Overview

Literature: Reading to Write masterfully weaves critical thinking skills, writing, and reading instruction using writing prompts, literary selections, and intriguing discussion points.  Students transition from active readers to critical writers through a series of reading prompts and unique writing exercises.  This process helps students find meaning in a broader context by forging connections between literature and their personal experiences.  Additionally, the book features an eclectic array of classic and contemporary voices in literature as well as sections devoted to newer genres such as graphic novels.  This interactive approach leaves students with the knowledge and confidence to write research papers and essays that are thought-provoking, engaging, and authentic to their true writing voice. 

Full Product Details

Author:   Elizabeth Howells ,  Elizabeth Howells
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   Annotated edition
Dimensions:   Width: 10.00cm , Height: 10.00cm , Length: 10.00cm
Weight:   0.100kg
ISBN:  

9780205834303

ISBN 10:   0205834302
Pages:   608
Publication Date:   15 February 2012
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

"Part I              Reading and Writing About Literature   1.         What Is Literature?            Literary Contexts: Authors Define Literature            Historical Contexts: Forms of Literature Through Time   STORIES Charles Perrault, “The Sleeping Beauty in the Wood” §         Literary Contexts: Defining Plot Margaret Atwood, “There was Once”   POEMS Percy Bysshe Shelley, “Ozymandias” Comparing Themes Adrienne Rich, “Diving into the Wreck” Lawrence Ferlinghetti, “Constantly Risking Absurdity” Reflecting on the Writing Process             Pre-Writing             Drafting             Revising Assignment: Reading to Write   2 Reading and Writing: Contexts for Thinking             Active Reading             Writing About Your Reading Experience             Thinking Critically About the Text   STORY Kate Chopin, “The Story of an Hour” Critical Thinking Acts             Interpretation             Analysis             Argument             Comparison/Contrast §      Literary Contexts: Making Meaning of Fiction   PLAY Jane Martin, Beauty §     Literary Contexts: Making Meaning of Drama                Literary Contexts: Making Meaning of Poetry   POEMS §         Comparing Themes Sylvia Plath, “Metaphors” Billy Collins, “Introduction to Poetry” Assignments: Reading to Write Sample Student Paper: Ashley Walden, Breaking Boundaries in Chopin’s “The             Story of an Hour”   Part II             Writing in Response to Literature                3 Love and Symbolism: Interpreting Themes              POEMS             Li Ho, “A Beautiful Girl Combs Her Hair”             Sir Thomas Wyatt, “I find no peace, and all my war is done”             Robert Herrick, “Upon Julia’s Clothes”             Percy Bysshe Shelley, “The Indian Girl’s Song” The Act of Interpretation                         Accounting for Key Symbols and Other Elements                         Taking Contexts into Account William Shakespeare, “Sonnet 18” and “Sonnet 130” Edna St. Vincent Millay, “Love Is Not All” Wislawa Szymborska, “True Love” Sharon Olds, “Sex without Love” Beth Ann Fennelly,“Why I Can't Cook for Your Self-Centered Architect             Cousin”   STORIES Guy DeMaupaussant, “The Necklace” Bobbie Ann Mason, “Shiloh”             Writing an Interpretation: Reading for Meaning in Literature                         Prewriting: Identifying a Topic                         Forming an Interpretation: Offering a Big Idea                         Bringing in Evidence: Close Reading for Textual Support                         Shaping a Thesis: Constructing a Statement                         Writing to Advance the Thesis: The Formal Essay                                     The Introduction                                     The Body                                     The Conclusion                         Integrating and Citing Source Material                         Revising, Editing, and Proofreading                                     Revising                                     Editing                                     Proofreading             Sample Student Paper: James Lewis, “Immoderate Desire” in Guy                DeMaupaussant’s “The Necklace”   4 A Study in Style: Analyzing Patterns             What does it mean when you say that a person has style? POEMS WilliamWordsworth, “Nuns Fret Not” §         Literary Contexts: Stanza Lengths and Sonnets Elizabeth Bishop, “One