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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Ergebnisse 1-3 von 62
Seite 140
... response criticism as part of their critical methodology . The challenge lies in identifying how a great world classic , which Huck Finn ... Response to Stupefied Humanity Huck's Helplessness: A Reader's Response to Stupefied Humanity.
... response criticism as part of their critical methodology . The challenge lies in identifying how a great world classic , which Huck Finn ... Response to Stupefied Humanity Huck's Helplessness: A Reader's Response to Stupefied Humanity.
Seite 154
... response to Judith Loftus's mention that the townspeople suspect Jim of having killed Huck ( " ' Why he- " [ chapter 11 ] ) and the Duke's sim- ilarly self - interrupted response to Huck's request to know to whom the king has sold Jim ...
... response to Judith Loftus's mention that the townspeople suspect Jim of having killed Huck ( " ' Why he- " [ chapter 11 ] ) and the Duke's sim- ilarly self - interrupted response to Huck's request to know to whom the king has sold Jim ...
Seite 274
... response defending the novel and expressing sadness " that a generation may never read it because Huck Finn is not politically correct . " He ends his response by noting the positive aspect of race in the novel : " I would encourage ...
... response defending the novel and expressing sadness " that a generation may never read it because Huck Finn is not politically correct . " He ends his response by noting the positive aspect of race in the novel : " I would encourage ...
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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