Century American Fiction
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Narrative Genres Narrative Text 1
Moorgate Primary School English: INTENT Grammar, Punctuation and Writing Genres Criteria for Fiction and Non-Fiction Genres This is a suggested overview for each genre, giving a list of grammar and punctuation. It is not a definitive list. It will depend on the age group as to what you will include or exclude. For each genre you will work on vocabulary such as prefixes, suffixes, antonyms, synonyms, homonyms, etc. Where possible, different sentence structures should be taught. This will be developed through the year and throughout the Key Stage. Narrative Genres Narrative text 1. Adventure and mystery stories – past tense First or third person 2. Myths and legends – past tense Inverted commas 3. Stories with historical settings – past tense Personification 4. Stories set in imaginary worlds – past or future tense Similes 5. Stories with issues and dilemmas – past tense Metaphors 6. Flashback – past and present tense Onomatopoeia 7. Traditional fairy story – past tense Noun phrases 8. Ghost story – past tense Different sentence openers (prepositions, adverbs, connectives, “- ing” words, adverbs, “-ed” words, similes) Synonyms Antonyms Specific nouns (proper) Semicolons to separate two sentences Colons to separate two sentences of equal weighting Informal and formal language Lists of three – adjectives and actions Indefinite pronouns Emotive language Non-Fiction Genres Explanation text Recount text Persuasive text Report text Play scripts Poetry text Discussion text Present tense (This includes genres Present tense Formal language Exclamation -
Myth and Carnival in Robert Coover's the Public Burning
ROBERTO MARIA DAINOTTO Myth and Carnival in Robert Coover's The Public Burning Certain situations in Coover's fictions seem to conspire with a sense of impending disaster, which we have visited upon us from day to day. We have had, in that sense, an unending sequence of apocalypses, long before Christianity began and up to the present... in a lot of contemporary fiction there's a sense of foreboding disaster which is part of the times, just like self reflexive fictions. (Coover 1983, 78) As allegory, the trope of the apocalypse—a postmodern version of the Aristotelian tragic catastrophe—stands at the center of Coover's choice of content, his method of treating his materials, and his view of writing. In his fictions, one observes desperate people caught in religious nightmares leading to terrible catastrophes, a middle-aged man whose life is sacrificed at the altar of an imaginary baseball game, beautiful women repeatedly killed in the Gothic intrigues of Gerald's Party, and other hints and omens of death and annihilation. And what about the Rosenbergs, whom the powers that be "determined to burn... in New York City's Times Square on the night of their fourteenth wedding anniversary, Thursday, June 18, 1953"(PB 3)?1 In The Public Burning, apocalypse becomes holocaust—quite literally, the Greek holokauston, a "sacrifice consumed by fire." What proves interesting from a narrative point of view is that Coover makes disaster, apocalypse and holocaust part of the materials of the fictions" of the times"—which he calls" self-reflexive fictions." But what is the relation between genocide, human annihilation, and self-reflexive fictions? How do fictions" of the times" reflect holocaust? Larry McCaffery suggests: 6 Dainotto in most of Coover's fiction there exists a tension between the process of man creating his fictions and his desire to assert that his systems have an independent existence of their own. -
A Quest for Historical Truth in Postmodernist American Fiction
A Quest For Historical Truth in Postmodernist American Fiction Sung, Kyung-Jun I Since the 1970's there have been ongoing debates about the nature of postmodernist American fiction. Many of the critics involved in these debates tend to think of postmoder- nist American fiction as metafiction, surfiction, or fabulation, emphasizing the self-reflexive characteristic of these fictions. We can see this trend of criticism reflected in the titles of books: Robert Scholes's Fabulation and Metajction (1979), Larry McCaffery's The Metajctional Muse (1982), and Patricia Waugh's MetaJiction (1984), which are regarded as important criticisms of postmodernist American fiction. Without denying that the metafictional trend is a conspicuous characteristic in postmodernist American fiction, it also appears to be correct to state that postmodernist American writers' concern with the social reality in which they live is an equal factor in the shaping of their works. When we examine postmodernist American fiction more closely, we find that it, though metafictional and self-reflexive in form, starts with paying serious attention to the cultural, social and political circumstances of America which have changed rapidly since the 1960's. This fact that postmodernist American writers pay close attention to the current problems and troubles of importance in America is exemplified concretely in the themes of their works. For example, E.L. Doctorow's The Book of Daniel (1971) and Robert Coover's The Public Burning (1977) deal with the case of Julius and Ethel Rosenberg who were victimized in the whirlpool of the Cold War; Thomas Pynchon's V. (1964) and Richard Brautigan's Trout Fishing in America (1967) focus on the the disorder and desolation of modern American society; John Barth's Giles Goat-Boy (1966) analyzes the ideological conflict between Capitalism and Communism and the social problems in the electronic age; Pynchon's Gravity's Rainbow (1973) gets at the heart of the nuclear war and, as a result of it, the fall of the world. -
