MLA Handbook for Writers of Research Papers, Theses, and Dissertations

MLA Handbook for Writers of Research Papers, Theses, and Dissertations

Reference

Gibaldi, Joseph

Achtert, Walter S.

Modern Langua

Dictionaries & Thesauruses

Modern Language Association

Early childhood bilingual education

Education & Teaching

Early Childhood Bilingual Education Project

Schools & Teaching

1972 MLA ABSTRACTS OF ARTICLES IN SCHOLARLY JOURNALS: VOLUME I

Walter S. and Eileen M. Mackesy Achtert

1973 MLA ABSTRACTS OF ARTICLES IN SCHOLARLY JOURNALS: VOLUME I

The Transcendentalists: A Review of Research and Criticism

Literature & Fiction

History & Criticism

MLA handbook: For writers of research papers, theses, and dissertations [paperback] Gibaldi, Joseph, and Achtert, Walter S. [Jan 01, 1979]

MLA handbook: For writers of research papers, theses, and dissertations

Joseph Gibaldi

Walter Achtert

Writing, Research & Publishing Guides

Literary Research Guide: An Annotated Listing of Reference Sources in English Literary Studies

Reference Book, Literary Studies, American Literature, English Literature, Bibliography

Harner, James L.

Approaches to Teaching Pynchon's The Crying of Lot 49 and Other Works (Approaches to Teaching World Literature)

As teachers well know, the elements that make Thomas Pynchon exciting to read and study�the historical references, the multilayered prose, and the postmodern integration of high and low cultures and science and literature�often constitute hurdles to undergraduate and graduate readers alike. The essays gathered in this volume turn these classroom challenges into assets, showing instructors how to make the narratives' frustration of reader expectations not only intellectually rewarding but also part of the joy of reading The Crying of Lot 49, Gravity's Rainbow, Mason &amp; Dixon, and other Pynchon works, short and long.
Like all volumes in the Approaches to Teaching series, the collection opens with a survey of original and supplementary materials. The essays that follow offer an array of classroom techniques: among them, ways to contextualize the novels in their historical settings, from Puritan America through World War II and the volatile 1960s; to use the texts to explore racial and gender politics and legacies of colonialism; and to make Pynchon's elaborate prose style accessible to students. Teachers will also find sample syllabi for courses solely on Pynchon as well as suggestions for incorporating his work into graduate and undergraduate classrooms at a range of institutions.

Business & Money

Education & Reference

Approaches to Teaching Fitzgerald's the Great Gatsby (Approaches to Teaching World Literature)

�Who is this Gatsby anyhow?" Answering that question, voiced by one of the book's characters, is fundamental to teaching F. Scott Fitzgerald's The Great Gatsby. Although there is no simple answer, classroom analysis of this classic American novel can lead to a rich exploration of the colorful yet contradictory period Fitzgerald dubbed the Jazz Age. The novel also prompts considerations of novelistic technique, specifically point of view, characterization, and narrative structure.
This volume aims to give instructors of The Great Gatsbymultiple tools and strategies for teaching the novel and for introducing students to the culture of the 1920s. Part 1, "Materials," reviews the novel's composition history and the scholarly resources related to the novel. In part 2, "Approaches," contributors demonstrate a range of frameworks that usefully inform teaching, from the new historicism to feminist and gender studies to narrative theory. They also examine the novel's complex artistry, variety of motifs and symbol patterns, and cultural and social influences, such as the era's changing racial attitudes, the rise of a new suburban culture, and the dichotomy of East versus West in America.

Approaches to Teaching Fitzgerald's The Great Gatsby (Approaches to Teaching World Literature)

This is an exciting, and unsettling, time to be teaching world literature, writes David Damrosch. Because the range of works taught in world literature courses has expanded enormously, both historically and geographically, the task of selection--and of teacher preparation--has grown more challenging. Teachers of this field must grapple with such issues as coverage, cultural difference, and the role of translation in the classroom. Should one emphasize masterpieces or traditions, concepts or themes? How does one avoid making a work bear the burden of representing an entire tradition? To what extent should anthologies be used? Can a course be global in scope and yet focus on a few works, authors, moments?
This collection of thirty-two essays in the MLA series Options for Teaching offers an array of solutions to these challenges, reflecting the wide variety of institutions, courses, and students described by the contributors. An annotated bibliography is provided, with a listing of useful Web sites.

Teaching World Literature (Options for Teaching)

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