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Faulkner's Stylistic Difficulty: a Formal Analysis of Absalom, Absalom!
Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English 12-14-2017 Faulkner's Stylistic Difficulty: Aormal F Analysis of Absalom, Absalom! Eric Sandarg Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Sandarg, Eric, "Faulkner's Stylistic Difficulty: Aormal F Analysis of Absalom, Absalom!." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/english_diss/189 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. FAULKNER’S STYLISTIC DIFFICULTY: A FORMAL ANALYSIS OF ABSALOM, ABSALOM! by ERIC SANDARG Under the Direction of Pearl McHaney, Ph.D. ABSTRACT The complex prose of Faulkner’s Absalom, Absalom!, marked by lengthy sentences and confusing punctuation, resonates on both a rhetorical and an aesthetic level that earlier critics failed to recognize. INDEX WORDS: William Faulkner; Absalom, Absalom!; punctuation; syntax; diction; prose poetry; parentheses; sentences; repetition; Faulknerese. i ii FAULKNER’S STYLISTIC DIFFICULTY: A FORMAL ANALYSIS OF ABSALOM, ABSALOM! by ERIC SANDARG A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2017 iii Copyright by Eric Sandarg 2017 iv FAULKNER’S STYLISTIC DIFFICULTY: A FORMAL ANALYSIS OF ABSALOM, ABSALOM! by ERIC SANDARG Committee Chair: Pearl McHaney Committee: Malinda Snow Randy Malamud Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University December 2017 v iv DEDICATION I invoked no muse for inspiration while composing this work; my two principal sources of motivation were decidedly sublunary but nonetheless helpful beyond description: Dr. -
2004 Annual Report} MEMBERS Alabama State Council on the Arts
ALABAMA STATE COUNCIL ON THE ARTS ---------------{2004 Annual Report} MEMBERS Alabama State Council On the Arts BERNICE PRICE CHAIRMAN Montgomery BECKY QUINN VICE CHAIRMAN Huntsville FRANK HELDERMAN SECRETARY Florence EVELYN ALLEN Birmingham JULIE HALL FRIEDMAN Fairhope RALPH FROHSIN, JR. Alexander City DOUG GHEE Anniston ELAINE JOHNSON Dothan DORA JAMES LITTLE Auburn JUDGE VANZETTA PENN MCPHERSON Montgomery VAUGHAN MORRISSETTE Mobile DYANN ROBINSON Tuskegee JUDGE JAMES SCOTT SLEDGE Gadsden CEIL JENKINS SNOW Birmingham CAROL PREJEAN ZIPPERT Eutaw ANNUAL REPORT 2004 --------------[ mission ]-------------- The Mission of the Alabama State Council on the Arts is to enhance quality of life in Alabama culturally, economically, and educationally by supporting the state’s diverse and rich artistic resources. THE GOALS OF THE COUNCIL ARE TO COMMIT GREATER FINANCIAL TO INCORPORATE THE ARTS AS AN ESSENTIAL ELEMENT IN THE EDU- RESOURCES TO SUPPORT EXCELLENCE AND PROFESSIONALISM IN ALL CATIONAL EXPERIENCE OF ALL ALABAMIANS AND TO PROVIDE AN OP- ART FORMS SO THAT QUALITY IS THE HALLMARK OF ARTISTIC ACTIV- PORTUNITY FOR ALL TO PARTICIPATE IN AND APPRECIATE THE ARTS. ITY IN ALABAMA. ALABAMA STATE COUNCIL ON THE ARTS 1 ------------------[ contents ]------------------ Arts-in-education Programs ......................... 7 community arts Programs............................ 9 folklife Programs ........................................ 11 literature Programs ..................................... 15 Performing Arts Programs ........................... 17 Visual -
Summer 201 1 Recommended Reading Grades
PICTURE BOOKS/NOT JUST FOR LITTLE KIDS Incredible Cross-Sections. Stephen Biesty and Dear Parents and Family Members, Richard Platt The East Baton Rouge Parish School System and Leonardo da Vinci, Diane Stanley So You Want to Be President? Judith St. George community must encourage all students to be A Voice ofHer Own. The Story of Phillis Wheatley, avid readers. Our goal must be to ensure every Slave Poet, Kathryn Lasky student is a capable reader and to develop a love POETRY of reading. Let us encourage every child to read Carver: A Ufe in Poems, Marilyn Nelson Ego-Tripping and Other Poems for Young People, daily, read to and with them and promote reading Nikki Giovanni activities throughout our community. Poetry for Swimming Upstream, Kristme O'Connell George "Have you read to your child today?" is a question Rlmshots, Charles R. Smith, Jr. Technically It's Not My Fault: Concrete Poems, John we must ask ourselves daily. Grandits John Dilworth, Superintendent WANDERLUST/ DISCOVER WORLDS OUTSIDE LOUISIANA Baseball in April & Other Stories, Gary Sota East Baton Rouge Parish Public Libraries Becommg Naomi Leon. Pam Munoz Ryan Main Library Summer 201 1 Children of the River, Linda Crew 7711 Goodwood (225) 23 1-3740 Chinese Cinderella, Adeline Yen Mah http://www.ebr.lib.la.us/ Recommended Reading WHO SA YS FICTION ISN'T REAL? (BOOKS ABOUT REAL LIFE ISSUES) Baker Branch Greenwell Springs Road Grades 6-8 11 Birthdays, Wendy Mass 3501 Groom Road 11300 Greenwell Spnngs * (225) 778-5940 (225) 274-4440 Bird, Angela Johnson Boys are Dogs, Leslie Margolis Bluebonnet Branch Jones Creek Branch Brand-New Emily. -
An Annotated Bibliography of William Faulkner, 1967-1970
