The Ironies of Colson Whitehead
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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. -
11 Th Grade American Literature Summer Assignment (20192020 School Y Ear)
6/26/2019 American Lit Summer Reading 2019-20 - Google Docs 11 th Grade American Literature Summer Assignment (20192020 School Y ear) Welcome to American Literature! This summer assignment is meant to keep your reading and writing skills fresh. You should choose carefully —select books that will be interesting and enjoyable for you. Any assignments that do not follow directions exactly will not be accepted. This assignment is due Friday, August 16, 2019 to your American Literature Teacher. This will count as your first formative grade and be used as a diagnostic for your writing ability. Directions: For your summer assignment, please choose o ne of the following books to read. You can choose if your book is Fiction or Nonfiction. Fiction Choices Nonfiction Choices Catch 22 by Joseph Heller The satirical story of a WWII soldier who The Short and Tragic Life of Robert Peace by Jeff Hobbs. An account thinks everyone is trying to kill him and hatches plot after plot to keep of a young African‑American man who escaped Newark, NJ, to attend from having to fly planes again. Yale, but still faced the dangers of the streets when he returned is, Bastard Out of Carolina by Dorothy Allison The story of an abusive “nuanced and shattering” ( People ) and “mesmeric” ( The New York Southern childhood. Times Book Review ) . The Known World by Edward P. Jones The story of a black, slave Outliers / Blink / The Tipping Point by Malcolm Gladwell Fascinating owning family. statistical studies of everyday phenomena. For Whom the Bell Tolls by Ernest Hemingway A young American The Hot Zone: A Terrifying True Story by Richard Preston There is an anti‑fascist guerilla in the Spanish civil war falls in love with a complex outbreak of ebola virus in an American lab, and other stories of germs woman. -
Sara L. Pfaff English Department, Brown University Box 1852, Providence, RI 02912 Phone: (586) 596-7130 Email: Sara [email protected]
Sara L. Pfaff English Department, Brown University Box 1852, Providence, RI 02912 phone: (586) 596-7130 email: [email protected] Education: Brown University, Providence, RI 2008— Ph.D., English, completion May 2016 M.A., English, May 2010 Wayne State University, Detroit, MI 2003—2008 B.A., English, May 2008 B.A., History, May 2008 Dissertation: “Pluralism and Pathology in Ethnic American Fiction” explores the political implications of alternative configurations of multiethnic communities in American literature since 1965. In particular, my project examines how tropes of pathology and disease reflect—not just bodies that are in transition—but also communities and individuals that are increasingly interconnected, interdependent, and metastable. The pathological and ailing body functions as a literary device that advocates for the centrality of contingency and adaptation within ethnic, political, and social forms of belonging. I argue that this emphasis on contingent identity troubles the reified identity forms disseminated by nationalist ideologies and introduces alternative forms of belonging based in liminality, uncertainty, and debate. Tropes of pathological embodiment in the novels of N. Scott Momaday, John A. Williams, John E. Wideman, Louise Erdrich, Paul Beatty, Sherman Alexie, and Colson Whitehead thus provide a vital critique of (and alternative to) dominant ideologies of multiculturalism, which have recently been shown as reinforcing, rather than rectifying, racial inequality. This project explains how this literary device is congruent with a refashioning of multiculturalism in literary criticism; and analyzes how contingent configurations of identity are compatible with the rise of pluralism in emerging political, scientific, and cultural theory. Chair: Rolland Murray Committee: Professors Daniel Kim and Ralph Rodriguez Publications: “‘The slack string is just a slack string’: Neoformalist Networks in The White Boy Shuffle”. -
Jesmyn Ward, Salvage the Bones Alice Walker, The Color Purple Ernest Gaines, A Lesson Before Dying Colson Whitehead, The Intuitionist Yaa Gyasi, Homegoing N
