The document discusses critical perspectives on Mark Twain's Adventures of Huckleberry Finn, focusing on debates around its ending and portrayal of the character Jim. Some critics like Leo Marx and Shelly Fisher Fishkin see the novel as anti-racist, while others like Julius Lester and Jane Smiley argue Twain's conclusion shows his own racism. Toni Morrison reframed the debate, seeing the novel as deliberately complex and raising important questions about racism in American society.
This document outlines the seminar paper "The Study of James Baldwin's Selected Novels in Relation to Human Rights" by Ravindra Ramdas Borse. The paper will analyze four of Baldwin's novels - Go Tell it on the Mountain, Another Country, Tell Me How Long the Train's Been Gone, and If Beale Street Could Talk - in relation to violations of human rights faced by Black Americans. It provides definitions of human rights, introduces Baldwin and his works, lists the objectives and hypotheses of the study, and outlines the proposed methodology and chapter structure.
This document outlines a proposed PhD thesis on analyzing James Baldwin's novels in relation to human rights. It will examine 4 of Baldwin's novels - "Go Tell it on the Mountain", "Another Country", "Tell Me How Long the Train’s Been Gone", and "If Beale Street could Talk" - to investigate how the white Americans violated the human rights of African Americans through racial discrimination and injustice depicted in Baldwin's works. The thesis will be divided into 6 chapters, with each chapter providing an in-depth analysis of one of the selected novels and discussing the human rights issues addressed within.
Fanfiction has existed as long as storytelling in various forms throughout history. In the 1960s, science fiction fans published fanzines, which were magazines copied by hand or with a mimeograph that circulated fanfiction among hundreds of readers. Now in the digital age, fanfiction reaches wide audiences through websites but is considered derivative works under US copyright law. However, some authors argue the distinction between fanfiction and other fictional works that expand on existing characters and worlds is often just a matter of commercial success and respectability rather than creative differences.
This document provides background information on the history of comic books and the character of Wonder Woman. It discusses how Wonder Woman was created during a time when most female characters were damsels in distress. The document examines whether Wonder Woman represents a male power fantasy or a feminist ideal. It outlines the popularity of comic books in the 1940s and provides context on other early female superhero characters. The document also compares Wonder Woman's non-violent approach to solving problems compared to other male superheroes of the time who often used violence and caused accidental deaths.
Huckleberry Finn - Brief presentation about the book and its authorCarla Cristina
A brief presentation about the book The adventures of Huckleberry Finn. In this presentation it´s possible to find summary, important characters and also some information about the author.
Presentation on Huckleberry Finn by Mehwish Ali Khanmaahwash
This document provides an overview and analysis of Mark Twain's iconic novel The Adventures of Huckleberry Finn. It discusses the biographical context of Twain and the setting of the novel. Key points covered include the book's themes of hypocrisy in civilized society, Huck's moral and psychological development, its use of realism and regionalism, and its significance as one of the first American novels written in vernacular English. The document also examines criticism of the novel for its portrayal of race and use of racial slurs.
I do not have enough context to fully answer those questions. My role is to summarize documents, not engage in philosophical or theoretical discussion. Please provide a specific document for me to summarize if you would like a response from me.
This document summarizes important literature from the 1950s through the 1990s. It highlights influential novels such as The Catcher in the Rye, The Godfather, and Interview with the Vampire from the 1950s-1970s, and goes on to discuss books like The Name of the Rose, Love in the Time of Cholera, and Blindness from the 1980s-1990s. The document provides brief overviews of each work including its genre, country of origin, plot details, and cultural impact to give the reader a sense of the major literary works during this time period.
This document outlines the seminar paper "The Study of James Baldwin's Selected Novels in Relation to Human Rights" by Ravindra Ramdas Borse. The paper will analyze four of Baldwin's novels - Go Tell it on the Mountain, Another Country, Tell Me How Long the Train's Been Gone, and If Beale Street Could Talk - in relation to violations of human rights faced by Black Americans. It provides definitions of human rights, introduces Baldwin and his works, lists the objectives and hypotheses of the study, and outlines the proposed methodology and chapter structure.
This document outlines a proposed PhD thesis on analyzing James Baldwin's novels in relation to human rights. It will examine 4 of Baldwin's novels - "Go Tell it on the Mountain", "Another Country", "Tell Me How Long the Train’s Been Gone", and "If Beale Street could Talk" - to investigate how the white Americans violated the human rights of African Americans through racial discrimination and injustice depicted in Baldwin's works. The thesis will be divided into 6 chapters, with each chapter providing an in-depth analysis of one of the selected novels and discussing the human rights issues addressed within.
Fanfiction has existed as long as storytelling in various forms throughout history. In the 1960s, science fiction fans published fanzines, which were magazines copied by hand or with a mimeograph that circulated fanfiction among hundreds of readers. Now in the digital age, fanfiction reaches wide audiences through websites but is considered derivative works under US copyright law. However, some authors argue the distinction between fanfiction and other fictional works that expand on existing characters and worlds is often just a matter of commercial success and respectability rather than creative differences.
This document provides background information on the history of comic books and the character of Wonder Woman. It discusses how Wonder Woman was created during a time when most female characters were damsels in distress. The document examines whether Wonder Woman represents a male power fantasy or a feminist ideal. It outlines the popularity of comic books in the 1940s and provides context on other early female superhero characters. The document also compares Wonder Woman's non-violent approach to solving problems compared to other male superheroes of the time who often used violence and caused accidental deaths.
