Bøker utgitt av Modern Language Association of America

Educators today teach in a range of formats, from traditional face-to-face courses to Web-assisted courses in physical classrooms to entirely online courses in which the teacher and students never meet in person. The pressure to integrate teaching with information technology is strong, and more and more educational institutions are offering blended courses and distance-education learning options.The essays in this collection illuminate the realities of teaching language and literature courses online. Contributors present snapshots of their experiences with online pedagogies, realizing that, just as this year's technology writes over last year's, the approaches and teaching tools they have pioneered will also be obscured by future innovations. At the same time, the volume describes models that first-time teachers of online courses will find useful and provides extensive insights into online education for those who are experienced in teaching blended and open-source courses.The volume begins with an overview of online education in the fields of literature and language and then offers case studies of particular technologies used in specific courses. Subjects extend from Old English and ancient world literature to Shakespeare and modern poetry, and languages include Aymara, Chinese, English as a second language, French, German, Italian, Japanese, and Spanish. Contributors describe using multimedia Web sites, cyberplay and gaming, bulletin boards, chat rooms, blogs, wikis, natural language processing, podcasting, course management systems, annotated electronic editions, text-analysis tools, and open-source applications. They show that online pedagogies often have surprising capabilities--such as transforming a Web-based environment into an intimate social community spanning institutions and oceans, saving endangered languages, and rescuing isolated communities and individuals who have no other educational lifeline.

To gain a full understanding of the literature and history of early modern England, students need to study the prose of the period. Aiming to make early modern prose more visible to teachers, this volume approaches prose as a genre that requires as much analysis and attention as the drama and poetry of the time. The essays collected here consider the broad cultural questions raised by prose and explore prose style, showing teachers how to hone students' writing skills in the process. Noting that the inclusion of Renaissance prose in anthologies now makes it easier to teach texts discussed in this volume, the introduction considers the practical and historical reasons prose has been taught less often than poetry and drama. The essays call attention to the range of prose writing and to the variety of definitions that have been developed to describe it. In part 1, contributors outline broad issues concerning early modern prose, looking at rhetoric and pamphlet writing and asking how to classify nonfiction. Essays in part 2 discuss particular genres, such as sermons, martyrologies, autobiographies, and Quaker writings. The third part explores specific prose works, including Francis Bacon's scientific writing, Richard Hooker's prose, and the transcribed speeches of Queen Elizabeth I. The final part, "Crossings and Pairings," examines ways to use prose in teaching early modern attitudes toward issues such as education, imperialism, and the translation of the Bible.

Zora Neale Hurston emerged as a celebrated writer of the Harlem Renaissance, fell into obscurity toward the end of her life, yet is now recognised as a great American author. This volume helps instructors situate Hurston's work against the various cultures that engendered it and understand her success as short story writer, playwright, novelist, autobiographer, folklorist, and anthropologist.

Zora Neale Hurston emerged as a celebrated writer of the Harlem Renaissance, fell into obscurity toward the end of her life, yet is now recognised as a great American author. This volume helps instructors situate Hurston's work against the various cultures that engendered it and understand her success as short story writer, playwright, novelist, autobiographer, folklorist, and anthropologist.

What is the African novel, and how should it be taught? The twenty-three essays of this volume address these two questions and in the process convey a wealth of information and ideas about the diverse regions, peoples, nations, languages, and writers of the African continent.

Scott's Waverley novels, as his fiction is collectively known, are increasingly popular in the classroom, where they fit into courses that explore topics from Victorianism and nationalism to the rise of the publishing industry and the cult of the author. The essays in this volume are designed to help teachers negotiate the intriguing features of the Waverley novels.

What is the African novel, and how should it be taught? The twenty-three essays of this volume address these two questions and in the process convey a wealth of information and ideas about the diverse regions, peoples, nations, languages, and writers of the African continent.

Scott's Waverley novels, as his fiction is collectively known, are increasingly popular in the classroom, where they fit into courses that explore topics from Victorianism and nationalism to the rise of the publishing industry and the cult of the author. The essays in this volume are designed to help teachers negotiate the intriguing features of the Waverley novels.

