Troubled Legacies
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												  Writers Chimamanda Ngozi Adichie Monica Ali Isabel Allende Martin Amis Kurt Andersen KWriters Chimamanda Ngozi Adichie Monica Ali Isabel Allende Martin Amis Kurt Andersen K. A. Applegate Jeffrey Archer Diana Athill Paul Auster Wasi Ahmed Victoria Aveyard Kevin Baker Mark Allen Baker Nicholson Baker Iain Banks Russell Banks Julian Barnes Andrea Barrett Max Barry Sebastian Barry Louis Bayard Peter Behrens Elizabeth Berg Wendell Berry Maeve Binchy Dustin Lance Black Holly Black Amy Bloom Chris Bohjalian Roberto Bolano S. J. Bolton William Boyd T. C. Boyle John Boyne Paula Brackston Adam Braver Libba Bray Alan Brennert Andre Brink Max Brooks Dan Brown Don Brown www.downloadexcelfiles.com Christopher Buckley John Burdett James Lee Burke Augusten Burroughs A. S. Byatt Bhalchandra Nemade Peter Cameron W. Bruce Cameron Jacqueline Carey Peter Carey Ron Carlson Stephen L. Carter Eleanor Catton Michael Chabon Diane Chamberlain Jung Chang Kate Christensen Dan Chaon Kelly Cherry Tracy Chevalier Noam Chomsky Tom Clancy Cassandra Clare Susanna Clarke Chris Cleave Ernest Cline Harlan Coben Paulo Coelho J. M. Coetzee Eoin Colfer Suzanne Collins Michael Connelly Pat Conroy Claire Cook Bernard Cornwell Douglas Coupland Michael Cox Jim Crace Michael Crichton Justin Cronin John Crowley Clive Cussler Fred D'Aguiar www.downloadexcelfiles.com Sandra Dallas Edwidge Danticat Kathryn Davis Richard Dawkins Jonathan Dee Frank Delaney Charles de Lint Tatiana de Rosnay Kiran Desai Pete Dexter Anita Diamant Junot Diaz Chitra Banerjee Divakaruni E. L. Doctorow Ivan Doig Stephen R. Donaldson Sara Donati Jennifer Donnelly Emma Donoghue Keith Donohue Roddy Doyle Margaret Drabble Dinesh D'Souza John Dufresne Sarah Dunant Helen Dunmore Mark Dunn James Dashner Elisabetta Dami Jennifer Egan Dave Eggers Tan Twan Eng Louise Erdrich Eugene Dubois Diana Evans Percival Everett J.
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												  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.
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												  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”.
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												  Jesmyn Ward, Salvage the Bones Alice Walker, The Color Purple Ernest Gaines, A Lesson Before Dying Colson Whitehead, The Intuitionist Yaa Gyasi, Homegoing NJune 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.
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												  AP Literature and Composition 2017 Summer Reading List and Writing AssignmentAP 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.
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												  Literary Tricksters in African American and Chinese American FictionW&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2000 Far from "everybody's everything": Literary tricksters in African American and Chinese American fiction Crystal Suzette anderson College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, American Literature Commons, and the Ethnic Studies Commons Recommended Citation anderson, Crystal Suzette, "Far from "everybody's everything": Literary tricksters in African American and Chinese American fiction" (2000). Dissertations, Theses, and Masters Projects. Paper 1539623988. https://dx.doi.org/doi:10.21220/s2-z7mp-ce69 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 USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of 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 UMI 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.
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												  Masculinity, Food, and Appetite in Frank Chin's Donald Duk and “The2 Masculinity, Food, and Appetite in Frank Chin’s Donald Duk and “The Eat and Run Midnight People” [T]he male body is understood as powerful, big and strong, “with enormous, imperative, brutal needs” which are asserted when eating. —Deborah Lupton, Food, the Body, and the Self [T]he stereotype of male eating habits originated in the bush, and included a lack of table manners for the expression of a rude, hearty appetite, simply cooked meat, damper baked in the ashes of camp fires and meat pies and tomato sauce. —Michael Symons, One Continuous Picnic The name Frank Chin provokes controversy among Asian American readers and scholars, but almost all agree that masculinity has preoccupied his entire literary and critical career. Almost all his writings aim at dismantling the U.S. hegemonic, emasculating representations of Asian American males, even when this agenda must sometimes be carried out at the expense of Asian American women and gay men. Recognizing his homophobic and macho tendencies, I nevertheless value Chin’s literary attempts to assail the prevailing stereotype of Asian American male sexuality. His is not only an important but also a neces- sary project in the evolution of Asian American aesthetics. Moving away from the black masculine model (such as in The Chickencoop Chinaman), Chin in his imagination of a proud Chinese American manhood turns to Asian and Asian American cultures in his 1991 novel, Donald Duk. While Donald Duk is no exception in its goal, it is a departure from the angry tone that dominates his earlier works, such as “Racist Love” (1972), “The Chickencoop China- man” (1981), and “Come All Ye Asian American Writers of the Real and the Fake!” (1991).