Art” §         Literary Contexts: The Villanelle The Act of Analysis             Supporting Theme through Analysis Finding Patterns through Analysis            POEMS e.e. cummings, “1(a” §         Literary Contexts: Open-Form Poetry Comparing Themes Emily Dickinson, “Some Keep the Sabbath” Gerard Manley Hopkins, “God’s Grandeur” §         Critical Contexts: Formalist Criticism Robert Frost, “Stopping by Woods on a Snowy Evening"" Geraldine Brooks, “We Real Cool” §         Literary Contexts: Scanning Lines of Poetry   PLAY Tennessee Williams, The Glass Menagerie §         Literary Contexts: Realism   STORIES Toni Cade Bambara, “The Lesson” §         Literary Contexts: Dialogue Don DeLillo, “Videotape” §         Literary Contexts: Reality Tim O’Brien, “The Things they Carried” §         Literary Contexts: Imagery             Writing an Analysis: The Elements of Style                         Moving from Free Writes to Ideas                         Finding a Focus                         Shaping a Thesis                         Finding Significance in Small Moments and Specific Details                         Writing to Advance the Thesis                                     Making a Plan                                     Developing and Supporting Your Thesis                         Revising to Polish                         Editing                                     A Lesson in Style                                     Style Checklist                                     Exercises                         Proofreading             Sample Student Paper: Ashley Walden, Analyzing Stage Direction, Dialogue, and Memory in Williams’ The Glass Menagerie   5 Voice and Narration: Arguing for an Interpretation   STORIES John Updike, “A&P” §         Critical Contexts: You Decide William Faulkner, “A Rose for Emily” §         Critical Contexts: A Historical/Feminist Approach to Miss Emily The Act of Argument             The Writer: Evaluating Your Interpretation             The Text: Evaluating Your Analysis             The Readers: Evaluating Your Audience   POEMS Robert Browning, “My Last Duchess” §         Historical Contexts: The Duke’s Two Wives Comparing Themes Christina Rossetti, “In an Artist’s Studio” Marge Piercy, “Barbie Doll” §         Historical Contexts: Comparing the Themes Thomas Hardy, “Channel Firing” Randall Jarrell, “Death of a Ball Turret Gunner” §         Historical and Literary Contexts: The Literature of War T. S. Eliot, “The Love Song of J. A. Prufrock” §         Literary Contexts: Making Meaning of Prufrock Arguing an Interpretation Using Visual Techniques to Discover Ideas             Clustering             Jot Listing Shaping a Persuasive Thesis             Exercises Writing to Advance the Thesis             Support Your Interpretation through Analysis             Support Your Argument by Addressing Counter-Arguments Revising with Your Audience in Mind             Write the Introduction and Conclusion             Strengthen Weaker Paragraphs             Arrange Your Paragraphs             Decide Where to Handle Other Interpretations Editing and Proofreading Your Argument Sample Student Paper: Erin Christian, Effects of the Social Environment on    Emily Grierson in “A Rose for Emily”   6 Families and Their Characters: Comparing Works of Literature STORIES Flannery O’Connor, “Everything that Rises Must Converge” §         Literary Contexts: Regionalism and the Grotesque Comparing Themes: Identity Alice Walker, “Everyday Use” Amy Tan, “Two Kinds” §         Critical Contexts: Assimilation versus Acculturation The Act of Comparison             Choosing Two Texts to Compare             Charting Similarities and Differences             Analyzing and Interpreting the Comparisons   POEMS Comparing Themes: Growing Rita Dove, “Adolescence I” and “Adolescence III” Comparing Themes: Fathers Judith Cofer, “Common Ground” Robert Hayden, “Those Winter Sundays” Lucille Clifton, “forgiving my father” Sylvia Plath, “Daddy” Theodore Roethke, “My Papa’s Waltz” Writing a Comparison and Contrast Essay Discovering Similarities and Differences Focusing on What Is Revealed Shaping a Thesis             A Thesis Focused on Similarities             A Thesis Focused on Differences Writing to Advance the Thesis Revising for Coherence Editing and Proofreading Integrating Text from a Reading into Your Writing             Summary                      Paraphrase             Direct Quotation Student Sample: Stephanie Roberts, Structure and Style in Lucille Clifton’s    “forgiving my father” and Plath’s “Daddy”: Renaming and Reclaiming   7 