Huckleberry Finn - Brief presentation about the book and its authorCarla Cristina
A brief presentation about the book The adventures of Huckleberry Finn. In this presentation it´s possible to find summary, important characters and also some information about the author.
Presentation on Huckleberry Finn by Mehwish Ali Khanmaahwash
This document provides an overview and analysis of Mark Twain's iconic novel The Adventures of Huckleberry Finn. It discusses the biographical context of Twain and the setting of the novel. Key points covered include the book's themes of hypocrisy in civilized society, Huck's moral and psychological development, its use of realism and regionalism, and its significance as one of the first American novels written in vernacular English. The document also examines criticism of the novel for its portrayal of race and use of racial slurs.
I do not have enough context to fully answer those questions. My role is to summarize documents, not engage in philosophical or theoretical discussion. Please provide a specific document for me to summarize if you would like a response from me.
This document summarizes important literature from the 1950s through the 1990s. It highlights influential novels such as The Catcher in the Rye, The Godfather, and Interview with the Vampire from the 1950s-1970s, and goes on to discuss books like The Name of the Rose, Love in the Time of Cholera, and Blindness from the 1980s-1990s. The document provides brief overviews of each work including its genre, country of origin, plot details, and cultural impact to give the reader a sense of the major literary works during this time period.
The document provides an introduction to Mark Twain's novel Adventures of Huckleberry Finn. It summarizes the background and story, which follows the journey of the young Huck Finn and escaped slave Jim traveling down the Mississippi River on a raft. The introduction discusses how Huck is torn between his civilized life with Widow Douglas and his freedom-seeking adventures with Tom Sawyer. After escaping from his abusive father, Huck meets Jim and the two embark on a journey down the river together.
The document provides summaries of several films and books that explore dystopian themes and societies. It summarizes V for Vendetta as telling the story of a woman who discovers a masked vigilante fighting against a totalitarian government in futuristic Britain. It describes Battle Royale as depicting Japanese students forced by the government to kill each other on an isolated island. A Clockwork Orange is summarized as portraying a violent criminal who undergoes an experiment to cure his violent tendencies.
Modern and emerging literary fiction genresDepEd Navotas
This document discusses several emerging and modern literary fiction genres, including: mythopoeia, which creates fictional mythologies; cli-fi about the hazards of climate change; interactive fiction where the reader directs the story; bizarro fiction that is strange but thought-provoking; minimalism and flash fiction that are plot-driven with few details; fanfiction written by fans set in existing works; and gran-lit about romance for older adults. It also covers established genres like fantasy, crime fiction, science fiction, and their various subgenres.
A literary quiz conducted by Aditya Wakhlu, Shubhang Chaturvedi, VG Shreeram and Devesh Singh for Elixir'13, Seth MR Jaipuria School's Inter School Literary Festival!
THE DESCENT by James Rose (For Splice)Belinda Raji
This document provides an in-depth analysis of the 2005 horror film The Descent, directed by Neil Marshall. It summarizes the film's plot and compares it to the 1972 film Deliverance, noting similarities in narrative structure, characters, and themes of confronting primitive forces in the wilderness. It argues that The Descent fits within the horror sub-genre of "Urbanoia" films, where modern protagonists encounter threats from primitive cultures in isolated natural settings.
James Baldwin (1924-1987) was an influential American author known for exploring themes of race, class, and sexuality in his novels, plays, essays and poetry. As a major voice of the civil rights movement, he spent much of his life living abroad in Europe. This document discusses whether Baldwin can be considered a postcolonial thinker given the specific history of African Americans and how his 1955 essay "Stranger in the Village" examines the experience of being the first black man encountered by white villagers in Switzerland. It raises questions about how Baldwin speaks to the general systems of Western domination versus the particular histories of colonized groups.
This document summarizes Ngugi wa Thiong'o's novel "A Grain of Wheat". It discusses the plot, which centers around events leading up to Kenya's independence and the Mau Mau uprising against British colonial rule. It analyzes the characters and how they grapple with the struggles of post-colonial Kenya, including disillusionment, betrayal, and psychological trauma from the revolution and detention camps. The document also evaluates Ngugi's portrayal of the complex roles of women during the Mau Mau emergency.
The document discusses an English literature class focusing on Ralph Ellison's Invisible Man. It includes an agenda covering discussions of Ellison's prologue and "Battle Royal" chapter, as well as introductions to authors like Ginsberg. Key discussion topics are outlined, such as inferences that can be made about the narrator from the prologue and implications of his speech mistake. A reading of Ginsberg's poem "Howl" is summarized, noting its themes of individualism and critiques of American society. Postmodern aspects of "Howl" are also highlighted.
Here are some key points about Julia's character:
- She appears to conform to Party rules by wearing the red sash of the Junior Anti-Sex League, but she secretly hates the Party.
- Julia is intelligent but more interested in evading authority and pleasure than overthrowing the government like Winston.
- While Winston is an intellectual who thinks deeply about rebelling, Julia is more instinctual and lives primarily in the present moment.
- Julia contradicts her appearance as a typical Party follower by being highly sexual and seeking forbidden relationships, showing she does not truly conform to Party rules.
- Julia is less idealistic than Winston and more pragmatic about their chances of overthrowing the Party. She goes
This document provides an agenda and discussion questions for a literature class focusing on Ralph Ellison's novel Invisible Man. The agenda includes a discussion of the prologue and first chapter "Battle Royal", as well as an introduction to Beat generation authors like Allen Ginsberg. Discussion questions analyze themes in "Battle Royal" like the emasculation of black men and the true nature of the narrator's reward. The document also covers Ginsberg's poem "Howl", noting its themes of defending eccentric behavior and celebrating individualism, as well as its postmodern stylistic elements like fragmentation of self and pastiche.
