William Carlos Williams's the Great American Novel
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ONE MARYLAND ONE BOOK 2016 TEACHER's GUIDE Fiction © 2015 Atheneum
ONE MARYLAND ONE BOOK 2016 TEACHER'S GUIDE Fiction © 2015 Atheneum BY JASON REYNOLDS & BRENDAN KIELY WOULDN’T IT BE GREAT IF EVERYONE READ THE SAME BOOK AND CAME TOGETHER TO TALK ABOUT IT? LETTER FROM BOARD CHAIR When we read a great book, we can’t wait to far it travels (instructions are included inside AND EXECUTIVE DIRECTOR share the experience and talk about it with the book), read it, review it, and then leave others. That’s one of the joys of reading. it behind for someone else to find and enjoy. In this spirit, Maryland Humanities created JOIN IN One Maryland One Book to bring together diverse people in communities across the Each year, more than 10,000 Marylanders state through the shared experience of read the One Maryland One Book selection. reading the same book. In its ninth year, One How many of those people are your friends Maryland One Book remains Maryland’s only or family? How many are perfect strangers statewide community reading program. Each you sit next to on the train or stand in line year, the selection process is guided by a with at the grocery store? Use the book to common theme. The theme for 2016 is “the jump-start a meaningful conversation with Thank you for joining Maryland Humanities as we embark on the ninth year of One Maryland 21st Century Great American Novel.” an old friend or to make a new one. One Book, our state’s largest reading and discussion program. Marylanders have embraced the concept of bringing people together from around the state through the reading of one book, The Maryland Center for the Book at PULL UP A CHAIR selected by a devoted group of literary enthusiasts, since the program’s launch in 2008. -
Using Poetry to Teach Children About the Civil Rights Movement Elouise
Using Poetry to Teach Children About the Civil Rights Movement Elouise Payton Objectives After teaching this unit, I hope that my students will be able to identify with their own history and value their own background and identities. I plan to provide my students with opportunities to reflect upon what they are learning and give them the opportunity to express their feelings in positive ways. I want to support them as they interact and think more critically about their own identities, cultural experiences and the world that they live in. Likewise, in this unit my students will learn about the active roles that African American children and others played in reforming their communities during the era. Furthermore, it is my hope that my students will view themselves as agents of change; understand that they too are active participants in history and that they can play key roles in shaping their own lives and communities. I want my students to read interesting texts related to the Civil Rights Era and be able to discuss, question, think, and infer what is happening in them. This can be accomplished as students respond to texts by asking questions, paraphrasing important information, creating visual images, making comparisons, analyzing and summarizing what they have learned. My students will be encouraged to read more literature written by and about African Americans to support their understanding of the events that happened during the era. I will have students interview relatives and have conversations with their relatives about what they have learned about the history of the Civil Rights Movement. -
Whitman's Civil
Whitman’s Civil War: Writing and Imaging Loss, Death, and Disaster CLASS ONE • Video Transcript >>I am Christopher Merrill, the Director of the International Writing Program at the University of Iowa. And I'm Ed Folsom, Professor of English at the University of Iowa. And it's our pleasure to welcome you to the first session of our Massive Open Online Course, "Whitman's Civil War: Writing and Imaging Loss, Death, and Disaster." Ed and I began composing introductions and commentaries about Whitman's Civil War writings and poetry and prose last summer. And it's interesting to think about this at a moment in our history: we began our writing journey for this MOOC a hundred and fifty years after the end of the Civil War. At a moment in American history where, because of the deaths in Ferguson, Missouri, and in Baltimore, Maryland, as well as rippling around the world - wars in Iraq, in Syria, in Libya, and Yemen, and on and on, we are thinking that, Whitman's attempts to write and image loss and death and disaster have broad applicability. That, what he's trying to do with this great disaster in American history is something that writers face again and again in the 20th century, the bloodiest century of all, and now in our own century, where the forces of chaos seem often to be overwhelming. How did Whitman do that? Yes, and with Whitman, we really have the sense that we are at the beginning of the era that defines us - that still defines our era - this is the first great mechanized war of mass death. -
