International Women’s Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author’s work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage, and politics.

Julia Alvarez's popular novel is a fictional account influenced by the real lives of the Mirabal sisters, who grew up in the Dominican Republic and were involved in the rebellion against dictator Rafael Trujillo in the 1930s. The Big Read Reader's Guide deepens your exploration with interviews, booklists, timelines, and historical information. We hope this guide and syllabus allow you to have fun with your students while introducing them to the work of a great American author.

Filled with radiant depictions of the Mexican landscape and unforgettable characters, Luis Alberto Urrea's novel chronicles a young woman's quest to protect her hometown from banditos. This Big Read Teacher's Guide contains ten lessons to lead you through Luis Alberto Urrea's Into the Beautiful North. Each lesson has four sections: a focus topic, discussion activities, writing exercises, and homework assignments. In addition, we have provided capstone projects and suggested essay topics, as well as handouts with more background information about the novel, the historical period, and the author. All lessons dovetail with the state language arts standards required in the fiction genre.

Funded by the University System of Georgia’s “Affordable Learning Georgia” initiative, An Introduction to African and Afro-Diasporic Peoples and Influences in British Literature and Culture before the Industrial Revolution corrects, expands, and celebrates the presence of the African Diaspora in the study of British Literature, undoing some of the anti-Black history of British studies.

This text was enthusiastically adapted from Russell Sharman's incredible Moving Pictures, linked here, and was adapted specifically to focus on cinema regarding Tokyo for the purposes of Study Abroad. 

This course studies representative twentieth and twenty-first-century texts and films from Hispanic America and Spain. Emphasis is on developing strategies for analyzing the genres of the novel, the short story, the poem, the fictional film, and the theatrical script. The novels read this semester are Magali García Ramis's Felices días, Tío Sergio (1986, Puerto Rico) and Javier Cercas's Soldados de Salamina (2001, Spain). We will study Lorca's play "La casa de Bernarda Alba" (1936, Spain), films from Spain, México, and Cuba, poems by Darío (Nicaragua), Machado (Spain), Lorca (Spain), Hernández (Spain), Vallejo (Perú), Cernuda (Spain), and Luis Palés Matos (Puerto Rico), and short stories from México (by an exiled Spanish writer), Chile, Argentina, and Cuba. Thematic emphasis is on the Spanish Civil War, changing attitudes toward gender, the Spanish-speaking Caribbean, and the history of race in the Americas.

This course studies important twentieth century texts from Spain and Latin America. The readings include short stories, theatre, the novel and poetry. This subject is conducted in Spanish and all reading and writing for the course is also done in Spanish.

This course is a study of the history of theater art and practice from its origins to the modern period, including its roles in non-western cultures. Special attention is given to the relationship between the literary and performative dimensions of drama, and the relationship between drama and its cultural context.

Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences. In order to understand this rich art form more fully, we will study and discuss a sampling of plays that exemplify different kinds of dramatic structure; class members will also participate in, attend, and review dramatic performances.

This subject serves as a broad introduction to the field of European and Latin American fiction. It is taught in an historical manner—beginning with the first picaresque novel, Lazarillo de Tormes, and ending with contemporary European fiction. It is designed to help students acquire a general understanding of major fictional modes-from 18th century epistolary fiction, Liaisons dangereuses, to 20th century avant-garde fiction: Cosmicomicsi and Aura. Attention is paid not only to the literary movements these works represent, but also to the subtle interplay of history, geography, language and cultural norms that gave rise to specific literary forms. While the reading load is heavy, the books are compelling.

This subject serves as a broad introduction to the field of European and Latin American fiction. It is designed to help students acquire a general understanding of major fictional modes. We will pay attention not only to the literary movements these works represent, but also to the subtle interplay of history, geography, language and cultural norms that gave rise to specific literary forms. The books we read in this course are compelling, and film versions of five of the works we read give variety to the course and time to think about the interplay of film and print.

This course investigates the uses and boundaries of fiction in a range of novels and narrative styles--traditional and innovative, western and nonwestern--and raises questions about the pleasures and meanings of verbal texts in different cultures, times, and forms. Toward the end of the term, we will be particularly concerned with the relationship between art and war in a diverse selection of works.