Studies in English Volume 12 Article 3 1971 An Annotated Bibliography of William Faulkner, 1967-1970 James Barlow Lloyd University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/ms_studies_eng Part of the American Literature Commons Recommended Citation Lloyd, James Barlow (1971) "An Annotated Bibliography of William Faulkner, 1967-1970," Studies in English: Vol. 12 , Article 3. Available at: https://egrove.olemiss.edu/ms_studies_eng/vol12/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 by an authorized editor of eGrove. For more information, please contact [email protected]. Lloyd: Faulkner Bibliography An Annotated Bibliography of William Faulkner, 1967—1970 by James Barlow Lloyd This annotated bibliography of books and articles published about William Faulkner and his works between January, 1967, and the summer of 1970 supplements such existing secondary bibliog raphies as Maurice Beebe’s checklists in the Autumn 1956 and Spring 1967 issues of Modern Fiction Studies; Linton R. Massey’s William Faulkner: “Man Working” 1919-1962: A Catalogue of the William Faulkner Collection of the University of Virginia (Charlottesville: Bibliographic Society of the University of Virginia, 1968); and O. B. Emerson’s unpublished doctoral dissertation, “William Faulkner’s Literary Reputation in America” (Vanderbilt University, 1962). The present bibliography begins where Beebe’s latest checklist leaves off, but no precise termination date can be established since publica tion dates for periodicals vary widely, and it has seemed more useful to cover all possible material than to set an arbitrary cutoff date. -
Black Lives Matter”: Learning from the Present, Building on the Past
From “We Shall Overcome” to “Black Lives Matter”: Learning from the Present, Building on the Past Abstract: The nationwide uprisings that have occurred since the George Floyd murder are a profound reminder that the racial inequities that have existed since the “founding” of the country. People of African descent have constantly been fighting for freedom, equity and equality. They continue to resist carefully structural impediments that are designed to maintain and preserve white privilege and power. I have been involved in an emerging organization at The George Washington Carver High School for Engineering and Science that is working toward achieving equity and awareness in our building and communities. One of the students’ main concerns is a lack of Afrocentric curricula. Much of my teaching career has been devoted to designing and implementing inquiry-based curricula that explicitly connects African and African-American literature, film, history and culture. This particular project emphasizes the roles of women in the classic civil rights movement and the current Black Lives Matter movement. Students will study individuals and create various texts that will serve to educate peers and other members of the school community. This project can be implemented in any context that will emerge this school year, whether it be distance learning, a hybrid model or in- person teaching and learning. Keywords: inquiry-based learning, culturally responsive teaching, collaborative learning, dialogic teaching, civil rights, Black Lives Matter, Black Art, feminist pedagogy. Content Objectives: Curriculum as Continuum Here is one response to a COVID-19 on-line assignment: Keyziah McCoy: If I could describe this year in one word it would be heart wrenching. -
General Works
THE BRITISH LIBRARY THE AMERICAN CIVIL RIGHTS MOVEMENT A GUIDE TO MATERIALS IN THE BRITISH LIBRARY by Jean Kemble THE ECCLES CENTRE FOR AMERICAN STUDIES ISBN: 0-7123-4417-9 CONTENTS Introduction General Works Phases of the Movement Origins School Desegregation Bus Boycotts Sit-ins Freedom Rides Voter Registration and the Voting Rights Act of 1965 Black Power Civil Rights Organisations SNCC SCLC CORE NAACP National Urban League Participants in the Movement Students/Youths Whites in the Movement Women in the Movement Biographies and Autobiographies The Federal Government Executive Legislative Legal/Judicial States Alabama Arkansas Florida Georgia Louisiana Mississippi North Carolina Tennessee Virginia Washington, DC Other States Other Topics Leadership Martin Luther King, Jr. Malcolm X Public Opinion White Reaction Political Consequences Social and Economic Consequences Music of the Movement INTRODUCTION The Eccles Centre for American Studies in the British Library was established in 1991 both to promote the Library’s North American collections through bibliographical guides and exhibitions and to respond to enquiries from students, academics and the general public concerning all aspects of American history, literature and culture. During the last six years the civil rights movement of the 1950-60s has proved to be one of the most popular areas of research, particularly among undergraduates and sixth-form students. The enquiries have covered many different aspects of the movement: school desegregation, bus boycotts, sit-ins, marches, the involvement of white northern college students, the actions of individuals such as Rosa Parks and Martin Luther King, Jr., and the reactions of white southerners and the federal government. This guide will facilitate research on these topics and many others. -
