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