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Reading and Writing About Literature | |
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What Is Literature? | |
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Literary Contexts: Authors Define Literature | |
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Historical Contexts: Forms of Literature Through Time | |
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Stories | |
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Charles Perrault, "The Sleeping Beauty in the Wood" | |
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� Literary Contexts: Defining Plot | |
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Margaret Atwood, "There was Once" | |
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Poems | |
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Percy Bysshe Shelley, "Ozymandias" | |
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Comparing Themes | |
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Adrienne Rich, "Diving into the Wreck" | |
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Lawrence Ferlinghetti, "Constantly Risking Absurdity" | |
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Reflecting on the Writing Process | |
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Pre-Writing | |
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Drafting | |
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Revising | |
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Assignment: Reading to Write | |
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Reading and Writing: Contexts for Thinking | |
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Active Reading | |
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Writing About Your Reading Experience | |
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Thinking Critically About the Text | |
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Story | |
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"The Story of an Hour" | |
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Critical Thinking Acts | |
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Interpretation | |
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Analysis | |
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Argument | |
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Comparison/Contrast | |
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� Literary Contexts: Making Meaning of Fiction | |
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Play | |
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Beauty | |
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� Literary Contexts: Making Meaning of Drama | |
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Literary Contexts: Making Meaning of Poetry | |
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Poems | |
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Comparing Themes | |
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"Metaphors" | |
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"Introduction to Poetry" | |
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Assignments: Reading to Write | |
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Sample Student Paper: Ashley Walden, Breaking Boundaries in Chopin's "The | |
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Story of an Hour" | |
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Writing in Response to Literature | |
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Love and Symbolism: Interpreting Themes | |
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Poems | |
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"A Beautiful Girl Combs Her Hair" | |
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"I find no peace, and all my war is done" | |
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"Upon Julia's Clothes" | |
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"The Indian Girl's Song" | |
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The Act of Interpretation | |
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Accounting for Key Symbols and Other Elements | |
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Taking Contexts into Account | |
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"Sonnet 18" and "Sonnet 130" | |
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"Love Is Not All" | |
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"True Love" | |
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"Sex without Love" | |
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"Why I Can't Cook for Your Self-Centered Architect | |
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Cousin" | |
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Stories | |
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"The Necklace" | |
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"Shiloh" | |
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Writing an Interpretation: Reading for Meaning in Literature | |
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Prewriting: Identifying a Topic | |
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Forming an Interpretation: Offering a Big Idea | |
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Bringing in Evidence: Close Reading for Textual Support | |
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Shaping a Thesis: Constructing a Statement | |
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Writing to Advance the Thesis: The Formal Essay | |
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The Introduction | |
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The Body | |
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The Conclusion | |
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Integrating and Citing Source Material | |
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Revising, Editing, and Proofreading | |
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Revising | |
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Editing | |
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Proofreading | |
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Sample Student Paper: "Immoderate Desire" in Guy | |
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De Maupaussant's "The Necklace" | |
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A Study in Style: Analyzing Patterns | |
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What does it mean when you say that a person has style? | |
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Poems | |
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William Wordsworth, "Nuns Fret Not" | |
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� Literary Contexts: Stanza Lengths and Sonnets | |
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Elizabeth Bishop, "One Art" | |
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� Literary Contexts: The Villanelle | |
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The Act of Analysis | |
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Supporting Theme through Analysis | |
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Finding Patterns through Analysis | |
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Poems | |
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e.e. cummings, "1(a" | |
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� Literary Contexts: Open-Form Poetry | |
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Comparing Themes | |
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"Some Keep the Sabbath" | |
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"God's Grandeur" | |
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� Critical Contexts: Formalist Criticism | |
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"Stopping by Woods on a Snowy Evening" | |