This document provides information and suggestions for choosing a topic for a junior term paper. It recommends focusing on topics, authors, and works that interest you. It also advises talking to your teacher for guidance and managing your time well. The document lists several authors and brief descriptions of their works as potential paper topics, including Margaret Atwood, Jane Austen, James Baldwin, J.G. Ballard, Anthony Burgess, Joseph Conrad, Charles Dickens, George Eliot, F. Scott Fitzgerald, E.M. Forster, John Fowles, Elizabeth Gaskell, Nadine Gordimer, Graham Greene, Thomas Hardy, Ernest Hemingway, and Kazuo Ishiguro. It emphasizes that the
The document discusses slave spirituals, including common songs and codes used to communicate messages about escaping slavery via the Underground Railroad. It also covers Frederick Douglass' perspective on slave spirituals and summaries passages about the Gettysburg Address, Robert E. Lee's letter to his son, and William Faulkner's short story "A Rose for Emily".
The document summarizes key aspects of the Harlem Renaissance period between World War I and the Great Depression when black artists and writers flourished in the United States. It discusses how Harlem became the epicenter of black culture during this time due to the large population of African Americans that migrated north from the rural south. The document also provides context about the emergence of black intellectualism and increased cultural activity during this period, as well as how white patronage supported black writers and artists until the onset of the Great Depression in the early 1930s. Major figures of the Harlem Renaissance like Langston Hughes and Zora Neale Hurston are also introduced.
Works Cited
Greenough, Sarah . Beat Memories: The Photographs of Allen Ginsberg . Munich, Germany : National Gallery of Art, DelMonico Books, and Prestel Publishing, 2010. Print.
McCurdy, Michael . To Eberhart From Ginsberg. Lincoln, Mass: Penmaen Press Books , 1976. Print.
Miles, Barry. Allen Ginsberg: Howl. First HarperPerennial Edition. New York, NY: HarperCollins, 1995. Print.
Morgan, Bill, and Nancy Peters. Howl On Trial: The Battle for Free Expression. San Francisco, CA: City Lights Books , 2006. Print..
Shinder, Jason . The Poem That Changed America: "Howl" Fifty Years Later . First Edition. New York, NY: Farrar, Straus and Giroux, 2006. Print.
The document discusses several films and their depictions of dystopian societies, including A Clockwork Orange, V for Vendetta, and Battle Royale. In A Clockwork Orange, a violent young man undergoes an experiment to curb his violence but is then threatened by his former victims. V for Vendetta tells the story of a woman who discovers a masked vigilante fighting against an oppressive totalitarian government in Britain. Battle Royale depicts Japanese students forced to kill each other by the government. The document also examines several analyses and interpretations of these films and their portrayals of dystopian themes like state oppression, lack of individual freedoms, and corrupt governments.
This document provides an agenda for an ELIT 10 class discussing 1950s history and the novel Giovanni's Room by James Baldwin. The agenda includes a presentation on social and legal issues facing LGBTQ people in the 1950s, a discussion of Baldwin's novel, which realistically portrayed gay male relationships at a time when this was rare, and questions for an upcoming exam. Students are instructed to bring blue books for the exam and discuss Giovanni's Room in small groups. The document provides context and details about the novel, its characters, themes of repression and isolation, and potential exam questions.
Mark twain & the adventures of huckleberry finnErin Hogshead
Mark Twain was born in 1835 in Missouri and grew up along the Mississippi River. He worked as a steamboat pilot in his 20s but the Civil War halted river traffic. Using the pen name "Mark Twain", he began publishing in the 1860s and wrote several famous works, including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Huckleberry Finn, published in 1885, has been controversial due to its use of racial slurs and portrayal of African American character Jim, but is also considered one of the greatest American novels and a seminal work of satire against racism.
This document summarizes challenges and bans of several famous novels in the United States due to themes around sexuality, profanity, and morality concerns. It notes that The Adventures of Huckleberry Finn has been banned in many states due to its use of racial slurs, while Moby Dick was banned in Texas for perceived homoerotic themes. The Grapes of Wrath, Catcher in the Rye, and Fahrenheit 451 have all faced numerous challenges and bans for themes and language school districts deemed inappropriate. Later works like Howl and Other Poems and Our Bodies, Ourselves were controversial for their depictions of sexuality.
The document provides an introduction to Mark Twain's novel Adventures of Huckleberry Finn. It summarizes the background and story, which follows the journey of the young Huck Finn and escaped slave Jim traveling down the Mississippi River on a raft. The introduction discusses how Huck is torn between his civilized life with Widow Douglas and his freedom-seeking adventures with Tom Sawyer. After escaping from his abusive father, Huck meets Jim and the two embark on a journey down the river together.
The document provides summaries of several films and books that explore dystopian themes and societies. It summarizes V for Vendetta as telling the story of a woman who discovers a masked vigilante fighting against a totalitarian government in futuristic Britain. It describes Battle Royale as depicting Japanese students forced by the government to kill each other on an isolated island. A Clockwork Orange is summarized as portraying a violent criminal who undergoes an experiment to cure his violent tendencies.