Kathryn Tucker Windham
IRST RAFT FTHE JOURNAL OF THE ALABAMA WRITERS’ FORUMD VOL. 5, NO. 3 FALL 1998 Kathryn Tucker Windham: Also in this issue: MORE PLAYWRITING Page 6 Telling Stories of the South OPEN THE DOOR: Page 1 WORKS BY YOUNG WRITERS Page 9 AWF-AUM WRITERS’ AND ASSOCIATES’ COLLOQUIUM, ALABAMA VOICES, AND MORE! ROM THE XECUTIVE IRECTOR ALABAMA F E D WRITERS’ ctober 17, 1998, was a watershed day for poetry in Alabama. FORUM At the same time that the Alabama State Poetry Society was 1998-99 Board of Directors Ocelebrating its 30th anniversary with a daylong PoetryFest in President Birmingham–bringing together over 200 members and others to revel Brent Davis (Tuscaloosa) in the Word of poetry–Robert Pinsky, our U.S. Poet Laureate, was vis- Immediate Past President iting Montgomery to fulfill a dream of his own. Norman McMillan (Montevallo) Pinsky visited Montgomery to introduce a staged selection of his Vice-President translation of Dante’s “The Inferno” at the historic Dexter Avenue King Rawlins McKinney (Birmingham) Memorial Baptist Church, just one block from the state capitol. Secretary Jonathan Levi’s production, which features four actors and a violinist, Jay Lamar will travel to Miami, Kansas City, Seattle, Boston and back to New (Auburn) York (where it originated at the 92nd Street Y through the auspices of Treasurer Doug Lindley the Unterberg Poetry Center). Montgomery was the only deep South (Montgomery) stop for “The Inferno.” In the Winter First Draft, we will review the Co-Treasurer production at length. Edward M. George (Montgomery) Regrettably, these events (PoetryFest and “The Inferno” produc- Writers’ Representative Ruth Beaumont Cook tion) conflicted. -
AMC Discussion Guide 2016.Indd
IN CINEMAS NEW YEAR’S DAY “Outstanding” Illustrated special collector’s edition The Times “An insanely beautiful writer” Movie tie-in paperback John Green ABOUT THE BOOK An extraordinary novel of love, loss and hope 12.07. There’s a monster at Conor’s window. It’s not the one from his nightmare. But it wants the most dangerous thing of all from Conor. It wants the truth. Now a visually stunning and emotionally powerful film, Patrick Ness’s modern classic is a heartbreaking but uplifting tale of healing and, above all, the courage it takes to survive. DISCUSSION QUESTIONS 1. What does the monster represent to Conor? Do you perceive it as real or as a product of Conor’s imagination? 2. Why does Conor feel so lonely and isolated? Is he right to feel betrayed by Lily? 3. “Stories are wild creatures,” the monster says. “When you let them loose, who knows what havoc they might wreak?” What does the monster mean by this? In which ways does the rest of the novel prove the monster’s point? 4. Discuss the role that humour plays in this novel. Where are the best comic moments? 5. “Sometimes people need to lie to themselves most of all,” the monster tells Conor. In what sense is Conor lying to himself? Is his mother lying to herself? What does each of them need to believe? 6. “This is all sounding pretty fairy tale-ish,” Conor says to the monster. However, the monster’s stories deviate from the traditional fairy tale norm. Why does the monster play with Conor’s expectations? What do the stories teach him? 7. -
A Study of Faulkner's Religious Critical Thought Based on the Image of Black Women
2019 5th International Conference on Economics, Management and Humanities Science (ECOMHS 2019) A Study of Faulkner's Religious Critical Thought Based on the Image of Black Women Shi Qin Shanghai Open University Chongming Branch, Shanghai, China Keywords: Faulkner; religion outlook; black female; image-building; Southern Renaissance Abstract: In the 20th century, the famous American writer William Faulkner grew up in the "Bible Belt" of the southern United States. Due to the influence of religious and cultural environment, Faulkner infiltrated a strong religious color into his works, reflecting his complex diversity of religious thoughts. As a representative of the southern Renaissance, Faulkner created numerous black female images in different periods. Through attention and characterization of the black women at the bottom of the southern society under the white rule, he reveals the fact that the southern religion and the decayed and evil old southern cultural tradition are mutually integrated and accelerate the collapse of the old south. This paper studies and interprets the artistic depiction of the special group of black women, which is the artistic expression of Faulkner's critical thoughts of southern religion and his humanitarian spirit in the southern Renaissance. 1. Introduction William Faulkner was a famous American writer in the 20th century and an outstanding representative of southern literature. In 1950, he won the Nobel Prize for literature for his "powerful and unique artistic contribution to the American novel". Faulkner, who grew up in the southern United States with a strong religious culture, integrated the ubiquitous religious elements in his series of novels of Yoknapatawpha, the representative of his highest artistic achievement. -