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Geraldine Brooks, "We Real Cool" | |
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� Literary Contexts: Scanning Lines of Poetry | |
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Play | |
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The Glass Menagerie | |
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� Literary Contexts: Realism | |
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Stories | |
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"The Lesson" | |
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� Literary Contexts: Dialogue | |
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"Videotape" | |
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� Literary Contexts: Reality | |
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"The Things they Carried" | |
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� Literary Contexts: Imagery | |
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Writing an Analysis: The Elements of Style | |
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Moving from Free Writes to Ideas | |
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Finding a Focus | |
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Shaping a Thesis | |
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Finding Significance in Small Moments and Specific Details | |
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Writing to Advance the Thesis | |
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Making a Plan | |
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Developing and Supporting Your Thesis | |
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Revising to Polish | |
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Editing | |
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A Lesson in Style | |
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Style Checklist | |
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Exercises | |
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Proofreading | |
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Sample Student Paper: Analyzing Stage Direction, Dialogue, and Memory in Williams' The Glass Menagerie | |
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Voice and Narration: Arguing for an Interpretation | |
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Stories | |
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"A&P" | |
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� Critical Contexts: You Decide | |
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"A Rose for Emily" | |
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� Critical Contexts: A Historical/Feminist Approach to Miss Emily | |
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The Act of Argument | |
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The Writer: Evaluating Your Interpretation | |
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The Text: Evaluating Your Analysis | |
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The Readers: Evaluating Your Audience | |
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Poems | |
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"My Last Duchess" | |
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� Historical Contexts: The Duke's Two Wives | |
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Comparing Themes | |
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"In an Artist's Studio" | |
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"Barbie Doll" | |
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� Historical Contexts: Comparing the Themes | |
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"Channel Firing" | |
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"Death of a Ball Turret Gunner" | |
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� Historical and Literary Contexts: The Literature of War | |
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"The Love Song of J. A. Prufrock" | |
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� Literary Contexts: Making Meaning of Prufrock | |
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Arguing an Interpretation | |
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Using Visual Techniques to Discover Ideas | |
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Clustering | |
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Jot Listing | |
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Shaping a Persuasive Thesis | |
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Exercises | |
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Writing to Advance the Thesis | |
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Support Your Interpretation through Analysis | |
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Support Your Argument by Addressing Counter-Arguments | |
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Revising with Your Audience in Mind | |
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Write the Introduction and Conclusion | |
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Strengthen Weaker Paragraphs | |
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Arrange Your Paragraphs | |
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Decide Where to Handle Other Interpretations | |
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Editing and Proofreading Your Argument | |
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Sample Student Paper: Erin Christian, Effects of the Social Environment on | |
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Emily Grierson in "A Rose for Emily" | |
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Families and Their Characters: Comparing Works of Literature | |
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Stories | |
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"Everything that Rises Must Converge" | |
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� Literary Contexts: Regionalism and the Grotesque | |
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Comparing Themes: Identity | |
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"Everyday Use" | |
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"Two Kinds" | |
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� Critical Contexts: Assimilation versus Acculturation | |
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The Act of Comparison | |
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Choosing Two Texts to Compare | |
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Charting Similarities and Differences | |
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Analyzing and Interpreting the Comparisons | |
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Poems | |
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Comparing Themes: Growing | |
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"Adolescence I" and "Adolescence III" | |
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Comparing Themes: Fathers | |
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"Common Ground" | |
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"Those Winter Sundays" | |
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"forgiving my father" | |
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"Daddy" | |
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"My Papa's Waltz" | |
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Writing a Comparison and Contrast Essay | |
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Discovering Similarities and Differences | |
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Focusing on What Is Revealed | |
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Shaping a Thesis | |
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A Thesis Focused on Similarities | |