Modern and emerging literary fiction genresDepEd Navotas
This document discusses several emerging and modern literary fiction genres, including: mythopoeia, which creates fictional mythologies; cli-fi about the hazards of climate change; interactive fiction where the reader directs the story; bizarro fiction that is strange but thought-provoking; minimalism and flash fiction that are plot-driven with few details; fanfiction written by fans set in existing works; and gran-lit about romance for older adults. It also covers established genres like fantasy, crime fiction, science fiction, and their various subgenres.
A literary quiz conducted by Aditya Wakhlu, Shubhang Chaturvedi, VG Shreeram and Devesh Singh for Elixir'13, Seth MR Jaipuria School's Inter School Literary Festival!
THE DESCENT by James Rose (For Splice)Belinda Raji
This document provides an in-depth analysis of the 2005 horror film The Descent, directed by Neil Marshall. It summarizes the film's plot and compares it to the 1972 film Deliverance, noting similarities in narrative structure, characters, and themes of confronting primitive forces in the wilderness. It argues that The Descent fits within the horror sub-genre of "Urbanoia" films, where modern protagonists encounter threats from primitive cultures in isolated natural settings.
James Baldwin (1924-1987) was an influential American author known for exploring themes of race, class, and sexuality in his novels, plays, essays and poetry. As a major voice of the civil rights movement, he spent much of his life living abroad in Europe. This document discusses whether Baldwin can be considered a postcolonial thinker given the specific history of African Americans and how his 1955 essay "Stranger in the Village" examines the experience of being the first black man encountered by white villagers in Switzerland. It raises questions about how Baldwin speaks to the general systems of Western domination versus the particular histories of colonized groups.
This document summarizes Ngugi wa Thiong'o's novel "A Grain of Wheat". It discusses the plot, which centers around events leading up to Kenya's independence and the Mau Mau uprising against British colonial rule. It analyzes the characters and how they grapple with the struggles of post-colonial Kenya, including disillusionment, betrayal, and psychological trauma from the revolution and detention camps. The document also evaluates Ngugi's portrayal of the complex roles of women during the Mau Mau emergency.
The document discusses an English literature class focusing on Ralph Ellison's Invisible Man. It includes an agenda covering discussions of Ellison's prologue and "Battle Royal" chapter, as well as introductions to authors like Ginsberg. Key discussion topics are outlined, such as inferences that can be made about the narrator from the prologue and implications of his speech mistake. A reading of Ginsberg's poem "Howl" is summarized, noting its themes of individualism and critiques of American society. Postmodern aspects of "Howl" are also highlighted.
Here are some key points about Julia's character:
- She appears to conform to Party rules by wearing the red sash of the Junior Anti-Sex League, but she secretly hates the Party.
- Julia is intelligent but more interested in evading authority and pleasure than overthrowing the government like Winston.
- While Winston is an intellectual who thinks deeply about rebelling, Julia is more instinctual and lives primarily in the present moment.
- Julia contradicts her appearance as a typical Party follower by being highly sexual and seeking forbidden relationships, showing she does not truly conform to Party rules.
- Julia is less idealistic than Winston and more pragmatic about their chances of overthrowing the Party. She goes
This document provides an agenda and discussion questions for a literature class focusing on Ralph Ellison's novel Invisible Man. The agenda includes a discussion of the prologue and first chapter "Battle Royal", as well as an introduction to Beat generation authors like Allen Ginsberg. Discussion questions analyze themes in "Battle Royal" like the emasculation of black men and the true nature of the narrator's reward. The document also covers Ginsberg's poem "Howl", noting its themes of defending eccentric behavior and celebrating individualism, as well as its postmodern stylistic elements like fragmentation of self and pastiche.
This document provides information and suggestions for choosing a topic for a junior term paper. It recommends focusing on topics, authors, and works that interest you. It also advises talking to your teacher for guidance and managing your time well. The document lists several authors and brief descriptions of their works as potential paper topics, including Margaret Atwood, Jane Austen, James Baldwin, J.G. Ballard, Anthony Burgess, Joseph Conrad, Charles Dickens, George Eliot, F. Scott Fitzgerald, E.M. Forster, John Fowles, Elizabeth Gaskell, Nadine Gordimer, Graham Greene, Thomas Hardy, Ernest Hemingway, and Kazuo Ishiguro. It emphasizes that the
The document discusses slave spirituals, including common songs and codes used to communicate messages about escaping slavery via the Underground Railroad. It also covers Frederick Douglass' perspective on slave spirituals and summaries passages about the Gettysburg Address, Robert E. Lee's letter to his son, and William Faulkner's short story "A Rose for Emily".
The document summarizes key aspects of the Harlem Renaissance period between World War I and the Great Depression when black artists and writers flourished in the United States. It discusses how Harlem became the epicenter of black culture during this time due to the large population of African Americans that migrated north from the rural south. The document also provides context about the emergence of black intellectualism and increased cultural activity during this period, as well as how white patronage supported black writers and artists until the onset of the Great Depression in the early 1930s. Major figures of the Harlem Renaissance like Langston Hughes and Zora Neale Hurston are also introduced.
Works Cited
Greenough, Sarah . Beat Memories: The Photographs of Allen Ginsberg . Munich, Germany : National Gallery of Art, DelMonico Books, and Prestel Publishing, 2010. Print.
McCurdy, Michael . To Eberhart From Ginsberg. Lincoln, Mass: Penmaen Press Books , 1976. Print.
Miles, Barry. Allen Ginsberg: Howl. First HarperPerennial Edition. New York, NY: HarperCollins, 1995. Print.
Morgan, Bill, and Nancy Peters. Howl On Trial: The Battle for Free Expression. San Francisco, CA: City Lights Books , 2006. Print..