Civil Rights Movement in Alabama (Suggested Grade Levels: 4, 6)
Title of Lesson: Women of the Movement: Civil Rights Movement in Alabama (Suggested grade levels: 4, 6) This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009. Author Information: Susan Chance (Cohort 2: 2010-2011) J. E. Terry Elementary School Dallas County Schools Plantersville, AL Background Information: Information about the Civil Rights movement in Alabama can be found at the following: • http://www.alabamamoments.alabama.gov/sec59det.html • http://www.alabamamoments.alabama.gov/sec60det.html • http://www.alabamamoments.alabama.gov/sec55det.html • http://www.encyclopediaofalabama.org/face/Article.jsp?id=h-1580 • A list of web sites that can provide additional information about the Civil Rights movement in Alabama can be found at: http://www.archives.alabama.gov/teacher/netres.html#Civilrights Overview of lesson: This is a research-based project in which students will use primary sources to complete an assignment on Alabama women involved in the Civil Rights movement. After a brief introduction to the Civil Rights movement, students will choose a woman involved in the movement about whom to create a project. Included in the project will be three aspects of the woman’s life: her early years—(biographical and education information), her participation in the movement, and her later years—(honors, memorials). Each student will choose one aspect of a woman’s life and design a paper quilt piece to be a part of an overall class quilt of Women of the Civil Rights movement. (Photos of an example of a quilt are attached.) Content Standards Alabama Course of Study: Social Studies (Bulletin 2004, No. -
Norristown Area High School Summer Reading List: Grade 11 (Current 10Th Graders)
Norristown Area High School Summer Reading List: Grade 11 (Current 10th graders) All Non AP English III students The teachers of Norristown Area High School feel that it is important for students to continue to work on acquiring, maintaining and improving reading and analysis skills through the summer months as well as appreciating literature and reading for personal enjoyment. To that end, the teachers in the English department have put together the following lists of suggested titles for grade 11. Non-Weighted Honors--Choose one book from below for the Independent Reading Student Choice. No assignment required. Weighted Honors--Choose one book from below for the Independent Reading and complete a double entry journal of at least 20 entries for one of the following books. American Born Chinese by Gene Luen Yang (Graphic Novel) -- American Born Chinese is the first graphic novel to be nominated for a National Book Award and the first to win the American Library Association's Michael L. Printz Award. An intentionally over-the-top stereotypical Chinese character make this a better fit for teen readers who have the sophistication to understand the author's intent. Three parallel stories interlock in this graphic novel. In the first, the American-born Chinese boy of the title, Jin, moves with his family from San Francisco's Chinatown to a mostly white suburb. There he's exposed to racism, bullying, and taunts. The second story is a retelling of the story of the Monkey King, a fabled Chinese character who develops extraordinary powers in his quest to be accepted as a god. -
Monster Walter Dean Myers Alberto Camacho - Engl 112B
Monster Walter Dean Myers https://walterdeanmyers.net/ Alberto Camacho - Engl 112B Walter Dean Myers was born August 12, 1937, in Martinsburg, West Virginia. He was born Walter Milton Myers but after his mom died two years later he was given to Florence and Herbert Dean who lived in Harlem. Mr. Myers life “revolved around his neighborhood and church. The neighborhood protected him and the church guided him.” His speech impediment was often made fun of and he lead with his fists. Mr. Myers wrote Monster in 1999. He was inspired by a boy who was facing trial for a “stick up.” When Myers asked him what his role was in the “stick up,” the boy answered, “I was doing the shooting.” He was switching from 1st to 3rd person and Myers noted that these kids would speak about their lives in 1st person but of their crimes in 3rd person. “They distanced themselves from the crime.” Summary: Monster is a beautiful story that tells us the harsh realities that a black or brown person have to go through when in pursuit of justice. Steve Harmon is a sixteen year old boy who’s on trial for his being “involved in a murder of a drugstore owner.” The trial is set in Harlem and his D.A. believes that since he’s black, race is going to be a factor. Steve narrates the story as a film script, switching scenes or cutting to Steve’s own personal written narratives. His experience with the judicial system is rather optimistic because he knows that he’s not the Monster people are claiming him to be.