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A Thesis Focused on Differences | |
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Writing to Advance the Thesis | |
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Revising for Coherence | |
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Editing and Proofreading | |
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Integrating Text from a Reading into Your Writing | |
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Summary | |
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Paraphrase | |
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Direct Quotation | |
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Student Sample: Structure and Style in Lucille Clifton's | |
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"forgiving my father" and Plath's "Daddy": Renaming and Reclaiming | |
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Oppression and Social Change: Using Critical Tools for Analytical Arguments | |
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Stories | |
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"Yellow Wallpaper" | |
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Critical Contexts: Feminist Criticism | |
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"Girl" | |
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The Ones who Walk Away from Omelas" | |
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The Act of Seeing Through a Critical Perspective | |
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Poems | |
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Comparing Themes | |
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"The Author to Her Book" | |
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"Theme for English B" | |
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"Telephone Conversation" | |
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"Ethnic Poetry" | |
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Plays | |
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Trifles | |
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Writing an Analytical Argument from a Critical Perspective | |
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Considering Different Critical Perspectives | |
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Rereading the Work in Light of the Perspective | |
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Shaping a Thesis: Establishing the Critical Context | |
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Writing to Advance the Thesis | |
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Integrating and Citing Source Material | |
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Revising, Editing, and Proofreading | |
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Sample Student Paper: Stephanie Roberts, Policing Domesticity: Cultural Surveillance in Susan Glaspell's Trifles | |
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Experiencing Contemporary Literature | |
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Laughing Out Loud: Getting to Know Comic Literature | |
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From Someone Who Knows: Dave Barry on Being Funny | |
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"On Dave Barry: Elegy for the Humorist" | |
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A Genre You Know: Stand-Up Comedy | |
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A Genre You Might Like to Know: Comic Essays | |
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"The Drama Bug" | |
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"Shooting Dad" | |
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Knowing Where We Came From: Comedy in the Theatre | |
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� Want to Know More? The Language of Comedy | |
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Writing About Your Experience with Literature | |
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Viewing Words and Reading Pictures: Getting to Know Graphic Novels | |
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From Someone Who Knows: Scott McCloud on Understanding Comics | |
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Excerpt from Scott McCloud, Understanding Comics | |
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� Want to Know More? Graphic Novels versus Literature | |
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A Genre You Know: Comic Strips | |
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Snoopy | |
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The Boondocks | |
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A Genre You Might Like to Know: The Superhero Graphic Novel | |
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Excerpt from Alan Moore and David Lloyd, V for Vendetta | |
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Another Kind of Graphic Novel: A Memoir | |
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Excerpt from Art Speigelman, Maus: A Survivor's Tale | |
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Knowing Where We Come From: The Evolution of Comics | |
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Writing About Your Experience with Literature | |
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Thrilled and Chilled: Getting to Know Horror in Literature | |
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From Someone Who Knows: Stephen King on Horror | |
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"Why We Crave Horror Stories" | |
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A Genre You Know: Stephen King stories | |
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A Horror Story You Might Like: A Real-Life Devil | |
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"Where are you going, where have you been?" | |
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� Want to Know More? Source Material for Oates' Story | |
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Excerpt from Don Moser, "The Pied Piper of Tuscon" | |
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"It's All Over Now, Baby Blue" | |
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Knowing Where We Come From: Edgar Allan Poe | |
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Writing About Your Experience with Literature | |
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Listening to Music: Experiencing Stories in Rhythm | |
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From Someone Who Knows: Paul Simon on Songwriting | |
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"Music, Lyrics in Their Best Order" | |
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A Genre You Know: Songs | |
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The Zombies, "A Rose for Emily" | |
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"Sleep to Dream" | |
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The Magnetic Fields, " I Don't Want to Get Over You" | |
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Arctic Monkeys, "I Bet You Look Good on the Dancefloor" | |
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The Decemberists, "The Crane Wife 1 and 2" | |
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A Genre You Might Like to Know: Spoken-Word Poetry | |
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"Lit" | |
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"I have not gone marking (with apologies to Pablo Neruda)" | |
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"Unbreakable Glass--a poem for my daughter" | |
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"I, Nightmare" | |
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Knowing Where We Come From: Oral Literature | |
