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Making Mark Twain Work in The Classroom Edited by James S Leonard - Paperback
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Parametry przedmiotu
- Stan
- ISBN
- 9780822322979
- Subject Area
- Literary Criticism, Education
- Publication Name
- Making Mark Twain Work in the Classroom
- Publisher
- Duke University Press
- Item Length
- 9.8 in
- Subject
- American / General, Teaching Methods & Materials / General
- Publication Year
- 1999
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.6 in
- Item Weight
- 19.7 Oz
- Item Width
- 5.9 in
- Number of Pages
- 328 Pages
O tym produkcie
Product Identifiers
Publisher
Duke University Press
ISBN-10
0822322978
ISBN-13
9780822322979
eBay Product ID (ePID)
548322
Product Key Features
Number of Pages
328 Pages
Publication Name
Making Mark Twain Work in the Classroom
Language
English
Publication Year
1999
Subject
American / General, Teaching Methods & Materials / General
Type
Textbook
Subject Area
Literary Criticism, Education
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
19.7 Oz
Item Length
9.8 in
Item Width
5.9 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
98-042358
Reviews
"This book makes the case, for those who still need to be convinced, that Mark Twain needs to be taught for all of the insight his work provides into our past as well as our present."--Rhett Jones, Brown University, "As someone who taught Mark Twain for almost forty years, I flattered myself by thinking I knew what I was doing. Yet I can say without hesitation that, whatever I thought I knew, I was much instructed by Making Mark Twain Work in the Classroom . This book is a significant addition to the mass of materials available on Mark Twain."--James M. Cox, Dartmouth College, "As someone who taught Mark Twain for almost forty years, I flattered myself by thinking I knew what I was doing. Yet I can say without hesitation that, whatever I thought I knew, I was much instructed by Making Mark Twain Work in the Classroom . This book is a significant addition to the mass of materials available on Mark Twain."-James M. Cox, Dartmouth College, "A wonderful tool. This volume offers a wealth of resources from a range of critical perspectives."--Steven Mailloux, University of California, Irvine, "This book makes the case, for those who still need to be convinced, that Mark Twain needs to be taught for all of the insight his work provides into our past as well as our present."-Rhett Jones, Brown University, "A wonderful tool. This volume offers a wealth of resources from a range of critical perspectives."-Steven Mailloux, University of California, Irvine, “As someone who taught Mark Twain for almost forty years, I flattered myself by thinking I knew what I was doing. Yet I can say without hesitation that, whatever I thought I knew, I was much instructed by Making Mark Twain Work in the Classroom . This book is a significant addition to the mass of materials available on Mark Twain.�-James M. Cox, Dartmouth College
Dewey Edition
21
Illustrated
Yes
Dewey Decimal
818
Table Of Content
Acknowledgments Who's Teaching Mark Twain, and How? / James S. Leonard I. Discovering Mark Twain From Innocence to Death: An Approach to Teaching Twain / Dennis W. Eddings Race and Mark Twain / S. D. Kapoor Personal Recollections of Joan of Arc in Today's Classroom / Victoria Thorpe Miller Parody and Satire as Explorations of Culture in The Innocents Abroad / James E. Caron Connecticut Yankee : Twain's Other Masterpiece / Lawrence I. Berkove A Connecticut Yankee in the Postmodern Classroom / James S. Leonard Opportunity Keeps Knocking: Mark Twain Scholarship for the Classroom / Louis J. Budd II. Rediscovering Huckleberry Finn "Huckleberry Fun" / Everett Carter Huck's Helplessness: A Reader's Response to Stupefied Humanity / David E. E. Sloane Teaching: Huckleberry Finn : The Uses of the Last Twelve Chapters / Pascal Covici Jr. "Blame de pint! I reck'n I knows what I knows": Ebonics, Jim, and New Approaches to Understanding Adventures of Huckleberry Finn / Jocelyn Chadwick-Joshua The Challenge of Teaching Huckleberry Finn / Shelley Fisher Fishkin Huck Finn's Library: Reading, Writing, and Intertextuality / Anthony J. Berret, S. J. The Relationship of Kemble's Illustrations to Mark Twain's Text: Using Pictures to Teach Huck Finn / Beverly R. David Using Audiovisual Media to Teach Huckleberry Finn / Wesley Britton High-Tech Huck: Teaching Undergraduates by Traditional Methods and with Computers / David Tomlinson III. Playing to the Audience The Innocents Abroad Travels to Freshman Composition / Tom Reigstad On Teaching Huck in the Sophomore Survey / Victor Doyno To Justify the Ways of Twain to Students: Teaching Adventures of Huckleberry Finn to Culturally Diverse Students in an Urban Southern Community College / Joseph A. Alvarez "Pretty Ornery Preaching": Huckleberry Finn in the Church-Related College / Stan Poole "When I read this book as a child . . . the ugliness was pushed aside": Adult Students Read and Respond to Adventures of Huckleberry Finn / Michael J. Kiskis Contributors Index
