| |
| |
| To the Instructor xv | |
| |
| |
| |
| Introduction | |
| |
| |
| |
| The Process of Reading, Responding to, and Writing | |
| |
| |
| About Literature | |
| |
| |
| What Is Literature, and Why Do We Study It? | |
| |
| |
| Types of Literature: the Genres | |
| |
| |
| Reading Literature and Responding to It Actively | |
| |
| |
| Alice Walker, Everyday Use | |
| |
| |
| Reading and Responding in a Computer File or Notebook | |
| |
| |
| Major Stages in Thinking and Writing About Literary Topics: Discovering Ideas, Preparing to Write, Making an Initial Draft of Your Essay, and Completing the Essay | |
| |
| |
| Discovering Ideas ("Brainstorming") | |
| |
| |
| Box: Essays and Paragraphs Foundation Stones of Writing | |
| |
| |
| Preparing to Write | |
| |
| |
| Box: the Need for the Actual Physical Process of Writing | |
| |
| |
| Making an Initial Draft of Your Assignment | |
| |
| |
| Box: the Need for a Sound Argument in Writing About Literature | |
| |
| |
| Box: Referring to the Names of Authors | |
| |
| |
| Box: the Use of Verb Tenses in the Discussion of Literary Works | |
| |
| |
| Illustrative Paragraph | |
| |
| |
| Commentary on the Paragraph | |
| |
| |
| Illustrative Essay: Mrs. Johnson's Overly Self-Assured Daughter, Dee, in Walker's "Everyday Use" | |
| |
| |
| Completing the Essay: Developing and Strengthening Your Essay Through Revision | |
| |
| |
| Illustrative Student Essay (Revised and Improved Draft) | |
| |
| |
| Illustrative Essay (Revised and Improved Draft): Mrs. Johnson's Overly Self-Assured Daughter, Dee, in Alice Walker's "Everyday Use" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Essay Commentaries | |
| |
| |
| A Summary of Guidelines | |
| |
| |
| Writing Topics About the Writing Process | |
| |
| |
| A Short Guide to Using Quotations and Making References in Essays About Literature | |
| |
| |
| |
| Writing Essays on Designated Literary Topics | |
| |
| |
| |
| Writing About Plot: The Development of Conflict and Tension in Literature | |
| |
| |
| Plot: the Motivation and Causality of Literature | |
| |
| |
| Determining the Conflicts in a Story, Drama, or Narrative Poem | |
| |
| |
| Writing About the Plot of a Particular Work | |
| |
| |
| Organize Your Essay About Plot | |
| |
| |
| Illustrative Essay: the Plot of Eudora Welty's "A Worn Path" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Plot | |
| |
| |
| |
| Writing About Point of View: The Position or Stance of the Work's Narrator or Speaker | |
| |
| |
| An Exercise in Point of View: Reporting an Accident | |
| |
| |
| Conditions That Affect Point of View | |
| |
| |
| Box: Point of View and Opinions | |
| |
| |
| Determining a Work's Point of View | |
| |
| |
| Box: Point of View and Verb Tense | |
| |
| |
| Summary: Guidelines for Point of View | |
| |
| |
| Writing About Point of View | |
| |
| |
| Illustrative Essay: Shirley Jackson's Dramatic Point of View in "The Lottery" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Point of View | |
| |
| |
| |
| Writing About Character: The People in Literature | |
| |
| |
| Character Traits | |
| |
| |
| How Authors Disclose Character in Literature | |
| |
| |
| Types of Characters: Round and Flat | |
| |
| |
| Reality and Probability: Verisimilitude | |
| |
| |
| Writing About Character | |
| |
| |
| Illustrative Essay: the Character of Minnie Wright of Glaspell's "Trifles" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Character | |
| |
| |
| |
| Writing About a Close Reading: Analyzing Entire Short Poems or Selected Short Passages from Fiction, Longer Poems, and Plays | |
| |
| |
| The Purpose and Requirements of a Close-Reading Essay | |
| |
| |
| The Location of the Passage in a Longer Work | |
| |
| |
