame: Storytelling in African-American fiction" (1998). Dissertations, Theses, and Masters Projects. Paper 1539623921. https://dx.doi.org/doi:10.21220/s2-s19x-y607 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USRRS This manuscript has been reproduced from the microfilm master. U M I films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter free, while others may be from any type o f computer printer. The quality o f this reproduction is dependent upon the quality o f the copy submitted* Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send U M I a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
  • The Makings of World Literature

    The Makings of World Literature

    Sodertorn University | School of Culture and Education C-essay 15 ECTS | English | Spring 2014 The Makings of World Literature Approached in a Practical and Theoretical Way and from a Western Perspective By: Petra Nilsson Supervisor: Fredrik Tydal Abstract The term world literature was coined almost 200 years ago and 100 years later it developed into a discipline within literary studies. This essay investigates several scholars’ ideas and suggested theories about the field, mainly from a European and North American perspective. World literature’s origin, development, and modern conceptions are presented and described. By passing on relevant information, the reader is given an overall understanding of world literature. One conclusion is that, although scholars sometimes disagree, there is an aim, and a possibility for a unanimous definition and approach of the discipline. Another conclusion is that assimilation of world literature can evoke respect and acceptance towards all people and all cultures, due to its all-inclusive, humanistic, and global essence. One finding from the analysis is that world literature is closely linked to globalization and other major changes in society. Another finding is that the field is defined by what is written, how it is read, and interpreted. It is also defined by what is included or excluded. There are some works that, due to high quality or local appreciation, belong in world literature’s sphere but, for various reasons, do not. Further finding shows that contributions circulate in multiple directions, often crossing over culture, language, and nation borders. World literature evolves and changes, sometimes because of readers’ choice and subjective value or disvalue of works which, as a consequence, form a discipline with variable characteristics.
  • The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition

    The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition

    Studies in English, New Series Volume 9 Article 3 1-1-1991 The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition Craig Werner University of Wisconsin Follow this and additional works at: https://egrove.olemiss.edu/studies_eng_new Part of the American Literature Commons Recommended Citation Werner, Craig (1991) "The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition," Studies in English, New Series: Vol. 9 , Article 3. Available at: https://egrove.olemiss.edu/studies_eng_new/vol9/iss1/3 This Article is brought to you for free and open access by the English at eGrove. It has been accepted for inclusion in Studies in English, New Series by an authorized editor of eGrove. For more information, please contact [email protected]. Werner: The Framing of Charles W. Chesnutt THE FRAMING OF CHARLES W. CHESNUTT: PRACTICAL DECONSTRUCTION IN THE AFRO-AMERICAN TRADITION Craig Werner University of Wisconsin First, three quotations. “Under exegetical pressure, self-reference demonstrates the impossibility of self-possession. When poems denounce poetry as lies, self-referentiality is the source of undecidability, which is not ambiguity but a structure of logical irresolvability: if a poem speaks true in describing poetry as lies, then it lies; but if its claim that poems lie is a lie, then it must speak true.”—Jonathan Culler, On Deconstruction: Theory and Criticism after Structuralism (202). “They ain’t no different from nobody else....They mouth cut cross ways, ain’t it? Well, long as you don’t see no man wid they mouth cut up and down, you know they’ll all lie jus’ like de rest of us.”—Zora Neale Hurston, Mules and Men (22).
  • 'Avoiding Closure' and 'Postmodern Temporality' in Barth's 'On with the Story'

    'Avoiding Closure' and 'Postmodern Temporality' in Barth's 'On with the Story'

    „Avoiding Closure‟ and „Postmodern Temporality‟ in Barth‟s „On with the Story’ [PP: 135-140] Mojgan Abshavi (Corresponding author) Department of English, Payam-e-Noor University Iran Mahboobeh Taghvaei Payam-e-Noor University Iran ABSTRACT Postmodern temporality in literature, as it involves non-linear time and narration, creates a discrepancy between the narrated time and the temporal time of narration, and thus the order of events within a story are playfully dealt with. Complexities become more when there is no sense of ending in such stories. John Barth‟s „On with the Story’ proves a good case in point in reflecting the poetics of postmodernism by manipulating nonlinear progression of time with multidimensional, discrete, and game-like temporality in creating flickering textual constructions, especially when he puts no endings for his stories and avoids closure to mirror the breakdown of traditional narrative values. Accordingly, the present paper tries to highlight Barth‟s narrative techniques in foregrounding nonlinearity and open-endedness in his „On with the Story’. As such, the aim of the study is to determine to what degree Barth‟s play with time and narration echo postmodern concerns and how is possible to make sense of a postmodern story by investigating into its textual structure than the mere course of events. Barth‟s achievement in the postmodern ground in this story, just like his other ones, not only challenges traditional narrativity and temporality but also presents the reader with a new sense of understanding reality as it is happening around us. Keywords: Non-linear Time, John Barth, On with the Story, Multiple Endings, Postmodern Temporality ARTICLE The paper received on Reviewed on Accepted after revisions on INFO 12/09/2017 10/10/2017 17/12/2017 Suggested citation: Abshavi, M.
  • World Literature I: Beginnings to 1650 Is Licensed Under a Creative Commons Attribution-Sharealike 4.0 International License

    World Literature I: Beginnings to 1650 Is Licensed Under a Creative Commons Attribution-Sharealike 4.0 International License