This course investigates the uses and boundaries of fiction in a range of novels and narrative styles, traditional and innovative, western and non-western, and raises questions about the pleasures and meanings of verbal texts in different cultures, times, and forms.

This course examines major social and political trends, events, debates and personalities which help place aspects of contemporary French culture in their historical perspective through fiction, films, essays, newspaper articles, and television. Topics include the heritage of the French Revolution, the growth and consequences of colonialism, the role of intellectuals in public debates, the impact of the Occupation, the modernization of the economy and of social structures. The sources and meanings of national symbols, monuments, myths and manifestoes are also studied. Recommended for students planning to study abroad. Taught in French.

This subject examines the ways in which we read. It introduces some important strategies for engaging with literary texts developed in the twentieth century, paying special attention to poststructuralist theories and their legacy. The course is organized around specific theoretical paradigms. In general, we will: (1) work through the selected readings in order to see how they construe what literary interpretation is; (2) locate the limits of each particular approach; and (3) trace the emergence of subsequent theoretical paradigms as responses to what came before.

Introduction to Literature: Fairy Tales, Folk Tales, and How They Shape Us introduces college students to the study of literature through a focus on texts that, generally, they already know, or think they know, and how those texts aim to shape audiences to be compliant members of their culture.

Introduction to Media Studies is designed for students who have grown up in a rapidly changing global multimedia environment and want to become more literate and critical consumers and producers of culture. Through an interdisciplinary comparative and historical lens, the course defines "media" broadly as including oral, print, theatrical, photographic, broadcast, cinematic, and digital cultural forms and practices. The course looks at the nature of mediated communication, the functions of media, the history of transformations in media and the institutions that help define media's place in society.
Over the course of the semester we explore different theoretical perspectives on the role and power of media in society in influencing our social values, political beliefs, identities and behaviors. Students also have the opportunity to analyze specific media texts (such as films and television shows) and explore the meaning of the changes that occur when a particular narrative is adapted into different media forms. We look at the ways in which the politics of class, gender and race influence both the production and reception of media. To represent different perspectives on media, several guest speakers also present lectures. Through the readings, lectures, and discussions as well as their own writing and oral presentations, students have multiple opportunities to engage with critical debates in the field as well as explore the role of media in their own lives.

Introduction to Media Studies is designed for students who have grown up in a rapidly changing global multimedia environment and want to become more literate and critical consumers and producers of media. Through an interdisciplinary comparative and historical lens, the course defines "media" broadly as including oral, print, performance, photographic, broadcast, cinematic, and digital cultural forms and practices. The course looks at the nature of mediated communication, the functions of media, the history of transformations in media and the institutions that help define media's place in society. This year’s course will focus on issues of network culture and media convergence, addressing such subjects as Intellectual Property, peer2peer authoring, blogging, and game modification.

This course provides a historical study of the origins of Christianity by analyzing the literature of the earliest Christian movements in historical context, concentrating on the New Testament. Although theological themes will occupy much of our attention, the course does not attempt a theological appropriation of the New Testament as scripture. Rather, the importance of the New Testament and other early Christian documents as ancient literature and as sources for historical study will be emphasized. A central organizing theme of the course will focus on the differences within early Christianity (-ies).

Video introduction to simple comics reading, how comics are representational, and the vocabulary of comics. Also includes a brief list of the possible jobs in creating a comic such as writer, artist, penciler, and inker.

This is a survey of the main trends in twentieth-century literary theory. Lectures will provide background for the readings and explicate them where appropriate, while attempting to develop a coherent overall context that incorporates philosophical and social perspectives on the recurrent questions: what is literature, how is it produced, how can it be understood, and what is its purpose?

Adapted from Introduction to World Literature Anthology by Christian Beck under a Creative Commons 4.0 Attribution license.

This course examines the Old Testament (Hebrew Bible) as an expression of the religious life and thought of ancient Israel, and a foundational document of Western civilization. A wide range of methodologies, including source criticism and the historical-critical school, tradition criticism, redaction criticism, and literary and canonical approaches are applied to the study and interpretation of the Bible. Special emphasis is placed on the Bible against the backdrop of its historical and cultural setting in the Ancient Near East.