Oppression and Social Change: Using Critical Tools for Analytical Arguments   STORIES Charlotte Perkins Gilman, “Yellow Wallpaper” Critical Contexts: Feminist Criticism Jamaica Kincaid, “Girl” Ursula LeGuin “The Ones who Walk Away from Omelas”             The Act of Seeing Through a Critical Perspective   POEMS Comparing Themes Anne Bradstreet, “The Author to Her Book” Langston Hughes, “Theme for English B” Wole Soyinka, “Telephone Conversation” Julio Marzan “Ethnic Poetry”   PLAYS Susan Glaspell, Trifles Writing an Analytical Argument from a Critical Perspective             Considering Different Critical Perspectives             Rereading the Work in Light of the Perspective             Shaping a Thesis: Establishing the Critical Context             Writing to Advance the Thesis             Integrating and Citing Source Material             Revising, Editing, and Proofreading Sample Student Paper: Stephanie Roberts, Policing Domesticity: Cultural Surveillance in Susan Glaspell’s Trifles   Part III           Experiencing Contemporary Literature   8 Laughing Out Loud: Getting to Know Comic Literature From Someone Who Knows: Dave Barry on Being Funny             Bryan Curtis, ""On Dave Barry: Elegy for the Humorist"" A Genre You Know: Stand-Up Comedy                      A Genre You Might Like to Know: Comic Essays             David Sedaris, “The Drama Bug”             Sarah Vowell, ""Shooting Dad"" Knowing Where We Came From: Comedy in the Theatre §          Want to Know More? The Language of Comedy Writing About Your Experience with Literature   9 Viewing Words and Reading Pictures: Getting to Know Graphic Novels From Someone Who Knows: Scott McCloud on Understanding Comics Excerpt from Scott McCloud, Understanding Comics §          Want to Know More? Graphic Novels versus Literature A Genre You Know: Comic Strips             Charles Schulz, Snoopy             Aaron McGruder, The Boondocks A Genre You Might Like to Know: The Superhero Graphic Novel             Excerpt from Alan Moore and David Lloyd, V for Vendetta Another Kind of Graphic Novel: A Memoir Excerpt from Art Speigelman, Maus: A Survivor’s Tale                        Knowing Where We Come From: The Evolution of Comics Writing About Your Experience with Literature   10 Thrilled and Chilled: Getting to Know Horror in Literature From Someone Who Knows: Stephen King on Horror             Stephen King, ""Why We Crave Horror Stories"" A Genre You Know: Stephen King stories A Horror Story You Might Like: A Real-Life Devil             Joyce Carol Oates, “Where are you going, where have you been?” §          Want to Know More? Source Material for Oates' Story Excerpt from Don Moser, “The Pied Piper of Tuscon”                      Bob Dylan, “It’s All Over Now, Baby Blue” Knowing Where We Come From: Edgar Allan Poe Writing About Your Experience with Literature   11 Listening to Music: Experiencing Stories in Rhythm From Someone Who Knows: Paul Simon on Songwriting            Richard Harrington, ""Music, Lyrics in Their Best Order"" A Genre You Know: Songs             The Zombies, “A Rose for Emily”             Fiona Apple, “Sleep to Dream”             The Magnetic Fields, “ I Don’t Want to Get Over You”             Arctic Monkeys, “I Bet You Look Good on the Dancefloor”             The Decemberists, “The Crane Wife 1 and 2” A Genre You Might Like to Know: Spoken-Word Poetry                         Cristin O’Keefe Aptowicz, “Lit”                         Vince Cavasin, “I have not gone marking (with apologies to Pablo                              Neruda)”                         Debora Marsh, “Unbreakable Glass--a poem for my daughter”                         Scott Woods, “I, Nightmare” Knowing Where We Come From: Oral Literature Writing About Your Experience with Literature Songs with Literary References: A Selective List   12 Exploring the Alternative: Getting to Know Experimental Literature From Someone Who Knows: Claes Oldenburg on Experimental Art An Experimental Artist You Know: Eve Ensler, dramatist Experimental Artists You Might Like to Know: Lydia Davis and Chris Bachelder                         Lydia Davis, “Boring Friends,” “A Mown Lawn,” “Interesting,” and    “The Old Dictionary”                         Chris Bachelder, “Blue Knights Bounced from CVD Tourney,” “My                            Beard Reviewed,” and ""Notes Toward the Lay Report on the Joy Debt""  Knowing Where We Come From: The Experimental Poetry of Gertrude Stein §          Want to Know More? A Suggested Reading List of Experimental Writers             Writing About Your Experience with Literature         Part IV            Research for Writing                         13 Developing a Topic and Stating a Thesis             Choosing a Text             Read. Re-read. Read again.             