| Writing About the Close Reading of a Passage in Prose Work, Drama, or Longer Poem | |
| |
| |
| Box: Number the Passage for Easy Reference | |
| |
| |
| Illustrative Essay: A Close Reading of a Paragraph from Frank O'Connor's Story "First Confession" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing an Essay on the Close Reading of a Poem | |
| |
| |
| Illustrative Essay: A Close Reading of Thomas Hardy's "The Man He Killed" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics for a Close-Reading Essay | |
| |
| |
| |
| Writing About Structure: The Organization of Literature | |
| |
| |
| Formal Categories of Structure | |
| |
| |
| Formal and Actual Structure | |
| |
| |
| William Shakespeare, Sonnet 73: That Time of Year Thou Mayst in Me Behold | |
| |
| |
| Writing About Structure in Fiction, Poetry, and Drama | |
| |
| |
| Organize Your Essay About Structure | |
| |
| |
| Illustrative Essay: the Structure of Eudora Welty's "A Worn Path" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Structure | |
| |
| |
| |
| Writing About Setting: The Background of Place, Objects, and Cult ure in Literature | |
| |
| |
| What Is Setting? | |
| |
| |
| The Importance of Setting in Literature | |
| |
| |
| Writing About Setting | |
| |
| |
| Organize Your Essay About Setting | |
| |
| |
| Illustrative Essay: Maupassant's Use of Setting in "The Necklace" to Show the Character of Mathilde | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Setting | |
| |
| |
| |
| Writing About an Idea or Theme: The Meaning and the "Message" in Literature | |
| |
| |
| Ideas and Assertions | |
| |
| |
| Ideas and Values | |
| |
| |
| The Place of Ideas in Literature | |
| |
| |
| How to Locate Ideas | |
| |
| |
| Writing About a Major Idea in Literature | |
| |
| |
| Organize Your Essay on a Major Idea or Theme | |
| |
| |
| Illustrative Essay: the Idea of the Importance of Minor and "Trifling" Details in Susan Glaspell's Trifles | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Special Topics for Studying and Discussing Ideas | |
| |
| |
| |
| Writing About Imagery: The Literary Work's Link to the Senses | |
| |
| |
| Responses and the Writer's Use of Detail | |
| |
| |
| The Relationship of Imagery to Ideas and Attitudes | |
| |
| |
| Types of Imagery | |
| |
| |
| Writing About Imagery | |
| |
| |
| Organize Your Essay About Imagery | |
| |
| |
| Illustrative Essay: the Images of Masefield's "Cargoes" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Imagery | |
| |
| |
| |
| Writing About Metaphor and Simile: A Source of Depth and Range in Literature | |
| |
| |
| Metaphors and Similes: the Major Figures of Speech | |
| |
| |
| Characteristics of Metaphors and Similes | |
| |
| |
| John Keats, On First Looking into Chapman's Homer | |
| |
| |
| Box: Vehicle and Tenor | |
| |
| |
| Writing About Metaphors and Similes | |
| |
| |
| Organize Your Essay About Metaphors and Similes | |
| |
| |
| Illustrative Essay: Shakespeare's Metaphors in "Sonnet | |
| |
| |
| When to the Sessions of Sweet Silent Thought" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Metaphors and Similes | |
| |
| |
| |
| Writing About Symbolism and Allegory: Keys to Extended Meaning | |
| |
| |
| Symbolism and Meaning | |
| |
| |
| Allegory | |
| |
| |
| Fable, Parable, and Myth | |
| |
| |
| Allusion in Symbolism and Allegory | |
| |
| |
| Writing About Symbolism and Allegory | |
| |
| |
| Organize Your Essay About Symbolism or Allegory | |
| |
| |
| Illustrative Essay (Symbolism in a Poem): Symbolism in William Butler Yeats's "The Second Coming" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Illustrative Essay (Allegory in a Story): the Allegory of Nathaniel Hawthorne's "Young Goodman Brown" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Symbolism and Allegory | |