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Writing About Your Experience with Literature | |
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Songs with Literary References: A Selective List | |
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Exploring the Alternative: Getting to Know Experimental Literature | |
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From Someone Who Knows: Claes Oldenburg on Experimental Art | |
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An Experimental Artist You Know: Eve Ensler, dramatist | |
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Experimental Artists You Might Like to Know | |
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"Boring Friends," "A Mown Lawn," "Interesting," and "The Old Dictionary" | |
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"Blue Knights Bounced from CVD Tourney," "My | |
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Beard Reviewed," and "Notes Toward the Lay Report on the Joy Debt" | |
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Knowing Where We Come From: The Experimental Poetry of Gertrude Stein | |
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� Want to Know More? A Suggested Reading List of Experimental Writers | |
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Writing About Your Experience with Literature | |
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Research for Writing | |
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Developing a Topic and Stating a Thesis | |
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Choosing a Text | |
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Read. Re-read. Read again. | |
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Posing a Research Question | |
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Answering Your Question with a Tentative Thesis | |
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Conducting Preliminary Research | |
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Assignment: Drafting a Proposal | |
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Sample Student Writing: A Research Proposal | |
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Finding and Evaluating Sources | |
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Considering Research Sources | |
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Beginning Your Research and Developing Search Terms | |
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Interlibrary Loan | |
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Locating Background Information | |
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Locating Literary Criticism | |
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Locating Historical and Cultural Works | |
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Evaluating Sources | |
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Ask the Expert! | |
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Taking Good Notes | |
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The Reading/Research Dialectic | |
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A Tentative Timeline: 10 Steps to a Successful Research Project | |
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Assignment: Writing an Annotated Bibliography | |
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Sample Student Writing: An Annotated Bibliography by Erin Christian | |
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Understanding Critical Perspectives | |
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Reading the Critics | |
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A Quick Look Back at Schools of Critical Thought | |
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A Critical Casebook on Elizabeth Bishop's "One Art" | |
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Excerpt from Joanne Fiet Diehl, Women Poets and the American Sublime | |
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Excerpt from Elizabeth Dodd, The Veiled Mirror and the Woman Poet | |
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Excerpt from Susan McCabe, Elizabeth Bishop: Her Poetics of Loss | |
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Excerpt from Anne Colwell, " Geography III: The Art of Losing" | |
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A Critical Casebook on Toni Cade Bambara's "The Lesson" | |
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Jerome Cartwright, "Bambara's 'The Lesson'" | |
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Excerpt from Janet Carey Eldred, "Narratives of Socialization: | |
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Literacy in the Short Story" | |
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Excerpt from Janet Ruth Heller, "Toni Cade Bambara's Use of African American Vernacular English in 'The Lesson'" | |
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A Critical Casebook on Tennessee Williams's The Glass Menagerie | |
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Tennessee Williams, "How to Stage The Glass Menagerie" | |
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Excerpt from Lewis Nichols, Review | |
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Excerpt from Nancy M. Tischler, Student Companion to Tennessee Williams | |
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Excerpt from C.W.E. Bigsby, "Entering The Glass | |
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Menagerie" | |
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Excerpt from Judith J. Thompson, Tennessee Williams' Plays | |
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Integrating Primary and Secondary Sources | |
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Some Organizing Principles | |
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Drafting Body Paragraphs | |
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Verb Tenses in Writing about Literature | |
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Integrating Sources | |
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Summary | |
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Paraphrase | |
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Direct Quotation | |
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Quotations that become Part of your sentence | |
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Quoting larger amounts of text (block quotations) | |
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Common Knowledge | |
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Avoiding Plagiarism | |
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Sample Student Writing: Erin Christian, On Loss in Elizabeth Bishop's | |
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"One Art" | |
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Using the MLA Style of Documentation | |
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Preparing to Cite Sources | |
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Using the Modern Language Association (MLA) Style | |
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Citations in the Paper | |
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Works Cited at the End of the Paper | |
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Books and Material from Books | |
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Articles from Print Periodicals | |
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Electronic and Online Sources | |
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Other Media | |
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Glossary of Literary Terms | |
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Student Biographies | |
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Credits | |
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Index | |