In the decades following the Second World War, a cluster of extraordinary French thinkers were widely translated and read in American universities. Their works were soon labeled as "French Theory." Why would sharing the same nationality make authors such as Lacan, Cixous, Derrida, Foucault or Debord, ambassadors of a specifically "French" theory? The course will explore the maze of transatlantic intellectual debates since 1945 and the heyday of French existentialism. We will study the debates on communism, decolonization, neo‐liberalism, gender, youth culture and mass media. This course is taught in English.

Short Description:
Jane: A Story of Jamaica (1913) is a novel by Jamaican author H. G. de Lisser and is the first West Indian novel to feature a Black protagonist. The story follows Jane, a young woman raised in the Jamaican countryside, as she prepares to leave home for the first time and move to Kingston to begin her career.

Long Description:
Jane: A Story of Jamaica (1913) is a novel by Jamaican author H. G. de Lisser and is the first West Indian novel to feature a Black protagonist. The story follows Jane, a young woman raised in the Jamaican countryside, as she prepares to leave home for the first time and move to Kingston to begin her career.

Word Count: 61875

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

This course surveys both cinematic and literary representations of diverse eras and aspects of Japanese culture such as the classical era, the samurai age, wartime Japan and the atomic bombings, social change in the postwar period, and the appropriation of foreign cultural themes, with an emphasis on the modern period. Directors include Akira Kurosawa and Hiroshi Teshigahara. Authors include Kobo Abe and Yukio Mishima. Films shown have subtitles in English. Taught in English.

Like most literary geeks, I’ve read a lot of Jorge Luis Borges. If you haven’t, look into the influences of your favorite writers, and you may find the Argentine short-story craftsman appearing with Beatles-like frequency. Indeed, Borges’ body of work radiates inspiration far beyond the realm of the short story, and even beyond literature as commonly practiced. Creators from David Foster Wallace to Alex Cox to W.G. Sebald to the Firesign Theater have all, from their various places on the cultural landscape, freely admitted their Borgesian leanings. That Borges’ stories — or, in the more-encompassing term adherents prefer to use, his “fictions” — continue to provide so much fuel to so many imaginations outside his time and tradition speaks to their simultaneous intellectual richness and basic, precognitive impact. Perhaps “The Garden of Forking Paths” or “The Aleph” haven’t had that impact on you, but they’ve surely had it on an artist you enjoy.

Now, thanks to UbuWeb, you can not only read Borges, but hear him as well. They offer MP3s of Borges’ complete Norton Lectures, which the writer gave at Harvard University in the fall of 1967 and the spring of 1968:

Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this first part, Peter takes Chinua Achebe's 1975 critique of Conrad as a starting point. Achebe deemed Conrad a 'bloody racist', and McDonald considers how Conrad's relationship to language and narrative complicates this. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this second part, Peter closely analyses the narrative functions in Heart and Darkness and Lord Jim in order to consider what can be gained in reading these texts within the framework of post/colonial criticism. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

As a young lady Meeta grew up in an American Indian family following Sikh religion and believe.

In sixteen interwoven stories, Amy Tan's characters--four Chinese immigrant mothers and their American-raised daughters--struggle to connect despite the ghosts and secrets of the past. This Big Read Teachers Guide contains ten lessons to lead you through Amy Tans classic novel, The Joy Luck Club. Each lesson has four sections: a thematic focus, discussion activities, writing exercises, and homework assignments. In addition, we have provided capstone projects and suggested essay topics, as well as handouts with more background information about the novel, the historical period, and the author. All lessons dovetail with the state language arts standards required in the fiction genre.

The Folger Shakespeare Library provides the full searchable text of "Julius Caesar" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

Manifold greatness: Oxford Celebrations of the King James Bible 1611-2011. Lecture series held in Corpus Christi College to celebrate the 400th Anniversary of the first publication of the King James Bible.

ePub version of text The life and death of King Iohn by William Shakepeare, 1564-1616.

ePub version of text The Tragedie of King Lear by William Shakepeare, 1564-1616.