Legacy of Abuse: Confronting the Past, Facing the Future
The Legacy of Abuse Confronting the Past, Facing the Future Alice H. Henkin Editor Copyright 2002 by The Aspen Institute The Aspen Institute Suite 700 One Dupont Circle, NW Washington, DC 20036 Published in the United States of America All rights reserved Printed in the United States of America ISBN 0-89843-342-8 THE LEGACY OF ABUSE Confronting the Past, Facing the Future Table of Contents Preface Alice H. Henkin and Norman Dorsen . 1 Conference Report Paul van Zyl and Mark Freeman . 3 Where We Are and How We Got Here: An Overview of Developments in the Search for Justice and Reconciliation Neil Kritz . 21 The Pinochet Case: International and Domestic Repercussions Jose Zalaquett . 47 Reflections on Intergenerational Justice Jonathan Steinberg . 71 Justice and Reconciliation: Responsibilities and Dilemmas of Peace-makers and Peace-builders Ian Martin . 81 Contributors . 91 Acronyms . 93 Participant List . 95 iii Preface The origin of this volume dates back to late 1988, when several rights-abusing regimes in Latin America were moving toward becoming rights-respecting democracies. At that time, the Justice and Society Program of the Aspen Institute, with the support of the Ford Foundation, brought together a group of human rights scholars and advocates for a conference on State Crimes: Punishment or Pardon. Three background papers and the conference report were published and widely distributed the following year. At that time there appeared to be only two ways in which successor regimes might deal with human rights violators who had remained members of the community…arrest, prosecute, and punish, or amnesty and amnesia. -
Tenses and Conjugation (Pdf)
Created by the Evergreen Writing Center Library 3407 867-6420 Tenses and Conjugation Using correct verb forms is crucial to communicating coherently. Understanding how to apply different tenses and properly conjugate verbs will give you the tools with which to craft clear, effective sentences. Conjugations A conjugation is a list of verb forms. It catalogues the person, number, tense, voice, and mood of a verb. Knowing how to conjugate verbs correctly will help you match verbs with their subjects, and give you a firmer grasp on how verbs function in different sentences. Here is a sample conjugation table: Present Tense, Active Voice, Indicative Mood: Jump Person Singular Plural 1st Person I jump we jump 2nd Person you jump you jump 3rd Person he/she/it jumps they jump Person: Person is divided into three categories (first, second, and third person), and tells the reader whether the subject is speaking, is spoken to, or is spoken about. Each person is expressed using different subjects: first person uses I or we; second person uses you; and third person uses he/she/it or they. Keep in mind that these words are not the only indicators of person; for example in the sentence “Shakespeare uses images of the divine in his sonnets to represent his own delusions of grandeur”, the verb uses is in the third person because Shakespeare could be replaced by he, an indicator of the third person. Number: Number refers to whether the verb is singular or plural. Tense: Tense tells the reader when the action of a verb takes place. -
In Formal Contexts: the Paratextual Features of Historiographic Metafiction
In Formal Contexts: The Paratextual Features of Historiographic Metafiction By Keith Kirouac, B.A. A Thesis submitted to the Department of English California State University Bakersfield In Partial Fulfillment for the Degree of Masters of English Fall 2015 Copyright By Keith Laurien Kirouac 2015 In Formal Contexts: The Paratextual Features of Historiographic Metafiction By Keith Kirouac This thesis or project has been accepted on behalf of the Department of English by their supervisory committee: D~:*~~Commt ee Chair 16(~~ Dr. Carol Dell'Amico Acknowledgements Upon the completion of this thesis project (my death as an author if for no cause other than exhaustion) I would like to thank my readers, Dr. Monica Ayuso and Dr. Carol Dell'Amico, for taking time out of their busy schedules to examine this relatively insignificant work. I am also grateful to Dr. Kim Flachmann, Dr. Charles MacQuarrie, Dr. Susan Stafinbil, Dr. Andrew Troup, and Christy Gavin for helping to guide me through the research which led to this paper. Abstract The Introduction to this thesis defines a number of key terms and concepts related to the study of paratexts in historiographic metafiction. The chapters that follow describe how paratextual forms operate within specific historiographic metafictional novels. The first of these chapters covers the footnotes in The Brief Wondrous Life of Oscar Wao, painting the novel's narrator as a fairly typical historiographer. The second chapter delves into the metafictional elements tied to the appendices which conclude The Lord of the Rings and argues that J.R.R. Tolkien's reputation as an author and scholar may have influenced the development of that novel. -