| |
| |
| |
| Writing About Tone: The Writer's Control over Attitudes and Feelings | |
| |
| |
| Tone and Attitudes | |
| |
| |
| Tone and Humor | |
| |
| |
| Tone and Irony | |
| |
| |
| Writing About Tone | |
| |
| |
| Organize Your Essay about Tone | |
| |
| |
| Illustrative Essay: Kate Chopin's Irony in "The Story of an Hour" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Tone | |
| |
| |
| |
| Writing About Rhyme in Poetry: The Repetition of Identical Sounds to Emphasize Ideas | |
| |
| |
| The Nature and Function of Rhyme | |
| |
| |
| Writing About Rhyme | |
| |
| |
| Organize Your Essay About Rhyme | |
| |
| |
| Illustrative Essay: the Rhymes in Christina Rossetti's "Echo" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Rhyme in Poetry | |
| |
| |
| |
| Writing About More General Literary Topics | |
| |
| |
| |
| Writing About a Literary Problem: Challenges to Overcome in Reading202 | |
| |
| |
| Strategies for Developing an Essay About a Problem | |
| |
| |
| Writing About a Problem | |
| |
| |
| Organize Your Essay About a Problem | |
| |
| |
| Illustrative Essay: the Problem of Robert Frost's Use of the Term "Desert Places" in the Poem "Desert Places" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Studying Problems in Literature | |
| |
| |
| |
| Writing Essays of Comparison-Contrast and Extended Comparison-Contrast: Learning by Seeing Literary Works Together | |
| |
| |
| Guidelines for the Comparison-Contrast Essay | |
| |
| |
| The Extended Comparison-Contrast Essay | |
| |
| |
| Box: Citing References in a Longer Comparison-Contrast Essay | |
| |
| |
| Writing a Comparison-Contrast Essay | |
| |
| |
| Organize Your Comparison-Contrast Essay | |
| |
| |
| Illustrative Essay (Comparing and Contrasting Two Works): the Views of War in Amy Lowell's "Patterns" and Wilfred Owen's "Anthem for Doomed Youth" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Illustrative Essay (Extended Comparison-Contrast): Literary Treatments of the Tension Between Private and Public Life | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Comparison and Contrast | |
| |
| |
| |
| Writing About a Work in Its Historical, Intellectual, and Cult ural Context | |
| |
| |
| History, Culture, and Multiculturalism | |
| |
| |
| Literature in Its Time and Place | |
| |
| |
| Writing About a Work in Its Historical and Cultural Context | |
| |
| |
| Organize Your Essay About a Work and Its Context | |
| |
| |
| Illustrative Essay: Langston Hughes's References to Black Servitude and Black Pride in " Negro" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics About Works in Their Historical, Intellectual, and Cultural Context | |
| |
| |
| |
| Writing a Review Essay: Developing Ideas and Evaluating Literary Works for Special or General Audiences | |
| |
| |
| Writing a Review Essay | |
| |
| |
| Organize Your Review Essay | |
| |
| |
| First Illustrative Essay (A Review for General Readers): Nathaniel Hawthorne's Story "Young Goodman Brown": A View of Mistaken Zeal | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Second Illustrative Essay (Designed for a Particular Group Here, a Religious Group): Religious Intolerance and Nathaniel Hawthorne's Story "Young Goodman Brown" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Third Illustrative Essay (A Personal Review for a General Audience): Security and Nathaniel Hawthorne's Story "Young Goodman Brown," | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Topics for Studying and Discussing the Writing of Reviews | |
| |
| |
| |
| Writing Examinations on Literature | |
| |
| |
| Answer the Questions That Are Asked | |
| |
| |
| Systematic Preparation | |
| |
| |
| Two Basic Types of Questions About Literature | |
| |
| |