Professor Elleke Boehmer discusses why Kipling's writing, and his poetry of the late nineteenth and early twentieth centuries in particular, launched him to international fame across the British Empire. By comparing him to contemporary popular figures such as Elton John and Paul McCartney, she offers insight into how Kipling's verse captured the popular imagination of the common people throughout the age of imperialism. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

Étienne Le Roy, l'un des pères de l'anthropologie du droit dont le creuset a été la connaissance des formes de partage de la terre dans les cultures africaines, nous propose dans cet ouvrage de mettre ce savoir au service d'une compréhension des communs émergents dans nos sociétés modernes. Déroulant le fil de la juridicité des communs, l’auteur nous amène à distinguer les néo-communs, ceux qui sont produits par la société capitaliste elle-même pour en comprendre toute la complexité et dégager les implications autant politiques et juridiques que scientifiques de leur émergence. Ouvrage posthume, La révolution des communs et le droit nous transmet toute l'énergie que son auteur n'a cessé de puiser dans le dialogue interculturel et la conviction que le pluralisme normatif nous apporte des outils pour nous projeter dans la postmodernité.

A quick and easy handout to give students so they can include variety as they introduce quotes or evidence in their writing.

Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1.     Employ a variety of approaches to analyze and interpret texts.  (PLG 1) (Gen Ed Goal 1 a)2.     Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3.      Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing.  (PLG 3) (Gen Ed Goal 1 c, d)     4.      Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument.   (PLG 3) (Gen Ed Goal 1c, d)5.     Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c)    6.     Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7.     Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science.  (PLG 6) (Gen Ed Goal 4 a, b, c, d)8.      Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers.  (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9.      Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay.     (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc.      (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts.      (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style.      (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing.      (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose.      (Meets student learning objectives 2-7)

This class explores the creation (and creativity) of the modern scientific and cultural world through study of western Europe in the 17th century, the age of Descartes and Newton, Shakespeare, Milton and Ford. It compares period thinking to present-day debates about the scientific method, art, religion, and society. This team-taught, interdisciplinary subject draws on a wide range of literary, dramatic, historical, and scientific texts and images, and involves theatrical experimentation as well as reading, writing, researching and conversing.
The primary theme of the class is to explore how England in the mid-seventeenth century became "a world turned upside down" by the new ideas and upheavals in religion, politics, and philosophy, ideas that would shape our modern world. Paying special attention to the "theatricality" of the new models and perspectives afforded by scientific experimentation, the class will read plays by Shakespeare, Tate, Brecht, Ford, Churchill, and Kushner, as well as primary and secondary texts from a wide range of disciplines. Students will also compose and perform in scenes based on that material.

A frustrated schoolteacher in 1940s Louisiana tries to give a condemned man back his dignity before he dies. Vivid and compassionate, this novel asks: Knowing we're going to die, how should we live? The Big Read Readerĺĺs Guide deepens your exploration with interviews, booklists, timelines, and historical information. We hope this guide and syllabus allow you to have fun with your students while introducing them to the work of a great American author.

Short Description:
Leviathan (1651)—full title Leviathan or The Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil—is a book written by English philosopher Thomas Hobbes. The book offers a criticisms regarding the structure of society and legitimate government. It is considered one of the earliest and most influential examples of social contract theory.

Long Description:
Leviathan (1651)—full title Leviathan or The Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil—is a book written by English philosopher Thomas Hobbes. The book offers a criticisms regarding the structure of society and legitimate government. It is considered one of the earliest and most influential examples of social contract theory.

Word Count: 208799

Included H5P activities: 1

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Leyendas y arquetipos del Romanticismo español is an introduction to nineteenth-century Spanish literature with a thematic focus on legends and archetypes. It presents Romanticism in the context of nineteenth-century literary and social movements. It is designed as a first anthology for intermediate Spanish students at American universities. Although brief, it includes poetry, drama in verse and short story. The works have been selected for their literary interest and the social importance of their themes. They are all by canonical authors.
The Prologue and introductions to the authors and texts often utilize circumlocution to facilitate comprehension, and include concrete examples of the concepts presented. The author biographies are brief and should not be used as study materials, but rather as starting points for students’ own exploration. Many students prefer following their own interests when researching author biographies, and the internet makes accessible a plethora of bibliographic resources, such as the Biblioteca Virtual Miguel de Cervantes, the Centro Virtual Cervantes of the Cervantes Institute, or the Biblioteca Digital Hispánica of the Spanish National Library. Student participation in the selection of topics and sources emphasizes the investigative process and leads to richer class discussions.