June 2020 Dear 11th and 12th U.S. Literature Students, The following is your summer reading list. I have provided several fiction and nonfiction books as options. You are required to read two (2) books this summer, three (3) books if you plan to take Honors. You will have individual writing assignments based on your summer reading and follow up discussions in August/September. Honors students will present multimedia reflections on their chosen texts. All of these assignments will be part of your first semester grade for U.S. Literature. You can find these books on Amazon, Barnes & Noble.com, Half Priced Books, Google Play Books, etc. (see used copies), or e-copies at your local libraries (until libraries reopen). They can also be found as audio books (Audible), so you may elect to listen to the story being read aloud as you follow along, if that helps you. Fiction Toni Morrison, Beloved Richard Wright, Native Son Jesmyn Ward, Salvage the Bones Alice Walker, The Color Purple Ernest Gaines, A Lesson Before Dying Colson Whitehead, The Intuitionist Yaa Gyasi, Homegoing N. Scott Momaday, House Made of Dawn Jhumpa Lahiri, Interpreter of Maladies Randy Ribay, Patron Saints of Nothing Mario Alberto Zambrano, Lotería Erika L. Sánchez, I Am Not Your Perfect Mexican Daughter Elizabeth Acevedo, The Poet X Nonfiction Joan Didion, Where I Was From Domingo Martinez, The Boy Kings of Texas Mohammed Ghassan Farjia, The Layman’s Guide to Climate Change Kwame Alexander, The Playbook: 52 Rules to Aim, Shoot, and Score in this Game Called Life Janet Gurtler, You Too? Matthew Desmond, Evicted: Poverty and Profit in the American City Robert Pirsig, Zen and Art of Motorcycle Maintenance Best wishes, Mr. -
The Underground Railroad in Tennessee to 1865
The State of State History in Tennessee in 2008 The Underground Railroad in Tennesseee to 1865 A Report By State Historian Walter T. Durham The State of State History in Tennessee in 2008 The Underground Railroad in Tennessee to 1865 A Report by State Historian Walter T. Durham Tennessee State Library and Archives Department of State Nashville, Tennessee 37243 Jeanne D. Sugg State Librarian and Archivist Department of State, Authorization No. 305294, 2000 copies November 2008. This public document was promulgated at a cost of $1.77 per copy. Preface and Acknowledgments In 2004 and again in 2006, I published studies called The State of State History in Tennessee. The works surveyed the organizations and activities that preserve and interpret Tennessee history and bring it to a diverse public. This year I deviate by making a study of the Under- ground Railroad in Tennessee and bringing it into the State of State History series. No prior statewide study of this re- markable phenomenon has been produced, a situation now remedied. During the early nineteenth century, the number of slaves escaping the South to fi nd freedom in the northern states slowly increased. The escape methodologies and ex- perience, repeated over and over again, became known as the Underground Railroad. In the period immediately after the Civil War a plethora of books and articles appeared dealing with the Underground Railroad. Largely written by or for white men, the accounts contained recollections of the roles they played in assisting slaves make their escapes. There was understandable exag- geration because most of them had been prewar abolitionists who wanted it known that they had contributed much to the successful fl ights of a number of slaves, oft times at great danger to themselves. -
THE UNDERGROUND RAILROAD Reading Guide in So Many Ways the UNDERGROUND RAILROAD Explores Themes Similar to the Grapes of Wrath
THE PRACTICING DEMOCRACY PROJECT We the People Book Club THE UNDERGROUND RAILROAD Reading Guide In so many ways THE UNDERGROUND RAILROAD explores themes similar to The Grapes of Wrath. Its conflict arises out of a theft, in this case a historically earlier and even more unjustifiable theft: thousands of human beings stolen from Africa. Manifest in the system of chattel slavery, this theft multiplied, depriving each new generation of freedom, home, identity and, too often, family. Manifest in racism, the theft became a living thing, a way of thinking that justified perpetual theft and produced the monster of “whiteness.” In The Underground Railroad we trace a system that is intentionally dehumanizing and inexhaustible in its ability to reinvent cruelty. These shadows of democracy follow the characters of The Underground Railroad as they travel north, west, and throughout history. This is an alienation even more confounding than the Joads’, and it gives rise to a resilience equally striking: the spirit in Whitehead’s protagonist, Cora, tested from birth, never extinguishes. Readers, critics, and educators immediately recognized that The Underground Railroad was an important and timely innovation to the literary tradition of the slave narrative. Its publication date was moved up because Oprah, having read an advance copy, had already picked it for her book club! It became a #1 New York Times Bestseller. Educators recognized the usefulness of a novel that “updated” the content and style of the genre, presenting a more nuanced understanding of slavery’s long-term effects and using language more accessible for adolescents than that of canonical works like Narrative of the Life of Frederick Douglass or Harriet Jacobs’ Incidents in the Life of a Slave Girl. -
