Making Mark Twain Work in the ClassroomJames S. Leonard Duke University Press, 1999 - 318 Seiten How does one teach Mark Twain's Huckleberry Finn, a book as controversial as it is central to the American literary canon? This collection of essays edited by James S. Leonard offers practical classroom methods for instructors dealing with the racism, the casual violence, and the role of women, as well as with structural and thematic discrepancies in the works of Mark Twain. The essays in Making Mark Twain Work in the Classroom reaffirm the importance of Twain in the American literature curriculum from high school through graduate study. Addressing slavery and race, gender, class, religion, language and ebonics, Americanism, and textual issues of interest to instructors and their students, the contributors offer guidance derived from their own demographically diverse classroom experiences. Although some essays focus on such works as A Connecticut Yankee in King Arthur's Court and The Innocents Abroad, most discuss the hotly debated Adventures of Huckleberry Finn, viewed alternately in this volume as a comic masterpiece or as evidence of Twain's growing pessimism--but always as an effective teaching tool. By placing Twain's work within the context of nineteenth-century American literature and culture, Making Mark Twain Work in the Classroom will interest all instructors of American literature. It will also provoke debate among Americanists and those concerned with issues of race, class, and gender as they are represented in literature. Contributors. Joseph A. Alvarez, Lawrence I. Berkove, Anthony J. Berret, S.J., Wesley Britton, Louis J. Budd, James E. Caron, Everett Carter, Jocelyn Chadwick-Joshua, Pascal Covici Jr., Beverly R. David, Victor Doyno, Dennis W. Eddings, Shelley Fisher Fishkin, S. D. Kapoor, Michael J. Kiskis, James S. Leonard, Victoria Thorpe Miller, Stan Poole, Tom Reigstad, David E. E. Sloane, David Tomlinson |
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Seite 134
... important first step in developing the major element of the novel's satiric purpose . ( For the moment I will simply mark it and return to the comic overtone . ) A steamboat smashes the fugitives ' raft , and Huck alone starts on an ...
... important first step in developing the major element of the novel's satiric purpose . ( For the moment I will simply mark it and return to the comic overtone . ) A steamboat smashes the fugitives ' raft , and Huck alone starts on an ...
Seite 144
... important point is that Huck in several lengthy paragraphs of the gory passage cited by Bridges creates his own death scene . The detail is extended and convincing , and it must be , for this is Huck's first real demonstration to us of ...
... important point is that Huck in several lengthy paragraphs of the gory passage cited by Bridges creates his own death scene . The detail is extended and convincing , and it must be , for this is Huck's first real demonstration to us of ...
Seite 262
... important to most important , or most obvious to least obvious , etc. ) . And , of course , the most important factor is always the interaction of the factors listed above , which demands a summative metaanalysis . For this paper , they ...
... important to most important , or most obvious to least obvious , etc. ) . And , of course , the most important factor is always the interaction of the factors listed above , which demands a summative metaanalysis . For this paper , they ...
Inhalt
The Uses of the Last Twelve Chapters | |
An Approach to Teaching Twain | 31 |
Personal Recollections of Joan of Arc in Todays Classroom | 55 |
Urheberrecht | |
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