Leyendas y arquetipos del Romanticismo español is an introduction to nineteenth-century Spanish literature with a thematic focus on legends and archetypes. It presents Romanticism in the context of nineteenth-century literary and social movements. It is designed as a first anthology for intermediate Spanish students at American universities. Although brief, it includes poetry, drama in verse and short story. The works have been selected for their literary interest and the social importance of their themes. They are all by canonical authors.

The Folger Shakespeare Library provides the full searchable text of "Henry V" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

This is a communication intensive supplement to Linear Algebra (18.06). The main emphasis is on the methods of creating rigorous and elegant proofs and presenting them clearly in writing. The course starts with the standard linear algebra syllabus and eventually develops the techniques to approach a more advanced topic: abstract root systems in a Euclidean space.

This text is intended to be used in undergraduate literature courses as a supplement to help enhance students' interactions with literature and to guide their undertanding source material they may encounter in their studies. 

In this seminar we'll read individual poems closely within a set of questions about the moral and political position of poetry -- and of intellectuals -- in different cultural contexts. Of course, part of the divergence in the social positions of poetry [and of 'the aesthetic'] depends on the dominant paradigm of the social, political and literary culture; part of the divergence derives from the momentum of literary development in the culture [how did the culture experience modernism?, for instance], and part depends on the different attitudes toward traditional form. We read poets from North America (Whitman, Williams, Lowell, Plath, Bishop), from South America (Neruda), from Western Europe (Yeats), and Eastern Europe (Akhmatova, Szymborska); we conclude with a month dedicated to the work of the Polish poet Czeslaw Milosz, who won the Nobel Prize for literature (the first to win from a position of exile) in 1980.

Introduces practice and theory of literary criticism. Seminar focuses on topics such as the history of critical methods and techniques, and the continuity of certain subjects in literary history. Instruction and practice in oral and written communication. Topic: Theory and Use of Figurative Language. This seminar offers a course of readings in lyric poetry. It aims to enhance the student's capacity to understand the nature of poetic language and the enjoyment of poetic texts by treating poems as messages to be deciphered. The seminar will briefly touch upon the history of theories of figurative language since Aristotle and it will attend to the development of those theories during the last thirty years, noting the manner in which they tended to consider figures of speech distinct from normative or literal expression, and it will devote particular attention to the rise of theories that quarrel with this distinction. The seminar also aims to communicate a rough sense of the history of English-speaking poetry since the early modern period. Some attention will be paid as well to the use of metaphor in science.

This seminar offers a course of readings in lyric poetry. It aims to enhance the student's capacity to understand the nature of poetic language and the enjoyment of poetic texts by treating poems as messages to be deciphered.
The seminar will briefly touch upon the history of theories of figurative language since Aristotle and it will attend to the development of those theories during the last thirty years, noting the manner in which they tended to consider figures of speech distinct from normative or literal expression, and it will devote particular attention to the rise of theories that quarrel with this distinction.
The seminar also aims to communicate a rough sense of the history of English-speaking poetry since the early modern period. Some attention will be paid as well to the use of metaphor in science.

This course introduces the practice and theory of literary criticism. The seminar focuses on topics such as the history of critical methods and techniques, and the continuity of certain subjects in literary history. Instruction and practice in oral and written communication is a major component of the course. Other components include theory and use of figurative language and reading poetry.

Alienation, overcrowding, sensory overload, homelessness, criminality, violence, loneliness, sprawl, blight. How have the realities of city living influenced literature's formal and thematic techniques? How useful is it to think of literature as its own kind of "map" of urban space? Are cities too grand, heterogeneous, and shifting to be captured by writers? In this seminar we will seek answers to these questions in key city literature, and in theoretical works that endeavor to understand the culture of cities.

How does one writer use another writer's work? Does it matter if one author has been dead 300 years? What difference does it make if she's a groundbreaking twentieth-century feminist and the writer she values has come to epitomize the English literary tradition? How can a novelist borrow from plays and poems? By reading Virginia Woolf's major novels and essays in juxtaposition with some of the Shakespeare plays that (depending on one's interpretation) haunt, enrich, and/or shape her writing, we will try to answer these questions and raise others. Readings in literary criticism, women's studies, and other literary texts will complement our focus on the relationship--across time, media, and gender--between Shakespeare and Woolf. As a seminar, we will work to become more astute readers of literature within its historical, artistic, and political contexts, and consider how literature both reflects and contributes to these societal frameworks. Central texts will include Shakespeare's Othello, Antony and Cleopatra, Cymbeline, and The Winter's Tale, and Woolf's A Room of One's Own, Mrs. Dalloway, Orlando, To the Lighthouse, The Waves, and Between the Acts. This subject is an advanced seminar in both the Literature and the Women's Studies Program.