Full Program
4th Annual American Studies Workshop The (Un)usable Pasts in American Studies Zagreb, May 14, 2016 Venue: Faculty of Humanities and Social Sciences, Ivana Lučića 3, Zagreb. (room tba) Organizers: American Studies Program, Faculty of Humanities and Social Sciences Zagreb; Croatian Association for American Studies (HUAmS). The event is co-sponsored by HRZZ (CSF) project grant 1543: A Cultural History of Capitalism: Britain, America, Croatia. PROGRAM 10:00 Opening & welcome 10:15-11:45 Session 1 Borislav Knežević (Zagreb): Braudel’s America: Notes on a Civilization. Ronald Schleifer (Norman, OK): Corporate Culture and American Literature: Intangible Assets, Economic Instruments, and the Shapes of Aesthetic Experience in Early Twentieth-Century America. Tomislav Brlek (Zagreb): The Present Moment of the Past: History In and Out of Literature. Stipe Grgas (Zagreb): Do the Postmodernists Still Speak To Us? 11:45-12:00 Coffee break 12:00-13:30 Session 2 Radojka Vukčević (Belgrade): Lawrence Buell’s Redefinition of the Concept of “the Great American Novel”: Script 1. Dubravka Đurić (Belgrade): Language Poetry in the Canon of American Experimental Poetry. Tatjana Jukić (Zagreb): Vertigo Redux: Notes on Scorsese’s The Age of Innocence. Maciej Czerniakowski (Lublin): America Haunted by Its Animal Past. 13:30-14:30 Lunch break (at the venue) 14:30-15:45 Plenary talk Russell Reising (Toledo, OH/ Zagreb): Who Wrote the Purloined Letter? : Poe’s Tale and the Critical Inertia. 15:45-16:00 Coffee Break 16:00-17:30 Session 3 Gordan Matas (Split): Attitudes to the Past in Toni Morrison’s Fiction. Petra Sapun-Kurtin (Rijeka): Contested (Hi)stories—the Case of the City of New Orleans. -
The Motive of Asceticism in Emily Dickenson's Poetry
International Academy Journal Web of Scholar ISSN 2518-167X PHILOLOGY THE MOTIVE OF ASCETICISM IN EMILY DICKENSON’S POETRY Abdurahmanova Saadat Khalid, Ph.D. Odlar Yurdu University, Baku, Azerbaijan DOI: https://doi.org/10.31435/rsglobal_wos/31012020/6880 ARTICLE INFO ABSTRACT Received: 25 November 2019 This paper is an attempt to analyze the poetry of Miss Emily Dickinson Accepted: 12 January 2020 (1830-1886) contributed both American and World literature in order to Published: 31 January 2020 reveal the extent of asceticism in it. Asceticism involves a deep, almost obsessive, concern with such problems as death, the life after death, the KEYWORDS existence of the soul, immortality, the existence of God and heaven, the meaningless of life and etc. Her enthusiastic expressions of life in poems spiritual asceticism, psychological had influenced the development of poetry and became the source of portrait, transcendentalism, Emily inspiration for other poets and poetesses not only in last century but also . Dickenson’s poetry in modern times. The paper clarifies the motives of spiritual asceticism, self-identity in Emily Dickenson’s poetry. Citation: Abdurahmanova Saadat Khalid. (2020) The Motive of Asceticism in Emily Dickenson’s Poetry. International Academy Journal Web of Scholar. 1(43). doi: 10.31435/rsglobal_wos/31012020/6880 Copyright: © 2020 Abdurahmanova Saadat Khalid. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. -
Culture and Humor in Postwar American Poetry
Palacký University, Olomouc Culture and Humor in Postwar American Poetry Jiří Flajšar Olomouc 2014 Reviewers: doc. Mgr. Jakub Guziur, Ph.D. Mgr. Vladimíra Fonfárová “The research and publication of this book was in the years 2012–2014 financed by the Faculty of Arts, Palacký University, Olomouc from the Fund for the Research Advancement.” All rights reserved. No part of this publication may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, now known or hereafter invented, without written permission by the copyright holder. © Jiří Flajšar, 2014 © Palacký University, Olomouc, 2014 First Edition ISBN 978-80-244-4158-0 This book is dedicated to my family. Contents Introduction 7 Crisis or Not: On the Situation of American Poetry and Its Audience 17 Humor as a Method in Postwar American Culture Poetry 33 Allen Ginsberg: Odyssey in the American Supermarket 43 Kenneth Koch: The Poet as Serious Comic 63 “Reality U.S.A.”: The Poetry of Mark Halliday 81 R.S. Gwynn: The New Formalist Shops at the Mall 107 Campbell McGrath: The Poet as a Representative Product of American Culture 127 Tony Hoagland: The Poetry of Ironic Self-Deprecation 185 Billy Collins: The Genteel Commentator 207 Culture, Identity, and Humor in Contemporary Chinese-American Poetry 215 Bibliography 227 Index 247 Introduction The United States themselves are essentially the greatest poem. —Walt Whitman Something we were withholding made us weak Until we found out that it was ourselves We were withholding from our land of living —Robert Frost What counted was mythology of the self, Blotched out beyond unblotching. -