Posing a Research Question             Answering Your Question with a Tentative Thesis             Conducting Preliminary Research             Assignment: Drafting a Proposal             Sample Student Writing: A Research Proposal by Erin Christian   14 Finding and Evaluating Sources             Considering Research Sources             Beginning Your Research and Developing Search Terms             Interlibrary Loan             Locating Background Information             Locating Literary Criticism             Locating Historical and Cultural Works             Evaluating Sources             Ask the Expert!             Taking Good Notes             The Reading/Research Dialectic             A Tentative Timeline: 10 Steps to a Successful Research Project             Assignment: Writing an Annotated Bibliography             Sample Student Writing: An Annotated Bibliography by Erin Christian   15 Understanding Critical Perspectives Reading the Critics A Quick Look Back at Schools of Critical Thought A Critical Casebook on Elizabeth Bishop’s “One Art”             Reading 1: Excerpt from Joanne Fiet Diehl, Women Poets and the American   Sublime             Reading 2: Excerpt from Elizabeth Dodd, The Veiled Mirror and the Woman Poet             Reading 3: Excerpt from Susan McCabe, ElizabethBishop: Her Poetics of Loss             Reading 4: Excerpt from Anne Colwell, “Geography III: The Art of Losing” A Critical Casebook on Toni Cade Bambara’s “The Lesson”             Reading 1: Jerome Cartwright, “Bambara’s 'The Lesson'”             Reading 2: Excerpt from Janet Carey Eldred, “Narratives of Socialization:             Literacy in the Short Story""             Reading 3: Excerpt from Janet Ruth Heller, “Toni Cade Bambara’s Use of             African American Vernacular English in ‘The Lesson’”             A Critical Casebook on Tennessee Williams’s The Glass Menagerie                         Reading 1: Tennessee Williams, “How to Stage The Glass Menagerie”                         Reading 2: Excerpt from Lewis Nichols, Review                         Reading 3: Excerpt from Nancy M. Tischler, Student Companion to                            Tennessee Williams                         Reading 4: Excerpt from C.W.E. Bigsby, “Entering The Glass                            Menagerie”                         Reading 5: Excerpt from Judith J. Thompson, TennesseeWilliams’ Plays             16 Integrating Primary and Secondary Sources             Some Organizing Principles             Drafting Body Paragraphs             Verb Tenses in Writing about Literature             Integrating Sources                         Summary                         Paraphrase                         Direct Quotation                                     Quotations that become part of your sentence                                     Quoting larger amounts of text (block quotations)             Common Knowledge             Avoiding Plagiarism             Sample Student Writing: Erin Christian, On Loss in Elizabeth Bishop's                ""One Art""   17 Using the MLA Style of Documentation             Preparing to Cite Sources             Using the Modern Language Association (MLA) Style                         Citations in the Paper                         Works Cited at the End of the Paper                         Books and Material from Books                         Articles from Print Periodicals                         Electronic and Online Sources                         Other Media     Glossary of Literary Terms Student Biographies Credits Index  "

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Dr. Elizabeth Howells is the director of composition at Atlantic Armstrong State University and is a dedicated and successful classroom teacher at an “average” university with an “average” student population.  The course proposed and textbook outlined here has been tested in her classroom and in the classrooms of various of her colleagues for over ten years at the college level.  Her work as a site director with the National Writing Project has also provided her opportunities to work with teachers and students at diverse levels.  Her Ph.D. training as a literature student and a compositionist influences her teaching and scholarship.  This textbook unites her teaching, research, and personal and professional selves.

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