This handout is intended for use in American literature. It provides literary characteristics of Naturalism, focusing on the works of Stephen Crane and Jack London.  It also provides the historical context of Darwin's Theory of Natural Selection and the still-taking-shape discipline of psychology.  

Topic: The English sense of humor. This course examines English literature across genre and historical periods. It is designed for students who want to study English literature or writing in some depth, or to know more about English literary culture and history. Students will also learn about the relationships between literary themes, forms, and conventions and the times in which they were produced. Materials include: Medieval tales, riddles, and character sketches; Renaissance lyrics and a play, 18th-century satires in words and images, 19th century irony, modern stories and film.

Subject
Literature, Composition, Drama, Poetry, Short Story, Novel

Abstract
Literary Voice overviews the conventions of short stories, poems, dramatic works, and novels. The text features several chapters on the writing process and is focused on getting students to experience literature. Sections on reading literature as a critic and writing about literature in academic settings are accompanied by chapters on the genres.

Description
The Literary Voice is an introduction to literature text created through the SUNY OER Initiative. With few exceptions (noted in the credits for each page), the mini-lectures are self-created. The text has a genre-based focus, with the readings being listed within each genre's chapter in rough chronology. Many of the works are linked. The text contains five plays and a lengthy literary nonfiction chapter in addition to the fiction and poetry chapters. Siddhartha, Hermann Hesse's modernist novel of India, is included in its entirety. I intentionally include more readings than any one course would get through in case instructors wish to tailor the content. Just as easily, they could organize the course either chronologically or thematically. Several chapters discuss academic writing, specifically as it applies to literary analysis. Several of the readings are personal favorites that adapt well to an introduction to literature survey.

URI
http://hdl.handle.net/1951/71293

Students read at least one work of literary fiction and then a short commercial romance piece (included in the assignment with the author's permission).  They analyze each text using skills gained in class as well as engage in scholarly research on the subgenres. The final product is an MLA-format analytical essay.

A google site supporting a series of classes that explore literary texts from a broad range of cultures, geographies and time periods.

This guide compiles starting points for OER and freely available resources for Literature courses and topics. This OER subject guide was created for TCC faculty and staff and reflects TCC credit, continuing education, and corrections course offerings. The purpose of this guide is to help faculty and staff more easily find and review OER in their areas so that they can make decisions about quality, accuracy, relevancy, and potential use.

The aim of this subject is to acquaint the student with some important works of systematic ethical philosophy and to bring to bear the viewpoint of those works on the study of classic works of literature. This subject will trace the history of ethical speculation in systematic philosophy by identifying four major positions: two from the ancient world and the two most important traditions of ethical philosophy since the renaissance. The two ancient positions will be represented by Plato and Aristotle, the two modern positions by Immanuel Kant and John Stuart Mill. We will try to understand these four positions as engaged in a rivalry with one another, and we will also engage with the philosophy of Thomas Hobbes, which offers a bridge between ancient and modern conceptions and provides a source for the rivalry between the viewpoints of Kant and Mill. Further, we will be mindful that the modern positions are subject to criticism today by new currents of philosophical speculation, some of which argue for a return to the positions of Plato and Aristotle.

Lecture series looking at key concepts in studying Literature; including lectures on the concept of unreliable narrators to theory of comparative literature. This series was filmed in the English Faculty in Trinity Term 2012

Access historic documents related to literature and poetry including selected Walt Whitman notebooks, digitized rare books, and presentations on a variety of literary figures ranging from Anne Bradstreet and Phillis Wheatley to Edgar Allan Poe and Ernest Hemingway.

Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Zora Neale Hurston was one of the most important and celebrated figures to emerge from the Harlem Renaissance. Outspoken, spirited and gifted, Ms. Hurston was the most prolific African-American woman writer of the 1930's. Adapted from the theatrical biography of her life by Laurence Holder, this performance brings to life her story. The site includes a handout to help you and your students enjoy, prepare for, and discuss Zora. Included inside are background information, an introduction to our co-sponsors, Library of Congress LIVE and The American Place Theater, resources from the Library of Congress, and student activities.