    Part Three The Renaissance WORLD LITERATURE I Beginnings to 1650 LAURA GETTY, PHD RHONDA KELLEY, PHD KYOUNGHYE KWON, PHD DOUGLASS THOMSON, PHD WORLD LITERATURE I Beginnings to 1650 Part Three The Renaissance LAURA GETTY, PHD RHONDA KELLEY, PHDKYOUNGHYE KWON, PHDDOUGLASS THOMSON, PHD Dahlonega, GA World Literature I: Beginnings to 1650 is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. Parts of this title have been reproduced from Compact Anthology of World Literature edited by Laura Getty and Kyounghye Kwon in accordance to its CC BY-NC-SA 4.0 license. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorporated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. To determine copyright status of any content please refer to the bibliographies and appendices for original source information to further research specific copyright licenses. Image Disclaimer: All images and figures in this book are believed to be (after a reasonable in- vestigation) either public domain or carry a compatible Creative Commons license.
  • A Clash Between Game and Narrative

    A Clash Between Game and Narrative

    ¢¡¤£¦¥¦§¦¨©§ ¦ ¦¦¡¤¥¦ ¦¦ ¥¦§ ¦ ¦ ¨© ¦¡¤¥¦¦¦¦¡¤¨©¥ ¨©¦¡¤¨© ¦¥¦§¦¦¥¦ ¦¦¦ ¦¦¥¦¦¨©§¦ ¦!#" ¦$¦¥¦ %¤©¥¦¦¥¦©¨©¦§ &' ¦¦ () ¦§¦¡¤¨©¡*¦¡¤¥ ,+- ¦¦¨© ./¦ ¦ ¦¦¦¥ ¦ ¦ ./¨©¡¤¥ ¦¦¡¤ ¦¥¦0#1 ¦¨©¥¦¦§¦¨©¡¤ ,2 ¦¥¦ ¦£¦¦¦¥ ¦0#%¤¥¦$3¦¦¦¦46555 Introduction ThisistheEnglishtranslationofmymaster’sthesisoncomputergamesandinteractivefiction. Duringtranslation,Ihavetriedtoreproducemyoriginalthesisratherfaithfully.Thethesiswas completedinFebruary1999,andtodayImaynotcompletelyagreewithallconclusionsorpresup- positionsinthetext,butIthinkitcontinuestopresentaclearstandpointontherelationbetween gamesandnarratives. Version0.92. Copenhagen,April2001. JesperJuul Tableofcontents INTRODUCTION..................................................................................................................................................... 1 THEORYONCOMPUTERGAMES ................................................................................................................................ 2 THEUTOPIAOFINTERACTIVEFICTION...................................................................................................................... 2 THECONFLICTBETWEENGAMEANDNARRATIVE ...................................................................................................... 3 INTERACTIVEFICTIONINPRACTICE........................................................................................................................... 4 THELUREOFTHEGAME..........................................................................................................................................
  • Course Syllabus: Masterpieces of World Literature

    Course Syllabus: Masterpieces of World Literature

    Course Syllabus: Masterpieces of World Literature Course Information LIT 2331-001: Masterpieces of World Literature Term: Fall 2006 Time: Saturdays 9:30am-12:15pm Location: JO 4.102 Website for announcements: www.utdallas.edu/~terje Course handouts, additional essays on WebCT: http://webct.utdallas.edu Professor Contact Information Terje Saar-Hambazaza Email: [email protected] Phone: 972-883-2713 Office: JO 4.134 Office hours: Saturdays 8:30am-9:30am and by appointment Course Pre-requisites, Co-requisites, and/or Other Restrictions No pre-requisites Course Description This course focuses on a number of world masterpieces of literature that deal with different aspects of human identity throughout history. We will examine major texts from different periods between the seventeenth and the twentieth century and discuss works from different genres including fiction, poetry, and drama. We will also consider the meaning and definition of a “masterpiece.” What is a masterpiece? What makes a masterpiece? Who determines what is called a masterpiece? How has the “reading” of various masterpieces changed over times? What is the role of a reader or a critic? What can we learn about the history of mankind and the transformation of human identity from these selected texts? How do these texts answer questions such as Who are we? What is a human being? How do we relate to society? These are only a few questions that we will encounter during the semester. In addition to primary works of literature, we will also read several contemporary and modern critical essays written on each text and view a film version of a literary masterpiece.
  • Modern Iranian Literature: the Historical and Present Development of the Short Story Genre

    Modern Iranian Literature: the Historical and Present Development of the Short Story Genre

    Journal of Literature and Art Studies, July 2016, Vol. 6, No. 7, 775-784 doi: 10.17265/2159-5836/2016.07.008 D DAVID PUBLISHING Modern Iranian Literature: The Historical and Present Development of the Short Story Genre Oydin Turdiyeva Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan The following article is about the historical overview of the Persian literature and the emergence and development of the short story as a literary genre and its prominent role in the modern literature of Iran. It discusses the origin of the short story in general and preconditions for the popularity of the new genre the Iranian literature of the 20th century, and also about the first successful collection of short stories that introduced it to the public. Also the development process of the short story and principle factors in every stage of its emergence as an independent genre of prose, as well as the thematic range are the main aspects among others to be analyzed in the article. It is historically documented that the Islamic state was established in 1979 after the fall of the Shah. And the very event had big impact not only on the social and political life of the country, but also on the cultural and literary life of the Iranians of the time. The significance of the revolution was such that it divided the literature to be known as the “pre-revolution” and “post-revolution” periods. Therefore this article is aimed to observe how this historic event had influenced the short story in particular and the distinct features of the works created during the two periods.