Dissertation M.C. Cissell December 2016
ARC OF THE ABSENT AUTHOR: THOMAS PYNCHON’S TRAJECTORY FROM ENTROPY TO GRACE A Dissertation Submitted to the Department of English and German Philology In partial Fulfillment of the Requirements for the Degree Doctor of English Philology Matthew Clayton Cissell December 2016 Director: María Felisa López Liquete Co-director: Ángel Chaparro Sainz (c)2017 MATTHEW CLAYTON CISSELL Abstract The central thesis of this dissertation is that Thomas Pynchon has come to occupy a specific position in the field of literature and that this can be seen in his latest novel, Against the Day , in which he is not so much writing about the past or even the present, but about what the present can become, about where it might be driven. Pynchon is self-consciously exploring the politics in the discursive field in which his book is situated, using the fin-de-siècle to highlight the ways that the present is geared toward catastrophe and that people, in a dans macabre , hurl themselves toward that endgame. The theoretical view and methodology behind my analysis of the novel draws to a great extent on the work of Pierre Bourdieu, specifically his sociological literary analysis. This sets an academic precedent in studies of Pynchon’s novels but it also requires applying an approach that has several necessary and onerous steps. In order to see how the social space of the novel is a refracted image of the author’s own social world one must analyse the field of power, after that the literary field and the positions of agents, next the space of possibilities, all of which help one understand the genesis of the author’s habitus and thus his trajectory and the creative project that develops. -
Demonizing Unions: Religious Rhetoric in the Early 20Th
DEMONIZING UNIONS: RELIGIOUS RHETORIC IN THE EARLY 20TH CENTURY AMERICAN STRIKE NOVEL A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by David Michael Cosca August 2019 © David Michael Cosca DEMONIZING UNIONS: RELIGIOUS RHETORIC IN THE EARLY 20TH CENTURY AMERICAN STRIKE NOVEL David Michael Cosca, Ph. D. Cornell University 2019 Demonizing Unions uncovers the significance of a Biblical idiom in American novels portraying violent labor conflicts from the 1910s to the 1930s. I reveal the different ways that Upton Sinclair’s King Coal and The Coal War, Mary Heaton Vorse’s Strike!, and Ruth McKenney’s Industrial Valley employ a Biblical motif both to emphasize the God-like power of Capital over society, and to critique an emergent socio-political faith in business power. The texts I examine demonstrate how it was clear to industrialists in the early 20th century that physical violence was losing its efficacy. Therefore, much of the brunt of the physical conflict in labor struggles could be eased by waging a war of ideas to turn public opinion into an additional, ultimately more powerful, weapon against the potential of organized labor. I argue that in these texts, the besmearing of the discontented workers as violent dupes of “outside agitators,” rather than regular folks with economic grievances, takes on Biblical proportions. In turn, these authors utilize Biblical stories oriented around conceptions of power and hierarchy to illuminate the potential of ordinary humans to effect their own liberation. BIOGRAPHICAL SKETCH David Cosca grew up in Santa Maria, CA. -
John Ahouse-Upton Sinclair Collection, 1895-2014
http://oac.cdlib.org/findaid/ark:/13030/c8cn764d No online items INVENTORY OF THE JOHN AHOUSE-UPTON SINCLAIR COLLECTION, 1895-2014, Finding aid prepared by Greg Williams California State University, Dominguez Hills Archives & Special Collections University Library, Room 5039 1000 E. Victoria Street Carson, California 90747 Phone: (310) 243-3895 URL: http://www.csudh.edu/archives/csudh/index.html ©2014 INVENTORY OF THE JOHN "Consult repository." 1 AHOUSE-UPTON SINCLAIR COLLECTION, 1895-2014, Descriptive Summary Title: John Ahouse-Upton Sinclair Collection Dates: 1895-2014 Collection Number: "Consult repository." Collector: Ahouse, John B. Extent: 12 linear feet, 400 books Repository: California State University, Dominguez Hills Archives and Special Collections Archives & Special Collection University Library, Room 5039 1000 E. Victoria Street Carson, California 90747 Phone: (310) 243-3013 URL: http://www.csudh.edu/archives/csudh/index.html Abstract: This collection consists of 400 books, 12 linear feet of archival items and resource material about Upton Sinclair collected by bibliographer John Ahouse, author of Upton Sinclair, A Descriptive Annotated Bibliography . Included are Upton Sinclair books, pamphlets, newspaper articles, publications, circular letters, manuscripts, and a few personal letters. Also included are a wide variety of subject files, scholarly or popular articles about Sinclair, videos, recordings, and manuscripts for Sinclair biographies. Included are Upton Sinclair’s A Monthly Magazine, EPIC Newspapers and the Upton Sinclair Quarterly Newsletters. Language: Collection material is primarily in English Access There are no access restrictions on this collection. Publication Rights All requests for permission to publish or quote from manuscripts must be submitted in writing to the Director of Archives and Special Collections. -