This collection uses primary sources to explore Louisa May Alcott's novel, Little Women. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Lesson plan and activities on Federico García Lorca's poem "Prendimiento de Antoñito el Camborio en el camino de Sevilla"

A bilingual anthology of detective writing in Spain and the UK/US, with a preliminary study by Enrique Torner.
This work was originally first available online through the World Association of International Studies at https://waisworld.org/en/wais/publications/books

An eclectic range of comic and tragic voices narrate this powerful book about the enduring power of love. Erdrich leads the reader through the interwoven lives of generations of Kashpaws and Lamartines in North Dakota. The Big Read Readers Guide deepens your exploration with interviews, booklists, timelines, and historical information. We hope this guide and syllabus allow you to have fun with your students while introducing them to the work of a great American author.

California Poet Laureate Al Young has created a profound and enduring body of work that represents our time. Young's numerous publications in poetry, fiction, nonfiction, and for the stage and screen explore the American, human condition through the lens of the individual voice. Tune in as he reads a selection of his Poems before a live audience at UC Berkeley. (28 minutes)

Revolutionary poet, playwright, and activist Amiri Baraka is recognized as the founder of the Black Arts Movement, a literary period that began in Harlem in the 1960s and forever changed the look, sound, and feel of American poetry. 26 minutes)

Arthur Sze is an internationally known writer and celebrated translator. A recipient of a Guggenheim Fellowship and two grants from the National Endowment for the Arts, Sze teaches at the Institute of American Indian Arts, and is the first poet laureate of Santa Fe, where he resides. (29 minutes)

Barbara Guest has published over ten volumes of poetry. One of the original members of the New York School of Poets, Guest reinvents herself with every book. Her recent titles include Miniatures and Other Poems, Rocks on a Platter, and Selected Poems. Charles Bernstein writes that Guest's works "have become an integral part of the fabric of contemporary American poetry." A graduate of UC Berkeley, Guest has been honored with the Frost Medal for Distinguished Lifetime Achievement by the Poetry Society of America. She resides in Berkeley. (28 minutes)

Poet Brenda Hillman writes of the realms where the division between the sensual and spiritual dissolve. In her passionate reading, Hillman uses language to explore the edges of human consciousness. (28 minutes)

Camille Dungy is the author of two poetry collections and teaches creative writing at San Francisco State University. (27 minutes)

Clayton Eshleman, American poet, translator, and editor, reads from his recently released translation "Solar Throat Slashed," by AimŽ CŽsaire, co-translated with A. James Arnold. CŽsaire, a strong anticolonialist, was born in the Caribbean and wrote his Poems and plays in French. (57 minutes)

Charismatic poet Cornelius Eady uses deft paradoxes to meet the world's absurdities head-on. In a powerful reading of his own work, Eady recites like a jazz singer croons, emphasizing his poetry's hard-hitting content. (28 minutes)

Dan Bellm has published three books of poetry, including Practice, winner of a 2009 California Book Award and named one of the Top Ten Poetry Books of 2008 by the Virginia Quarterly Review. His first collection, One Hand on the Wheel, launched the California Poetry Series and his second, Buried Treasure, won the Poetry Society of AmericaŐs Alice Fay DiCastagnola Award. (29 minutes)

David St. John was widely praised and was a National Book Award finalist for Study for the World's Body. Recent books are The Red Leaves of Night from HarperPerennial and Prism from Arctos Press, and his newest, The Face , a book-length Poems. His image-rich work muses on both ecstasy and loss. (51 minutes)

World-renowned poet Diane di Prima, one of the preeminent writers to emerge from the Beat generation, wrote in Manhattan for many years before relocating to San Francisco, where she has been for nearly four decades. Her 43 books of poetry and prose have been translated into over twenty languages. (29 minutes)

Iraqi poet Dunya Mikhail immigrated to the United States in 1996 after increasing harassment over her poetry, which confronts war and exile with subversive depictions of suffering. In 2001 she was awarded the UN Human Rights Award for Freedom of Writing. (28 minutes)