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												  Moving Ever Forward: Reading the Significance of Motion and SpaceMOVING 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.
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												  Some Thoughts on Aiiieeeee! in 2019 by Shawna Yang RyanAsian American Literature: Discourses and Pedagogies 10 (2019/20) 42-44. Some Thoughts on Aiiieeeee! in 2019 By Shawna Yang Ryan On my office wall hangs a framed page from an 1886 issue of Harper’s Weekly depicting, “A Haunt of the Highbinders in Chinatown.” Along the right-hand side are illustrations of some of these highbinders—Lee Ah Fook, Chu Ah Lung—and at the top are their “favorite weapons”: a butcher knife, an axe, a variety of swords. The picture is a gift from my father-in-law, who was born in and grew up in San Francisco’s Chinatown. His mother passed through Angel Island pregnant with him, and a family picture shows him in the arms of Presbyterian missionary and Chinatown icon, Donaldina Cameron. He represents what I’ve always thought of as the archetypical Chinese American identity, one linked to San Francisco, to Angel Island, to paper sons and the Chinese exclusion laws. As a daughter of an immigrant from Taiwan, this history felt much more grounded in American soil than mine, a little bit mythical even. When I return to the introduction to Aiiieeeee! in 2019 I think that my father-in- law might have identified with Chin and his colleagues’ assertions about Chinese American identity. In the 20th century there was a certain way of being Chinese American that Aiiieeeee!, depending on which embodiment we are talking about, helped to expose, rebuke, or dismantle—or to elevate. There was a history that it helped to restore. Aiiieeee! set the terms of the conversation that I walked into as a writer, as an Asian American writer of Taiwanese-Chinese descent.
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												  Addition to Summer LetterMay 2020 Dear Student, You are enrolled in Advanced Placement English Literature and Composition for the coming school year. Bowling Green High School has offered this course since 1983. I thought that I would tell you a little bit about the course and what will be expected of you. Please share this letter with your parents or guardians. A.P. Literature and Composition is a year-long class that is taught on a college freshman level. This means that we will read college level texts—often from college anthologies—and we will deal with other materials generally taught in college. You should be advised that some of these texts are sophisticated and contain mature themes and/or advanced levels of difficulty. In this class we will concentrate on refining reading, writing, and critical analysis skills, as well as personal reactions to literature. A.P. Literature is not a survey course or a history of literature course so instead of studying English and world literature chronologically, we will be studying a mix of classic and contemporary pieces of fiction from all eras and from diverse cultures. This gives us an opportunity to develop more than a superficial understanding of literary works and their ideas. Writing is at the heart of this A.P. course, so you will write often in journals, in both personal and researched essays, and in creative responses. You will need to revise your writing. I have found that even good students—like you—need to refine, mature, and improve their writing skills. You will have to work diligently at revising major essays.
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												  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.
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												  The Pulitzer Prize for Fiction Honors a Distinguished Work of Fiction by an American Author, Preferably Dealing with American LifePulitzer Prize Winners Named after Hungarian newspaper publisher Joseph Pulitzer, the Pulitzer Prize for fiction honors a distinguished work of fiction by an American author, preferably dealing with American life. Chosen from a selection of 800 titles by five letter juries since 1918, the award has become one of the most prestigious awards in America for fiction. Holdings found in the library are featured in red. 2017 The Underground Railroad by Colson Whitehead 2016 The Sympathizer by Viet Thanh Nguyen 2015 All the Light we Cannot See by Anthony Doerr 2014 The Goldfinch by Donna Tartt 2013: The Orphan Master’s Son by Adam Johnson 2012: No prize (no majority vote reached) 2011: A visit from the Goon Squad by Jennifer Egan 2010:Tinkers by Paul Harding 2009:Olive Kitteridge by Elizabeth Strout 2008:The Brief and Wondrous Life of Oscar Wao by Junot Diaz 2007:The Road by Cormac McCarthy 2006:March by Geraldine Brooks 2005 Gilead: A Novel, by Marilynne Robinson 2004 The Known World by Edward Jones 2003 Middlesex by Jeffrey Eugenides 2002 Empire Falls by Richard Russo 2001 The Amazing Adventures of Kavalier & Clay by Michael Chabon 2000 Interpreter of Maladies by Jhumpa Lahiri 1999 The Hours by Michael Cunningham 1998 American Pastoral by Philip Roth 1997 Martin Dressler: The Tale of an American Dreamer by Stephan Milhauser 1996 Independence Day by Richard Ford 1995 The Stone Diaries by Carol Shields 1994 The Shipping News by E. Anne Proulx 1993 A Good Scent from a Strange Mountain by Robert Olen Butler 1992 A Thousand Acres by Jane Smiley