Sensing Sounding: Close Listening to Experimental Asian American Poetry
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 Sensing Sounding: Close Listening To Experimental Asian American Poetry Ashley Chang University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Aesthetics Commons, Asian American Studies Commons, and the English Language and Literature Commons Recommended Citation Chang, Ashley, "Sensing Sounding: Close Listening To Experimental Asian American Poetry" (2016). Publicly Accessible Penn Dissertations. 2210. https://repository.upenn.edu/edissertations/2210 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2210 For more information, please contact [email protected]. Sensing Sounding: Close Listening To Experimental Asian American Poetry Abstract This dissertation examines a selection of Asian American experimental poetries from the 1960’s to the present day through the sensory paradigms of avant-garde aesthetic discourse. By approaching both the poem and racial formation in sonic terms, this dissertation project argues that rethinking the sensory as well as the political ramifications of sounding can help us ecuperr ate Asian American poets’ often overlooked experimentation with poetic form. Specifically, I read the works of Marilyn Chin, Theresa Cha, John Yau, Cathy Park Hong, Mei-mei Berssenbrugge, and Tan Lin. By tracing the historical conditions of Orientalist objectification and e-interrr ogating postmodern theories of -
Allen Ginsberg
Beat poetry and the twentieth century: Allen Ginsberg Haidee Kotze Beat poetry and the twentieth century: Allen Ginsberg Haidee Kotze B.A., B.A. Hons Dissertation submitted in fulfilment of the requirements for the degree Magister Artium in the Department of English at the Potchefstroorn-u-n-LvAr~itv fnr r.hri~ti::~n l-linh"' r Education I -_F'OTCHEFSTROOMSE UNIVEF:Sirt::n VIR CHO \I~:ttt:YH \'''"•:,¥} 1999 -04-2 1 ~~§.~}/ Supervisor: Mr. J.-L. Kruger Vanderbijlpark November 1998 Acknowledgements I would like to thank the following people and institutions: • My supervisor, Jan-Louis Kruger, for his expertise, empathy and constant support. • Edward, for his love, patience and motivation. • My parents and family, for their continued encouragement and involvement throughout my academic career. • Vernon, for his friendship and compassion. • All my friends, colleagues and lecturers whose interest in this study contributed to it in various ways. • San Geldenhuys, Lizette Marais, Yvonne Engelbrecht and Christelle Oosthuizen of the Ferdinand Postma Library (Vaal Triangle Campus), for their helpful, enthusiastic and prompt assistance. • The Centre for Science Development (HSRC South Africa), for financial assistance. Opinions expressed and conclusions arrived at are not necessarily to be attributed to the Centre for Science Development. • Sentrachem, for the additional financial support which made this study possible. Table of contents 1. Introduction: statement of problem, aims and methods ...... .. ................................. 1 1.1 Contextualisation -
Lawrence Buell, the Dream of the Great American Novel
49th Parallel, Vol. 34 (Autumn 2014) Murray ISSN: 1753-5794 Lawrence Buell, The Dream of the Great American Novel. Cambridge, MA: Harvard University Press, 2014. 584 pp. Hannah Lauren Murray* The University of Nottingham For almost 150 years, the idea, or rather the ideal, of the Great American Novel has received a large amount of both popular criticism and academic scholarship. Since its introduction in an 1868 review by John W. De Forest, literary reviewers and scholars have sought to find new candidates deserving of the accolade. In his opening to The Dream of the Great American Novel, Lawrence Buell admits that the Great American Novel is somewhat of a ‘media cliché’ (1) and ‘anachronistic pipe dream’ (2). However, throughout his latest monograph, Buell aims to show that the GAN (as nicknamed by Henry James in 1880) is more than an empty or dated term, but one still deserving of sustained investigation. Moving away from the hunt for a singular great text, Buell considers the GAN to be an entire body of work rather than an individual text, representing the nation. The Dream of the Great American Novel is structured around Buell’s identification of four central themes or ‘scripts’ that GAN texts share. Script one (chapter three) posits that the GAN has a ‘master narrative status’ (6) that is retold and reimagined through multiple media after publication. Buell uses The Scarlet Letter as an example of a tale reinterpreted and reinvented in twentieth and twenty-first century novels such as Bharati Mukherjee’s The Holder of the World. Script two (chapters four-six) focuses on texts that feature a representative character’s transformative journey through American society. -
Reimagining Baseball in Philip Roth's Great American Novel and Michael