Born in Dublin, Ireland, Eavan Boland is one of the foremost voices in Irish literature. Her ten volumes of poetry include Against Love Poetry, which was a New York Times notable book, and New Collected Poems. She is also a noted editor and translator. Her awards include a Lannan Foundation Award and an American Ireland Fund Literary Award. She is a professor of English and Creative Writing at Stanford University. (27 minutes)

Born in St. Petersburg, Russia but raised in New York City, Eugene Ostashevsky is a poet, scholar and reckless metaphysician. A book of his poetry, The Off-Centaur, was published by Germ Folios, and his volume The Compleat Unraveller will be published in 2005 by Ugly Duckling Press. He is editor and co-translator of the forthcoming anthology, OBERIU and the Chinars: Russian Absurdism, 1927-1941. Ostashevsky won the 2003 Wytter Bynner Poetry Translation Fellowship for his translations from Russian. He teaches at NYU. (45 minutes)

"Seductive, edgy, gothic and sublime, these Poems haunt the body as much as the soul," wrote Beckian Fritz Goldberg of Frank Paino's second book, Out of Eden. Lynda Hull has said of his first book, The Rapture of Matter, "These fearless Poems go where they must with a visionary fervor, guiding the reader through the darkest passages of experience and reminding us of the best, most redemptive qualities of the human". Frank Paino was born in Cleveland in 1960 and lives in Berea, Ohio. He formerly published under the name Frankie Paino before changing genders. (29 minutes)

Born in San Francisco in 1930, world-renowned poet, essayist, and environmentalist Gary Snyder has published sixteen books of poetry and prose, and received the Pulitzer Prize in 1974 for Turtle Island. Snyder has traveled widely and lived for extended periods of time in Japan, where he studied and practiced Rinzai Zen. He is currently a professor at University of California, Davis. (29 minutes)

Geoffrey G. OŐBrien is the author of ŇGreen and GrayÓ and ŇThe Guns and Flags Project,Ó and co-author of Ň2A.Ó His third collection, ŇMetropole,Ó is forthcoming from The University of California Press in 2011. (28 minutes)

This reading celebrates the publication of "ascension," the first book of Poems by giovanni singleton, coordinator of Lunch Poems. She has recently been selected by the Poetry Society of America for its biennial New American Poets series. singleton is a recipient of a New Langton Bay Area Award Show for Literature and has been a fellow at Squaw Valley Community of Writers, Cave Canem: A Workshop for African-American Poets, and the Napa Valley WritersŐ Conference. She is founding editor of "nocturnes (re)view," a critically acclaimed journal dedicated to artists and writers of the African Diaspora and other contested spaces. (29 minutes)

Knoxville, Tennessee native Graham Foust is the author of four books of poetry: As in Every Deafness, Leave the Room to Itself, Necessary Stranger, and A Mouth in California. David Olsen says FoustŐs ŇPoems are carefully contained so that we can find a place in them.Ó He directs the MFA Program in Creative Writing at Saint Mary's College in Moraga, CA.

Harryette Mullen admits to being "licked all over by the English tongue." Her fifth poetry collection, Sleeping with the Dictionary, published by UC Press, was a finalist for the National Book Award and for the Los Angeles Times Book Prize in Poetry for its "gleeful pursuit of the ludic pleasure of word games." Her work combines the experimentation of the French OULIPO group with an American funk and political awareness. Mullen is associate professor of English and African American Studies at UCLA. Her other books include Muse & Drudge and Trimmings. (28 minutes)

Born in Brooklyn to an Iraqi father and a Syrian mother, Jack Marshall explores the cultures and cities that shaped his artistic awakening. (27 minutes)

Jessica Fisher's Frail-Craft was the winner of the prestigious 2006 Yale Series of Younger Poets competition. She is a doctoral candidate in English at U.C. Berkeley and is coeditor, with Robert Hass, of The Addison Street Anthology, which chronicles Berkeley's rich poetic history. (27 minutes)

Rich in its landscapes and its search for personal discovery, John MatthiasŐ poetry encompasses vast territories of history and culture. He has published more than twenty-five books, twelve of which are poetry, and is the editor of Notre Dame Review. This is his first visit to the west coast in over twenty-five years. (28 minutes)

Hosted by Robert Hass and University Librarian Thomas C. Leonard, this event features distinguished faculty and staff from a wide range of disciplines introducing and reading a favorite Poems. (45 minutes)