Reading Locally, Teaching Globally: How Local Stories Can Inspire Students to Ask Universal Questions Jeraldine R
Teaching American Literature: A Journal of Theory and Practice Summer 2017 (9:1) Reading Locally, Teaching Globally: How Local Stories Can Inspire Students to Ask Universal Questions Jeraldine R. Kraver, University of Northern Colorado Abstract: Literature offers what Santayana calls, "rehearsals for rational living," partly through the questions it poses, including those Mark Edmundson raises in Why Read?: "Who am I?" "What might I become?" "What is the world in which I find myself?" "How might it be changed for the better?" I engage students with such questions by reading locally— choosing texts set in our backyard. In Colorado, the local connections of Upton Sinclair's forgotten novel, King Coal create initial interest; however, the plot and protagonists offer opportunities for students to engage in the imaginative rehearsals required to answer these essential questions. I first encountered Upton Sinclair's King Coal as a graduate student at the University of Kentucky. The novel was integral to the first essay I ever published—a discussion of Sinclair's work alongside Germinal (Emile Zola's naturalistic view of miners in France) and Matewan (John Sayles' a film about the West Virginia coal wars). The thesis of that essay is irrelevant here, but what does matter and does disturb me is that, despite residing just a few hours from Harlan County—where the battle between local miners and Duke Power had been the subject of the Oscar-winning documentary, Harlan County, USA—in a state abutting West Virginia, it never occurred to me to make the connection between the literature of the past and the issues of coal mining in the present. -
Book Reviews, Special Pynchon-Scholarship-In-Languages-Other-Than-English Orbit
orbit. Review How to Cite: Chetwynd, A, Bugno-Narecka, D, Kipouridou, R, Abe, K, Vanicek, V, Brondino, A and Ryckx, M 2021 Book Reviews, Special Pynchon- Scholarship- in-Languages-Other-than-English Edition, 2020. Orbit: A Journal of American Literature, 9(1): 1, 1–40. DOI: https://doi.org/10.16995/orbit.3404 Published: 15 January 2021 Peer Review: Orbit’s book reviews are handled by the reviews editor and do not go through the same blind peer-review process as its scholarly articles. Copyright: © 2021 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/. Open Access: Orbit: A Journal of American Literature is a peer-reviewed open access journal. Digital Preservation: The Open Library of Humanities and all its journals are digitally preserved in the CLOCKSS scholarly archive service. The Open Library of Humanities is an open access non-profit publisher of scholarly articles and monographs. Chetwynd, A, et al. 2021 Book Reviews, Special Pynchon-Scholarship-in-Languages-Other-than-English orbit. Edition, 2020. Orbit: A Journal of American Literature, 9(1): 1, 1–40. DOI: https://doi.org/10.16995/orbit.3404 REVIEW Book Reviews, Special Pynchon- Scholarship-in-Languages-Other-than- English Edition, 2020 [a note from the Book Reviews Editor: if you’re interested in reviewing a book on any aspect of unconventional post-1945 US literature, please send an email proposing a review to [email protected]] Ali Chetwynd, Dominika Bugno-Narecka, Romina Kipouridou, Kodai Abe, Vit Vanicek, Andrea Brondino and Michel Ryckx Book Reviews, of: Pióro & Paryż (eds) – Thomas Pynchon [Polish] Aliaga (ed) – Thomas Pynchon [Spanish] Nagano –トマス・ピンチョン──帝国、戦争、システム、そして選びに与れぬ 者の生 [Japanese – Thomas Pynchon: Empire, War, System, and the Lives of Preterites] Oleha – Perspektivy Konce: Thomas Pynchon a Americky Román po 11. -
The Simple Verb Tenses
Simple Verb Tenses present past future Past Form: past tense of the base form Present Form: base form/-s form Future Form: will + base form or is + (present participle)ing + infinitive TENSE EXAMPLES MEANING Simple Past Tense It snowed yesterday. At one particular time in the past, this Amar watched TV last night. happened. It began and ended in the past. I walked to school yesterday. John lived in Paris for ten years. Carlos bought a new car three days ago. Rita stood in an alcove when it began to rain. When Mrs. Chu heard a strange noise, she got up to investigage. When Kasia dropped her cup, coffee spilled on her lap. Simple Present Tense It snows in Alaska. In general, the simple present tense expresses The world is round. events or situations that exist always, usually, Water consists of hydrogen and oxygen. habitually; they have existed in the past, they The average person breathes 21,600 exist now, and they probably will exist in the times a day. future. The simple present tense expresses general statements of fact and timeless truths. Ivan watches TV every day. The simple present tense is also used to I study for two hours every night. express habitual or everyday activities. I wake up at six every morning. Andre drives to work daily. Simple Future Tense It will snow tomorrow. At one particular time in the future, this will It is going to snow tomorrow. happen. Calvin will finish his work tomorrow. Calvin is going to finish his work tomorrow. We will study the Incas before we return next summer.