Shinder, Jason . The Poem That Changed America: "Howl" Fifty Years Later . First Edition. New York, NY: Farrar, Straus and Giroux, 2006. Print.
The document discusses several films and their depictions of dystopian societies, including A Clockwork Orange, V for Vendetta, and Battle Royale. In A Clockwork Orange, a violent young man undergoes an experiment to curb his violence but is then threatened by his former victims. V for Vendetta tells the story of a woman who discovers a masked vigilante fighting against an oppressive totalitarian government in Britain. Battle Royale depicts Japanese students forced to kill each other by the government. The document also examines several analyses and interpretations of these films and their portrayals of dystopian themes like state oppression, lack of individual freedoms, and corrupt governments.
This document provides an agenda for an ELIT 10 class discussing 1950s history and the novel Giovanni's Room by James Baldwin. The agenda includes a presentation on social and legal issues facing LGBTQ people in the 1950s, a discussion of Baldwin's novel, which realistically portrayed gay male relationships at a time when this was rare, and questions for an upcoming exam. Students are instructed to bring blue books for the exam and discuss Giovanni's Room in small groups. The document provides context and details about the novel, its characters, themes of repression and isolation, and potential exam questions.
Mark twain & the adventures of huckleberry finnErin Hogshead
Mark Twain was born in 1835 in Missouri and grew up along the Mississippi River. He worked as a steamboat pilot in his 20s but the Civil War halted river traffic. Using the pen name "Mark Twain", he began publishing in the 1860s and wrote several famous works, including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Huckleberry Finn, published in 1885, has been controversial due to its use of racial slurs and portrayal of African American character Jim, but is also considered one of the greatest American novels and a seminal work of satire against racism.
This document summarizes challenges and bans of several famous novels in the United States due to themes around sexuality, profanity, and morality concerns. It notes that The Adventures of Huckleberry Finn has been banned in many states due to its use of racial slurs, while Moby Dick was banned in Texas for perceived homoerotic themes. The Grapes of Wrath, Catcher in the Rye, and Fahrenheit 451 have all faced numerous challenges and bans for themes and language school districts deemed inappropriate. Later works like Howl and Other Poems and Our Bodies, Ourselves were controversial for their depictions of sexuality.
This document provides an overview of American literature from Native American oral traditions through the 20th century. It summarizes key authors and works from each time period, including Anne Bradstreet as the first American poet, Benjamin Franklin's autobiography and almanacs, Thomas Paine's influential pamphlets, Edgar Allan Poe's poems and stories, Harriet Beecher Stowe's Uncle Tom's Cabin, Nathaniel Hawthorne's The Scarlet Letter, Herman Melville's Moby Dick, Walt Whitman's free verse poetry, T.S. Eliot's modernist poem "The Hollow Men", Mark Twain's Adventures of Tom Sawyer and Huckleberry Finn, Emily Dickinson's poems, John Stein
William Gayb. October 27, 1943d. February 23, 2012Le.docxambersalomon88660
William Gay
b. October 27, 1943
d. February 23, 2012
Lewis County, TN
*
Born in Lewis County, the son of Bessie and Arthur Gay, a sharecropper who also worked at area sawmills.
William became a voracious reader at age 12, and began writing at age 15.
Graduated from Lewis County High, and joined the U.S. Navy which promised an opportunity to travel.
Served a four year tour as a radar operator, his ship making stops in Japan and Vietnam.
William returned home in 1965 and found work at a drive-in movie theater near Decatur, Alabama, built pinball machines in Chicago, and was employed at a cardboard box factory in New York.
He returned to Lewis County in 1968, and lived there until his death in 2012.
William
Gay
BIOGRAPHY
*
William
Gay
BIOGRAPHY
Between 1968 and his success as a writer, William worked construction as a painter, carpenter, and dry wall hanger.
He continued during that time to write but had no success publishing because he did not know how the game was played.
In 1998, William began sending short stories to literary magazines published by universities, rather than to the big publishing houses and national magazines.
Almost immediately, two of his short stories were purchased, one by The Georgia Review and another by The Missouri Review. Soon, editors were contacting him and asking about his other work, including novels.
For the last years of his life, William concentrated on his writing & painting.
*
William
Gay
BIOGRAPHY
In a 2001 interview, William said of that time period before he began publishing:
“I’ve always felt sort of like in-between things. Like I fit in when I was working construction. I more or less could do my job. I didn’t get fired. I got paid. I could do it. But it was always sort of like working undercover.
“Now when I’m meeting academic people and going to these things they have, basically it’s still the same thing. I’m still undercover.
“Then, I was sort of a closet intellectual passing as a construction worker. Now, I’m a construction worker passing as an academic. I don’t belong in either place, really.”
*
William did not like commas, saying they “retard the forward motion of a sentence.”
He also did not use quotation marks, a style he picked up from novelist Cormac McCarthy, one of his major influences.
William won the Michener award for fiction, and a 2007 Ford Foundation Grant for U.S. Artists, of $50,000.
He also wrote extensively about music for national magazines, including Oxford American and Paste.
He left two unfinished novels, The Lost Country and The Wreck of the Tennessee Gravy Train, enough unpublished short stories for a second collection, and a novella, Little Sister Death (published September 2015).
*
Narrator: who is telling the story?
First person (I, we, us);
Third person omniscient narrator is all-knowing, all revealing
of characters;
Third person limited omniscient takes us inside the minds of
some of characters;
Third person object.
