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 118
... society but from human society altogether . His mis- anthropy seems motivated by the authorial sense that society is in- exorably marred by thematic / mythic ambiguities and the violences they generate . This necessary insufficiency is ...
... society but from human society altogether . His mis- anthropy seems motivated by the authorial sense that society is in- exorably marred by thematic / mythic ambiguities and the violences they generate . This necessary insufficiency is ...
Seite 137
... society deviates and to which , hopefully , it can be helped to return by the small ironies of comic satire . These ironies are bound up with the realistic vision that sees the boy as necessarily a product of the mores and attitudes of ...
... society deviates and to which , hopefully , it can be helped to return by the small ironies of comic satire . These ironies are bound up with the realistic vision that sees the boy as necessarily a product of the mores and attitudes of ...
Seite 193
... society . It is impossible to probe the dynamics of a racist society without delineating the racial discourse that characterized it . For advanced students , studying novels such as Chesnutt's The Mar- row of Tradition or Paul Laurence ...
... society . It is impossible to probe the dynamics of a racist society without delineating the racial discourse that characterized it . For advanced students , studying novels such as Chesnutt's The Mar- row of Tradition or Paul Laurence ...
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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