| |
| Writing and Documenting the Research Essay; Using Extra Resources for Understanding | |
| |
| |
| Selecting a Topic | |
| |
| |
| Setting Up a Working Bibliography | |
| |
| |
| Locating Sources | |
| |
| |
| Box: Evaluating Sources | |
| |
| |
| Box: Important Considerations About Computer-Aided Research | |
| |
| |
| Taking Notes and Paraphrasing Material | |
| |
| |
| Box: Plagiarism: An Embarrassing But Vital | |
| |
| |
| Subject and a Danger to Be Overcome | |
| |
| |
| Classify Your Cards and Group Them Accordingly | |
| |
| |
| Documenting Your Work | |
| |
| |
| Organize Your Research Essay | |
| |
| |
| Illustrative Research Essay: the Structure of Katherine Mansfield's "Miss Brill" | |
| |
| |
| Commentary on the Essay | |
| |
| |
| Writing Topics for Research Essays | |
| |
| |
| |
| Appendixes | |
| |
| |
| |
| |
| |
| Critical Approaches Important in the Study of Literature | |
| |
| |
| Moral / Intellectual | |
| |
| |
| Topical/Historical | |
| |
| |
| New Critical/Formalist | |
| |
| |
| Structuralist | |
| |
| |
| Feminist Criticism, Gender Studies, and Queer Theory | |
| |
| |
| Economic Determinist/Marxist | |
| |
| |
| Psychological/Psychoanalytic | |
| |
| |
| Archetypal/Symbolic/Mythic | |
| |
| |
| Deconstructionist | |
| |
| |
| Reader-Response | |
| |
| |
| |
| |
| |
| MLA Recommendations for Documenting Sources | |
| |
| |
| (Nonelectronic) Books, Articles, Poems, Letters, Reviews, Recordings, Programs | |
| |
| |
| The Citation of Electronic Sources | |
| |
| |
| Appendix C | |
| |
| |
| Works Used in the Text for Illustrative Essays and References | |
| |
| |
| Stories Kate Chopin, the Story of an Hour | |
| |
| |
| A woman is shocked by news of her husband's death, but there is still a greater shock in store for her | |
| |
| |
| |
| Living in colonial Salem, Young Goodman Brown has a bewildering encounter that affects his outlook on life and his attitudes towards people | |
| |
| |
| |
| Why does the prize-winner of a community-sponsored lottery make the claim that the drawing was not fair? | |
| |
| |
| |
| Jackie as a young man recalls his mixed memories of the events surrounding his first childhood experience with confession | |
| |
| |
| |
| A follower of a famous British general tells what really happened | |
| |
| |
| |
| Phoenix Jackson, a devoted grandmother, walks a well-worn path on a mission of great love. Poems | |
| |
| |
| |
| When you lose certainty, what remains for you? | |
| |
| |
| |
| What mysterious force creates evil as well as good? | |
| |
| |
| |
| Just how cool are they, really? How successful are they going to be? | |
| |
| |
| |
| An arrogant duke shows his dead wife's portrait to the envoy of the count | |
| |
| |
| |
| What does Kubla Khan create to give himself the greatest joy? | |
| |
| |
| |
| How does eternal life put down death? | |
| |
| |
| |
| What is more frightening than the emptiness of outer space? | |
| |
| |
| |
| What is loud enough to waken the dead, and then, what do the dead say about it? | |
| |
| |
| |
| A combat soldier muses about the irony of battlefield conflict | |
| |
| |
| |
| What are some of the outrages experienced throughout history by blacks? | |
| |
| |
| |
| The speaker dedicates himself to constancy and steadfastness | |
| |
| |
| |
| How can reading a translation be as exciting as discovering a new planet or a new ocean? | |
| |
| |
| |
| What terrible memory counterbalances the beauty of German castles, fields, and traditions? | |
| |
| |
| |
| What does a woman think when she learns that her fianc� will never return from overseas battle? | |
| |
| |
| |
| How do modern cargo ships differ from those of the past? | |
| |
| |
| |
| War forces poignant changes in normally peaceful ceremonies | |
| |