This document provides background information on the author Mark Twain. It discusses that he was born Samuel Clemens in 1835 in Missouri. Two of his most famous novels were The Adventures of Tom Sawyer (1876) and Adventures of Huckleberry Finn (1884), which dealt with themes of racial prejudice and the journey from childhood to adulthood. The character of Huckleberry Finn was based on Twain's childhood friends. The document also provides details on some of Twain's other works and views on race, as well as characters in Adventures of Huckleberry Finn.
- Charlotte Perkins Gilman was an American feminist author and activist born in 1860 in Connecticut. She was abandoned by her father at birth and raised by her emotionally distant single mother.
- After marrying at age 23 and giving birth, she experienced severe postpartum depression for which her doctor prescribed the "rest cure" of isolation, leading her to write her famous short story "The Yellow Wallpaper."
- Gilman went on to write numerous works promoting women's causes and feminism, including the utopian novels Herland and Moving the Mountain, as well as the nonfiction books Women and Economics and The Man-Made World. She advocated for feminist ideals and greater independence for women.
Elit 48 c class 13 enormous vs enormity exam 1kimpalmore
The document discusses the difference between the words "enormity" and "enormous". It notes that "enormity" refers to outrageous wickedness or evil, while "enormous" refers to great size or immensity. Style guides advise using "enormity" only to refer to wickedness and not size, and to differentiate it from "enormous" which refers to hugeness. The document also provides an excerpt about the importance of ordering words well in both prose and poetry. It concludes with announcing the topic for the first essay assignment and providing potential essay prompts to choose from.
The document discusses the contributions of several authors to the civil rights movements through their fictional and autobiographical works depicting slavery and the struggle for freedom. Popular works included Uncle Tom's Cabin by Harriet Beecher Stowe, The Adventures of Huckleberry Finn by Mark Twain, and novels by Richard Wright, Ernest Gaines, Margaret Walker, and Toni Morrison. These authors conveyed the harsh realities of slavery and aimed to increase understanding of the African American experience and promote the cause of civil rights.
21st Century Lit.-DLP Q2-Representative Texts and Authors from North America....IrishJohnGulmatico1
This document contains a daily lesson plan for grade 12 students focusing on 21st century literature from North America. The lesson objectives are for students to identify representative texts and authors from North America, appreciate their contributions, and do a close analysis of the poem "Forgetfulness" by Billy Collins. The content section introduces several famous North American authors like James Patterson, Nicholas Sparks, John Green, Suzanne Collins, and the featured poet Billy Collins. In the procedures section, the teacher presents information about these authors and their works, discusses themes in North American literature, and has students analyze symbols and message in Collins' poem. Formative assessment involves students identifying additional authors and their contributions.
2130_American Lit Module 2 _Modernist ManifestoLisa M. Russell
The document discusses modernist manifestos from several early 20th century authors. It provides excerpts from manifestos by F.T. Marinetti, Mina Loy, Ezra Pound, Willa Cather, William Carlos Williams, and Langston Hughes. The manifestos declare the authors' artistic convictions and independence, calling for breaking traditions and presenting art through suggestion rather than enumeration. Marinetti's manifesto glorifies war and destroying museums, while Loy calls for absolute demolition of traditional lies.
Has literature ever had the power to change historical trends and the state of society?
Someone who is in love with literature will say - oh yes, sure, writers and their works have great power.
However, sober thinking would change this assessment of the enthusiastic reader. Because if literature had ever fundamentally influenced history and social movements, both history and reality would have been different.
But, on the other hand, the influence of literature should not be underestimated. It is a fact that some literary works influenced the change of laws and social rules, as well as the general perception of the public on certain important issues.
Therefore, if literature could not fundamentally change history and direct its course, it certainly had a huge emancipatory role in various periods of the development of society and culture.
In this presentation, only some important writers and works, mainly novels and plays, are listed in this sense. A real investigation would require a much more extensive study.
The presentation used paintings by great American painter Edward Hopper. His painting "American Locomotive" is on the first page of the presentation.
1. The document discusses analyzing multicultural literature through the lens of a matrix with two continuums: real to invented on one axis, and personal to generic/impersonal on the other.
2. Examples are provided that fall into different areas of the matrix, such as folktales that are both real and personal, and quality fictional works that are invented but feel believable.
3. The functions of multicultural literature are outlined, such as providing knowledge, varying perspectives, and illuminating human experience.
The document provides details of the Overbooked '16 Lit Quiz Finals, including the winners and format of the competition. It consisted of 3 rounds of 8 questions each with a written round in between. The questions covered topics related to famous novels and their authors, testing the participants' knowledge of English literature.
This document provides summaries of several literary works and their authors:
- Ghostwritten by David Mitchell follows nine interconnected stories across different times and places that are united by a theme of human connection.
- The Handmaid's Tale by Margaret Atwood is set in a dystopian future where the U.S. is ruled by a totalitarian Christian theocracy and explores themes of women's subjugation.
- Freedom by Jonathan Franzen chronicles an American family and their complex relationships over many years as they relocate from Minnesota to Washington D.C.
The document provides clues to identify literary works, authors, and characters. It includes riddles about:
- Salman Rushdie and Midnight's Children, which won him the Booker Prize and Nobel Prize.
- Things Fall Apart by Chinua Achebe, widely considered the first modern novel from Africa.
- Agatha Christie's novel The Murder of Roger Ackroyd, known for its innovative twist ending.
This document provides publishing information about upcoming books, including:
- Harper Lee's Go Set a Watchman, the previously lost manuscript discovered in 2014 that is a sequel of sorts to To Kill a Mockingbird, being released on July 14th.