Synopsis
How does one teach Mark Twain's Huckleberry Finn , a book as controversial as it is central to the American literary canon? This collection of essays edited by James S. Leonard offers practical classroom methods for instructors dealing with the racism, the casual violence, and the role of women, as well as with structural and thematic discrepancies in the works of Mark Twain. The essays in Making Mark Twain Work in the Classroom reaffirm the importance of Twain in the American literature curriculum from high school through graduate study. Addressing slavery and race, gender, class, religion, language and ebonics, Americanism, and textual issues of interest to instructors and their students, the contributors offer guidance derived from their own demographically diverse classroom experiences. Although some essays focus on such works as A Connecticut Yankee in King Arthur's Court and The Innocents Abroad , most discuss the hotly debated Adventures of Huckleberry Finn , viewed alternately in this volume as a comic masterpiece or as evidence of Twain's growing pessimism-but always as an effective teaching tool. By placing Twain's work within the context of nineteenth-century American literature and culture, Making Mark Twain Work in the Classroom will interest all instructors of American literature. It will also provoke debate among Americanists and those concerned with issues of race, class, and gender as they are represented in literature. Contributors. Joseph A. Alvarez, Lawrence I. Berkove, Anthony J. Berret, S.J., Wesley Britton, Louis J. Budd, James E. Caron, Everett Carter, Jocelyn Chadwick-Joshua, Pascal Covici Jr., Beverly R. David, Victor Doyno, Dennis W. Eddings, Shelley Fisher Fishkin, S. D. Kapoor, Michael J. Kiskis, James S. Leonard, Victoria Thorpe Miller, Stan Poole, Tom Reigstad, David E. E. Sloane, David Tomlinson, A collection of articles on Twain's work expressing a broad range of critical perspectives and pedagogical methods, intended to address race, gender and class issues in the classroom., How does one teach Mark Twain's Huckleberry Finn , a book as controversial as it is central to the American literary canon? This collection of essays edited by James S. Leonard offers practical classroom methods for instructors dealing with the racism, the casual violence, and the role of women, as well as with structural and thematic discrepancies in the works of Mark Twain. The essays in Making Mark Twain Work in the Classroom reaffirm the importance of Twain in the American literature curriculum from high school through graduate study. Addressing slavery and race, gender, class, religion, language and ebonics, Americanism, and textual issues of interest to instructors and their students, the contributors offer guidance derived from their own demographically diverse classroom experiences. Although some essays focus on such works as A Connecticut Yankee in King Arthur's Court and The Innocents Abroad , most discuss the hotly debated Adventures of Huckleberry Finn , viewed alternately in this volume as a comic masterpiece or as evidence of Twain's growing pessimism--but always as an effective teaching tool. By placing Twain's work within the context of nineteenth-century American literature and culture, Making Mark Twain Work in the Classroom will interest all instructors of American literature. It will also provoke debate among Americanists and those concerned with issues of race, class, and gender as they are represented in literature. Contributors. Joseph A. Alvarez, Lawrence I. Berkove, Anthony J. Berret, S.J., Wesley Britton, Louis J. Budd, James E. Caron, Everett Carter, Jocelyn Chadwick-Joshua, Pascal Covici Jr., Beverly R. David, Victor Doyno, Dennis W. Eddings, Shelley Fisher Fishkin, S. D. Kapoor, Michael J. Kiskis, James S. Leonard, Victoria Thorpe Miller, Stan Poole, Tom Reigstad, David E. E. Sloane, David Tomlinson
LC Classification Number
PS1338.M23 1999
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