This course covers works by major American novelists, beginning with the late 18th century and concluding with a contemporary novelist. The class places major emphasis on reading novels as literary texts, but attention is paid to historical, intellectual, and political contexts as well. The syllabus varies from term to term, but many of the following writers are represented: Rowson, Hawthorne, Melville, Twain, Wharton, James, and Toni Morrison. Previously taught topics include The American Revolution and Makeovers (i.e. adaptations and reinterpretation of novels traditionally considered as American "Classics"). May be repeated for credit with instructor's permission so long as the content differs.

Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous BoschŐs early Renaissance painting "Death and the Miser".

Students will analyze photos for specific details that reveal the owner of a specific room.Then the analysis will include literature but will focus on literary devices and connotations.Also, students will have the opportunity to summarize text and then use evidence to support specific connotations.

This is a resource for a student to use in picking out a choice book. It allows recording space for several brief interactions with books as well as easy ways to recall information via multiple learning styles.

The Global Read Aloud Amal Unbound by Aisha Saeed lends connects people globally through literature. The 80 slides take an instructor through six weeks of lessons integrating ELA Standards for literature and Information and Technology Standards.

In an effort to promote deeper analysis and understanding of multiple viewpoints, Urban Academy teachers discuss the conscious decisions they make to promote this type of discussion. The group reflects on how they structure discussions to highlight different perspectives and also rephrase and restate student comments to heighten differences in opinions and to draw out additional responses. In reacting and responding to these differences, students participate in a deeper analysis.

Using an inquiry based approach has a profound effect on the depth and complexity of classroom discussions. In this video, students share how this is different than what they've previously experienced and we see teacher, Avram Barlowe, use primary source documents to drive discussions about freedom as it existed during Reconstruction following the Civil War. Recognizing that these documents describe both daily life and larger political and social ideas, Avram expects that the discussion will focus on both elements but will be largely driven by student comments and reactions to each text. In preparation for this inquiry based approach, Avram shares how he develops many questions that may never be used and must be ready to use students' comments and questions to facilitate the resulting discussion. Even though he knows ahead of time that there are specific issues that should be explored, he does not come into the discussion with specific answers or outcome for these issues. Avram sees the text as a vehicle in which the students can explore ideas that interest them and requires that students use multiple documents to challenge their thinking and extend their understanding of differing perspectives. In this way, students are prepared to not only discuss these ideas in this informal setting but are also prepared to read analytically and write about these ideas, considering multiple perspectives.

Introduces prose narrative, both short stories and the novel. Examines the construction of narrative and the analysis of literary response. 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 resource will help you begin the process of understanding literary theory and schools of criticism and how they are used in the academy.

In 1667, John Milton published what he intended both as the crowning achievement of a poetic career and a justification of God's ways to man: an epic poem which retold and reimagined the Biblical story of creation, temptation, and original sin. Even in a hostile political climate, Paradise Lost was almost immediately recognized as a classic, and one fate of a classic is to be rewritten, both by admirers and by antagonists. In this seminar, we will read Paradise Lost alongside works of 20th century fantasy and science fiction which rethink both Milton's text and its source.

What does the Genesis story of creation and temptation tell us about gender, about heterosexuality, and about the origins of evil? What is the nature of God, and how can we account for that nature in a cosmos where evil exists? When is rebellion justified, and when is authority legitimate? These are some of the key questions that engaged the poet John Milton, and that continue to engage readers of his work.

This Ted-Ed video, which can be used as a part of a writing lesson in the literature classroom, addresses the idea of finding "deeper meaning" in a literary work. It is an engaging instructional video that takes the perspective of a student who is a beginner in literary analysis writing and needs help understanding how to read with insight and acknowledge complex ideas in their work. Using two example texts (Austen's Pride and Prejudice and Morrison's ), the narrator helps students understand how to think about literature analytically prior to writing about it.

As part of the Worcester State University OER initiative in Spring 2017, Dr. Elizabeth Osborne created and translated course materials for her SP 322, Advanced Spanish Composition II, course. Materials have been divided into peer review (revisión por pares) handouts, close reading activities (actividades de lectura detallada) and other miscellaneous materials. The materials included here are by no means exhaustive, but they serve as a starting point to making education affordable and to filling the gap in Spanish-language OER for upper division courses.

William Butler Yeats occupies a dominant position in the lives and work of the Irish poets who followed him. We will explore some of that poetry, and consider how later poets, especially female poets, tried to come to grips with, or escape from, that dominance. As a seminar, the subject will place special emphasis on student involvement and control. I will ask you to submit one ten-twelve page essay, two shorter (five page) essays, and to accept the role of "leadoff person," perhaps more than once, That role will demand that you choose from among the assigned readings for that session the poem we should focus upon, and to offer either a provocative articulation of what the poem is about, or a provocative question which the poem confronts, and which we should grapple with, as well.

These New York Times lesson suggestions bring teaching of F. Scott Fitzgerald's The Great Gatsby into the 21st century. Teachers may choose from learner opportunities to analyze the historical and cultural icons of the 1920s and compare how America continues to be a society diverse in wealth distribution. Includes opportunities to create a gallery walk of 1920s history and culture, explore the modern film adaptation, and timeless themes, fictional characters, and author's style and craft in the novel.