AP Literature and Composition 2017 Summer Reading List and Writing Assignment
AP Literature and Composition 2017 Summer Reading List and Writing Assignment Mr. Preston [email protected] aplit11.blogspot.com Greetings and salutations! (That’s from Charlotte’s Web, which I encourage everyone to (re)read.) You’ve signed up for AP Literature, a course that aims to provide the experience of—and prepare you for—a college-level English course. To that end, the summer assignment will give you some preparation for the kind of reading you’ll encounter and the type of thinking you’ll need to apply to that reading. This is meant to be a challenging class, but if you throw yourself into it and accept the responsibility for your own learning, you’ll have a great time. AP Literature isn’t just about reading wonderful literature; it’s about encountering writers who are trying to connect with you across time and space, reflecting on how those writers employ language and ideas, and finding ways in discussion and print to both examine and more deeply appreciate the works of those writers. When I took this course in high school nearly 40 years ago ( . oh, man . ), I already enjoyed reading, and I’d been writing short stories for years, but AP Lit provided the texts—and the ways of thinking about those texts—that forever changed reading and writing for me . and forever changed me. I’m enthusiastic about this course because I know what can happen when you open yourself up to an artist’s vision and ideas. Required Reading The Art of Fiction, David Lodge Read this book first. -
King-Salter2020.Pdf (1.693Mb)
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Dostoevsky’s Storm and Stress Notes from Underground and the Psychological Foundations of Utopia John Luke King-Salter PhD Comparative Literature University of Edinburgh 2019 Lay Summary The goal of this dissertation is to combine philosophical and literary scholarship to arrive at a new interpretation of Dostoevsky’s Notes from Underground. In this novel, Dostoevsky argues against the Russian socialists of the early 1860s, and attacks their ideal of a socialist utopia in particular. Dostoevsky’s argument is obscure and difficult to understand, but it seems to depend upon the way he understands the interaction between psychology and politics, or, in other words, the way in which he thinks the health of a society depends upon the psychological health of its members. It is usually thought that Dostoevsky’s problem with socialism is that it curtails individual liber- ties to an unacceptable degree, and that the citizens of a socialist utopia would be frustrated by the lack of freedom. -
Moving Ever Forward: Reading the Significance of Motion and Space
MOVING EVER FORWARD: READING THE SIGNIFICANCE OF MOTION AND SPACE AS A REPRESENTATION OF TRAUMA IN TONI MORRISON’S SONG OF SOLOMON AND COLSON WHITEHEAD’S THE UNDERGROUND RAILROAD by Samantha Richmond A Thesis Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Master of Arts Florida Atlantic University Boca Raton, FL May 2017 Copyright by Samantha Richmond 2017 ii i ACKNOWLEDGEMENTS The author wishes to express deepest gratitude to my thesis chair, Dr. Andrew Furman, for his guidance throughout this process. I would like to thank Dr. Sika Dagbovie-Mullins for insightful suggestions and guidance towards critical texts that really deepened my understanding of these theoretical fields. Thank you to Dr. Adam Spry for advice and helpful suggestions in the editing stage of this manuscript. Thank you to my wonderful and supportive family: Sandra Jae, Donald, and Tony for their constant love and support during the writing of this thesis (and every other part of my life). A huge thank you to my friends in the English department who were my support, my solace, and my guides, especially: Advitiya, Rachel, Jenn, Jess, and Ashely. iv ABSTRACT Author: Samantha Richmond Title: Moving Ever Forward: Reading the Significance of Motion and Space as a Representation of Trauma in Toni Morrison’s Song of Solomon and Colson Whitehead’s The Underground Railroad Institution: Florida Atlantic University Thesis Advisor: Dr. Andrew Furman Degree: Master of Arts Year: 2017 This thesis argues that three models of trauma theory, which include traditional trauma theory, postcolonial trauma theory, and cultural trauma theory, must be joined to fully understand the trauma experienced by African Americans within the novels Song of Solomon by Toni Morrison and The Underground Railroad by Colson Whitehead. -
Lesson Plan for Teaching Colson Whitehead's "The Underground Railroad"