- Ta-Nehisi Coates' book Between the World and Me moving its publication date from September 8th to July 14th. The book is a letter to his son about race in America.
- Joshua Cohen's novel Book of Numbers about a fictional tech company being publicized in Rolling Stone and other publications.
- Don Winslow's crime novel The Cartel about the Mexican drug wars being discussed on NPR.
Mark Twain final presentation Professor Owens English CompEduardo Oyola
Mark Twain held complex and sometimes contradictory views on race that evolved over time and are reflected in his writings. Many of his early works incorporated racial slurs and stereotypical depictions of African Americans and Native Americans. However, his views became more progressive later in life after traveling the world and witnessing the effects of imperialism. While Twain was against slavery and racism, some of his depictions of minorities were criticized even in his own time as promoting harmful stereotypes.
JOHN STEINBECK - SIXTY YEARS SINCE HE WON THE NOBEL PRIZE.pptxMilanStankovic19
John Steinbeck is one of the great American writers, perhaps the greatest. His works are literary classics. Most of his most famous novels have been adapted into films. Many famous actors played in those films: Spencer Tracy, Hedy Lamarr, Henry Fonda, James Dean, John Malkovich... Steinbeck won the Nobel Prize for literature in 1962, certainly for his entire literary ouevre, and after his last novel "The winter of Our Discontent". About twenty years before he won the Pulitzer Prize.
Similar to Naal8 lecppt huck_finn_instructor_n (20)
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This concludes the Lecture
PowerPoint presentation for
Critical Controversy:
Race and the Ending of
Adventures of Huckleberry Finn
Editor's Notes
This cluster of critical texts provides you with an opportunity to teach not only the controversy regarding race and the conclusion of Adventures of Huckleberry Finn but also the nature of scholarly debate in general. These slides are designed to help you guide your students through the key points of the debate and to introduce them to the ways in which scholars respond to one another’s work.
Marx and Fisher Fishkin provide a good initial pairing to talk about the critical controversy surrounding both the treatment of race and the narrative device that Twain uses to conclude the novel. These two critics work together well because they agree that Twain’s purpose is to expose the racism of nineteenth-century America, but they disagree about how the conclusion contributes to this goal. The nuanced difference between these two critics demonstrates that there are a variety of positions that students themselves can take with respect to Twain’s novel.
If students are unfamiliar with the Jim Crow laws of post-Reconstruction America that limited African American voting rights, access to education, and the ability to own land, this would be an ideal time to share the implications of those laws with students. The American Passages website has a teaching module that includes a variety of visual aids about Jim Crow laws: see http://www.learner.org/amerpass/unit13/context_activ-2.html.
If students are unfamiliar with the Jim Crow laws of post-Reconstruction America that limited African American voting rights, access to education, and the ability to own land, this would be an ideal time to share the implications of those laws with students. The American Passages website has a teaching module that includes a variety of visual aids about Jim Crow laws: see http://www.learner.org/amerpass/unit13/context_activ-2.html.
Kaplan and Smith are a good pairing to use as a follow-up to Marx and Fisher Fishkin. Neither Kaplan nor Smith focuses on the conclusion of the novel per se, but both introduce broad conceptual frameworks for thinking about the ways in which Twain presents what they argue is an anti-racist message. Kaplan argues that rejection of social approval is at the heart of the novel, and that Huck’s rejection of racism and slavery fits within Twain’s larger theme of “seeking only self-approval, not the approval of others.” It would be worth spending some extra time with the terms “sound heart” and “deformed conscience” to make sure that students understand both Twain’s initial statement and how Kaplan uses these terms to support his own argument.
Kaplan and Smith are a good pairing to use as a follow-up to Marx and Fisher Fishkin. Neither Kaplan nor Smith focuses on the conclusion of the novel per se, but both introduce broad conceptual frameworks for thinking about the ways in which Twain presents what they argue is an anti-racist message. Kaplan argues that rejection of social approval is at the heart of the novel, and that Huck’s rejection of racism and slavery fits within Twain’s larger theme of “seeking only self-approval, not the approval of others.” It would be worth spending some extra time with the terms “sound heart” and “deformed conscience” to make sure that students understand both Twain’s initial statement and how Kaplan uses these terms to support his own argument.
Smith’s argument about the anti-racist qualities in Huckleberry Finn is centered in social construction theory, which is the idea that things in the world are not as they are because they naturally or inherently are that way, but because people make them ( construct them) that way. It follows from this line of thought that anything that has been constructed—such as the notion that the color of one’s skin determines one’s capacity for intelligence, moral thought, etc.—can be deconstructed and made anew. It would be worth spending some time with your students to make sure that they understand what Smith means by “social construction” so that they can understand the larger implications of his argument for Twain’s novel.
Smith’s argument about the anti-racist qualities in Huckleberry Finn is centered in social construction theory, which is the idea that things in the world are not as they are because they naturally or inherently are that way, but because people make them ( construct them) that way. It follows from this line of thought that anything that has been constructed—such as the notion that the color of one’s skin determines one’s capacity for intelligence, moral thought, etc.—can be deconstructed and made anew. It would be worth spending some time with your students to make sure that they understand what Smith means by “social construction” so that they can understand the larger implications of his argument for Twain’s novel.