Home Run or Strike Out? Reimagining baseball in Philip Roth’s Great American Novel and Michael Chabon’s Summerland Mike Witcombe Modern Languages Oft-forgotten novels by otherwise celebrated authors, Philip Roth’s The Great American Novel Chabon has a similarly idealised nostalgic view, (1973) and Michael Chabon’s Summerland (2003), stating that despite the untimely demise of his are linked by their use of baseball to explore a vast father’s team, the Washington Senators, ‘baseball array of mythologies and narratives. The Great is still a gift given by fathers to sons.’2 American Novel is written in the manner of an alternative history, in which an ageing sportswriter The theme of patrimony motivates and drives the describes the destruction of a fictional baseball narratives of these novels. In Summerland, the league. Summerland, in contrast, shows an 11-year 11-year old Ethan Feld is reunited with his father, old boy entering into a fantasy world dominated forming a closer union which starts when Ethan by baseball-playing fairies in order to rescue his expresses an interest in playing as a catcher, his father from the clutches of the villainous Coyote. father’s old position. In The Great American Baseball becomes the locus of meaning for both Novel, the 1943 ‘Ruppert Mundys’ (the focal texts, tied to a perception of childhood that has characters of the text) have a single competent remained critically underexplored. The novels player, whose father has sent him to the team in a thus employ a sense of narrative playfulness to failed effort to teach him humility. -
Emerson's Poetic Theory
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work 5-2013 Awaiting the Seer: Emerson's Poetic Theory Rachel Radford [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Part of the American Literature Commons Recommended Citation Radford, Rachel, "Awaiting the Seer: Emerson's Poetic Theory" (2013). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1606 This Dissertation/Thesis is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. The University of Tennessee Awaiting the Seer: Emerson’s Poetic Theory Rachel Radford First Reader: Dr. Coleman Second Reader: Dr. Griffin English 498 April 26, 2012 Radford 1 Who could stand among the ranks of Homer, Milton, and Shakespeare as America’s poet? Who could found a great American literary tradition? These questions reflected the eighteenth century concern about the state of American literature. William Cullen Bryant, an internationally acclaimed poet after the publication of Poems in 1821, was one who addressed these issues (Baym, “Bryant” 1044). In 1825 Bryant was invited to give a series of lectures on poetry before the New York Athenaeum (Bryant 3). The third of these lectures focused on the development of poetry in America as compared to its development in other places and times, responding to critics who questioned the ability of poetry to emerge in a time where “the progress of reason, of science, and of the useful arts has a tendency to narrow the sphere of imagination” (24). -
America Singing Loud: Shifting Representations of American National
AMERICA SINGING LOUD: SHIFTING REPRESENTATIONS OF AMERICAN NATIONAL IDENTITY IN ALLEN GINSBERG AND WALT WHITMAN Thesis Submitted to The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree of Master of Arts in English Literature By Eliza K. Waggoner Dayton, Ohio May 2012 AMERICA SINGING LOUD: SHIFTING REPRESENTATIONS OF AMERICAN NATIONAL IDENTITY IN ALLEN GINSBERG AND WALT WHITMAN Name: Waggoner, Eliza K. APPROVED BY: ____________________________________________________ Albino Carrillo, MFA Committee Chair ____________________________________________________ Tereza Szeghi, Ph.D. Committee Member ____________________________________________________ James Boehnlein, Ph. D. Committee Member ii ABSTRACT AMERICA SINGING LOUD: SHIFTING REPRESENTATIONS OF AMERICAN NATIONAL IDENTITY IN ALLEN GINSBERG AND WALT WHITMAN Name: Waggoner, Eliza K. University of Dayton Advisor: Mr. Albino Carrillo Much work has been done to study the writings of Walt Whitman and Allen Ginsberg. Existing scholarship on these two poets aligns them in various ways (radicalism, form, prophecy, etc.), but most extensively through their homosexuality. While a vast majority of the scholarship produced on these writers falls under queer theory, none acknowledges their connection through the theme of my research—American identity. Ideas of Americanism, its representation, and what it means to be an American are issues that span both Whitman and Ginsberg's work. The way these issues are addressed and reconciled by Ginsberg is vastly different from how Whitman interacts with the subject: a significant departure due to the nature of their relationship. Ginsberg has cited Whitman as an influence on his work, and other scholars have commented on the appearance of this influence. The clear evidence of connection makes their different handling of similar subject matter a doorway into deeper analysis of the interworking of these two iconic American writers.