Swarthmore College Works English Literature Faculty Works English Literature Spring 2019 Lesson Plan For Teaching Colson Whitehead's "The Underground Railroad" Amelia Tomei , '19 Peter Schmidt Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-english-lit Part of the English Language and Literature Commons Let us know how access to these works benefits ouy Recommended Citation Amelia Tomei , '19 and Peter Schmidt. (2019). "Lesson Plan For Teaching Colson Whitehead's "The Underground Railroad"". English Literature Faculty Works. DOI: 10.24968/2476-2458.engl.357 https://works.swarthmore.edu/fac-english-lit/357 This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in English Literature Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. Tomei Whitehead’s The Underground Railroad: Lesson Plan Lesson Plan for Teaching Colson Whitehead’s The Underground Railroad By Amelia Tomei ’19 / Swarthmore College / Spring 2019 A project completed for Professor Schmidt’s English 052C, “Towards a More Perfect Union: Contemporary U.S. Fiction” / Swarthmore College Learning Goals: students will… • Understand how the narrator guides reader’s interpretation of the story • Understand how to read dialogue and how it contributes to characterization • Explore the complexity of the themes present in the story and the characters Whitehead has created • Understand how to annotate key references to things outside of the text and apply these back to the main text Necessary Preparation: The teacher should have familiarized him or herself with Whitehead’s The Underground Railroad before the first lesson. -
Reading Guide and Book Club Questions
About This Guide The questions, discussion topics, and suggestions for further reading that follow are designed to enhance your group’s discussion of The Underground Railroad, a triumph of a novel by Colson Whitehead About This Book Cora is a slave on a cotton plantation in Georgia. Life is hell for all the slaves, but especially bad for Cora; an outcast even among her fellow Africans, she is coming into womanhood—where even greater pain awaits. When Caesar, a recent arrival from Virginia, tells her about the Underground Railroad, they decide to take a terrifying risk and escape. Matters do not go as planned—Cora kills a young white boy who tries to capture her. Though they manage to find a station and head north, they are being hunted. In Whitehead’s ingenious conception, the Underground Railroad is no mere metaphor—engineers and conductors operate a secret network of tracks and tunnels beneath the Southern soil. Cora and Caesar’s first stop is South Carolina, in a city that initially seems like a haven. But the city’s placid surface masks an insidious scheme designed for its black denizens. And even worse: Ridgeway, the relentless slave catcher, is close on their heels. Forced to flee again, Cora embarks on a harrowing flight, state by state, seeking true freedom. Cora’s journey is an odyssey through time as well as space. As Whitehead brilliantly re-creates the unique terrors for black people in the pre–Civil War era, his narrative seamlessly weaves the saga of America from the brutal importation of Africans to the unfulfilled promises of the present day. -
The Nickel Boys When Elwood Curtis, a Black Boy Growing up in 1960S
The Nickel Boys By Colson Whitehead When Elwood Curtis, a black boy growing up in 1960s Tallahassee, is unfairly sentenced to a juvenile reformatory called the Nickel Academy, he finds himself trapped in a grotesque chamber of horrors. Elwood’s only salvation is his friendship with fellow “delinquent” Turner. As life at the Academy becomes ever more perilous, the tension between Elwood’s ideals and Turner’s scepticism leads to a decision whose repercussions will echo down the decades. Things to think about Here are some questions to think about. Feel free to answer as many as you like, or to come up with your own discussion points if you prefer. There is space below to write comments. 1. The prologue sets up the modern-day discovery of the horrors which took place at the Nickel. How did this affect your reading of the story? 2. Elwood knows he is “as good as anyone”. How does this shape his story? 3. Elwood repeatedly returns to one of Martin Luther King’s mantras, “Throw us in jail and we will still love you.” Do you think there is a moment where he abandons this? 4. Elwood and Turner are real opposites in outlook and character. What do you think this signifies, especially given the book’s ending? 5. What does Turner learn from Elwood? 6. The boys maintain a sense of humour in the face of terrible trauma and mistreatment. What do you think this signifies? About the author Colson Whitehead is the author of 7 novels including The Underground Railroad, which won the Pulitzer Prize for Fiction in 2017.