The two critics most vocal in their opposition to Twain’s depiction of slavery and African American characters are Lester and Smiley. Both argue that Twain not only displays racist attitudes toward Jim but also creates a convoluted plot structure in order to keep the novel going. This first slide is about how both Lester and Smiley target Twain’s decision to have Jim and Huck bypass the opportunity to seek freedom in Illinois (a free state) early on in the novel, which in turn sends them even further into the slaveholding South. Lester and Smiley make a strong argument that having Jim fail to claim his freedom in Illinois is proof not only of Twain’s racism, but of his shortcomings as a novelist. Shelley Fisher Fishkin critiques this argument (and Smiley in particular) for not understanding “the dangers inherent” in going straight to Illinois for freedom. In this selection, Fisher Fishkin does not elaborate on what those dangers are, which gives you an opportunity to discuss with your class why Twain might have deliberately had Huck and Jim pass on Illinois. What evidence is there in the novel that Illinois is a bad destination? (One answer to this would be that Jim was suspected of murdering Huck, which Huck himself learns when he goes to an Illinois town while disguised as a girl.) What evidence is there outside the novel that makes Illinois a bad destination? (Answers could include the fact that the river border between Illinois and Missouri was an obvious destination for runaway slaves and that Jim knew—or intuited—that his captors would be looking for him there.)
One of the fascinating things about Lester’s and Smiley’s argument about Twain’s plot, which has Huck and Jim bypassing freedom in Illinois, is that both critics point out the implications of this move for larger cultural notions about African American dependency on white benevolence.
One of the fascinating things about Lester’s and Smiley’s argument about Twain’s plot, which has Huck and Jim bypassing freedom in Illinois, is that both critics point out the implications of this move for larger cultural notions about African American dependency on white benevolence.
Nobel- and Pulitzer Prize-winning author and critic Toni Morrison takes the debate into new territory: rather than either condemn or excuse Twain for his use of racist language, she instead argues that the real value of the novel lies in the questions it provokes, not in the answers it provides.
Nobel- and Pulitzer Prize-winning author and critic Toni Morrison takes the debate into new territory: rather than either condemn or excuse Twain for his use of racist language, she instead argues that the real value of the novel lies in the questions it provokes, not in the answers it provides.
Morrison’s insights about the issues that Twain leaves unresolved provide a great starting point for a discussion about the novel’s famous parting shot that Huck is heading out to the western territories. Jim, Morrison argues, helps to keep Huck’s demons at bay throughout the novel. Now that Jim is gone and Huck is heading west alone, how will he deal with his problems? Does Twain even want us to ask this question?
A number of these critics compare Huckleberry Finn with Uncle Tom’s Cabin , and they are right to do so: both books can claim to be “The Great American Novel,” Uncle Tom’s Cabin because of its popularity in the nineteenth century (only the Bible sold more copies), and Huckleberry Finn because of its popularity in the twentieth century. Both are quintessentially American in that they deal with questions of freedom, individual conscience, and the legacy of slavery. If your students have read Uncle Tom’s Cabin , this is a good opportunity to have them think about the relationship between these two books and their different treatments of race and slavery.
The image of Huck and Jim floating down the river together is one of the most iconic in all American literature. Discuss with your students what makes this image so compelling (the sense of freedom in nature coupled with panic at being caught for breaking the law, the comradeship of two people from different social circles, etc.).
What differences do you find between this image of Huck and Jim from the 1880s and the previous image from the 1930s? Aside from the obvious stylistic differences, do the two images present the relationship between Huck and Jim differently?
Despite how iconic the image of Huck and Jim on the raft has become, the original Edward Winsor Kemble illustrations for Adventures of Huckleberry Finn contain many more images of Huck and Jim on shore than on the river. Is the dynamic between Huck and Jim different in the scenes on land than it is when they are together on the river? Look at this and the two following images in light of this question.
This image of Huck and Jim entering a cave is particularly charged in any discussion of the different power dynamic between Huck and Jim on land and Huck and Jim on the raft. Begin by discussing the differences in body language and facial expression between the two characters. Notice Huck’s calm and confidence and Jim’s apprehension and fear. Why is the child depicted as unafraid and the man as fearful? Does the difference in the two character’s races answer this question for us, in that the black man is infantilized while the white child is granted stature and authority?
The scene in the cave has one of the longest expository passages from Jim in the novel. How does this image compare with the novel’s prose depiction of Jim’s capacity as a storyteller? Is Huck a respectful audience for Jim’s tale? Does the body language between Huck and Jim in Kemble’s illustration affect our sense of the characters’ relationship in the context of Jim’s storytelling?
The scene where Huck dresses as a girl has drawn much commentary from critics, both for what it says about the plot devices that Twain uses to keep the action going and for what it says about nineteenth-century attitudes toward gender. Does the racial power dynamic between Huck and Jim change at all when Huck takes on female garb? Does Jim treat Huck differently—or does Huck treat Jim differently—when he is dressed as a girl?
One of the persistent questions about Twain’s depiction of Jim—and, in particular, Twain’s depiction of Tom’s interaction with Jim at the end of the novel—is whether or not Twain was participating in the racist discourses of blackface minstrelsy. The University of Virginia hosts a website that provides an overview of the minstrel tradition and its relationship to Huckleberry Finn (http://etext.virginia.edu/railton/huckfinn/minstrl.html). Have your students compare images of minstrelsy with Twain’s depiction of Jim and discuss whether or not Jim comes across as a minstrel figure.
Is this depiction of Jim avoiding the snake intended to be comedic in the minstrel tradition? Is this an opportunity for Twain and/or Kemble to make light of Jim’s predicament and cast him as a buffoon? How does the illustration of this scene compare with Twain’s prose depiction? Is one more in the spirit of the minstrel tradition than the other?