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 |
Im Buch
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Seite 137
... social inadequacies are to be measured , and from this point on the reader is secure in his alliance with the author when he creates his small , stable ironies . Whatever Pap Finn is for , the reader is conditioned to be against ...
... social inadequacies are to be measured , and from this point on the reader is secure in his alliance with the author when he creates his small , stable ironies . Whatever Pap Finn is for , the reader is conditioned to be against ...
Seite 281
... social context in which it developed . Donald Matthews in Religion and the Old South attributes the development of this abolitionist movement in the South to the nature of evangelical piety , with its emphasis on conversion to a life of ...
... social context in which it developed . Donald Matthews in Religion and the Old South attributes the development of this abolitionist movement in the South to the nature of evangelical piety , with its emphasis on conversion to a life of ...
Seite 287
... social reality in more complex terms . His affir- mation of vernacular values such as freedom from social convention and pragmatic individualism is qualified by his recognition that they often find expression in anti - intellectualism ...
... social reality in more complex terms . His affir- mation of vernacular values such as freedom from social convention and pragmatic individualism is qualified by his recognition that they often find expression in anti - intellectualism ...
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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