A central text both in Dickens's career and in the history of the novel itself, Bleak House provides students and teachers occasion to discuss Victorian social concerns involving law, crime, family, education, and money and to learn about every stratum of English society, from the aristocracy to the homeless. But the sheer size of the novel and its narrative intricacy pose pedagogical obstacles. The essays in this volume offer instructors an array of practical strategies for use in the classroom: some describe courses organized exclusively around Bleak House; others offer ideas for teaching a single scene or topic in the novel.The book opens with part 1, "Materials," which assesses editions and provides a guide to the wealth of resources available to instructors, including reference works, critical studies, and background readings, in print and on the Web. The essays in part 2, "Approaches," discuss nineteenth-century British culture and Victorian social texts; present ways to teach specific scenes, patterns, and problems in the novel; describe intertextual approaches; and detail specific courses taught in different settings and at a variety of educational levels.

Edgar Allan Poe is a popular author, and students have often read his work by the time they reach the college or university classroom. His writings have inspired film, television, and musical adaptations--sources for much of students' knowledge about Poe. Thus the challenge for teachers is to reacquaint students with Poe as a complex literary figure. This volume equips teachers with the tools necessary to meet that challenge.Part 1 identifies the most frequently taught Poe texts, reviews useful editions of his work, and suggests secondary sources on Poe as well as television, film, music, and Web materials for use in the classroom. Essays in part 2 explore the relation between Poe's writing and his biography, including his attitudes toward racial difference and plagiarism and his wide publication in the literary magazines of his time. Contributors consider the range of Poe's writings, from his horror stories to his analytic essays and tales of ratiocination; his work is also compared with that of Stephen King, Alfred Hitchcock, and graphic novelists. Other essays assess the usefulness of theoretical approaches to Poe, especially psychoanalytic ones, and discuss the controversies concerning the literary merit of his work. Together, these essays bring to life the political, philosophical, and religious context in which Poe wrote.

The Spanish Civil War (1936-39), a national conflict with international significance, inspired strong responses from artists and writers on both sides of the Atlantic. The bombing of the Basque town Guernica, the assassination of the poet Federico García Lorca, and the defense of Madrid are just some of the events represented in painting, film, fiction, memoir, and history produced during the war years and since.Courses dealing with the Spanish Civil War are given regularly in literature, foreign language, and history departments, in English and in Spanish. This volume in the MLA series Options for Teaching helps instructors plan courses that exploit the interdisciplinary, multigeneric opportunities present in the period's aesthetic output. In thirty-five essays, contributors negotiate the complex relation between art and history in depictions of the war and its aftermath, exploring how memory is shaped. Key representations of the war, like Picasso's Guernica, Hemingway's For Whom the Bell Tolls, Orwell's Homage to Catalonia, Rodoreda's La plaça del Diamant, Sender's Réquiem por un campesino español, and Capa's Falling Militiaman, find a place in this wide-ranging volume. In addition, coverage extends to less frequently taught works by Catalan, German, Irish, and Latin American novelists, poets, and visual artists. The volume concludes with a section of resources for further study and classroom use, including films, music, photography, Web sites, and course syllabi and commentaries.

Mrs. Dalloway is considered a central work in Virginia Woolf's oeuvre and in the modernist canon. It not only addresses historical and cultural issues such as war, colonialism, class, politics, marriage, sexuality, and psychology but also reimagines the novel form. Moreover, Mrs. Dalloway continues to grow in its influence and visibility, inspiring adaptations in film, theater, print, and other media. Despite Mrs. Dalloway's continued popularity, many students today find the prose daunting and a barrier to their appreciation and comprehension of the novel. This volume seeks to give instructors a variety of strategies for making Woolf's work compelling and accessible to students while addressing the diverse ways it has been interpreted. Part 1, "Materials," reviews editions of Mrs. Dalloway as well as critical and historical resources related to the novel. Part 2, "Approaches," explores the task of contextualizing this key modernist text in the classroom. Some contributors situate Mrs. Dalloway in its historical time and place, namely, London in the period between the two world wars. Others discuss the novel's narrative form or interpret it using perspectives from cultural studies, feminism, or queer theory. Still others address the novel's relation to poems, films, and Victorian novels. Finally, a group of essays discusses the challenges and rewards of teaching the novel in settings both traditional and nontraditional, from a college classroom to a prison.

A central text both in Dickens's career and in the history of the novel itself, Bleak House provides students and teachers occasion to discuss Victorian social concerns involving law, crime, family, education, and money and to learn about every stratum of English society, from the aristocracy to the homeless. But the sheer size of the novel and its narrative intricacy pose pedagogical obstacles. The essays in this volume offer instructors an array of practical strategies for use in the classroom: some describe courses organized exclusively around Bleak House; others offer ideas for teaching a single scene or topic in the novel.The book opens with part 1, "Materials," which assesses editions and provides a guide to the wealth of resources available to instructors, including reference works, critical studies, and background readings, in print and on the Web. The essays in part 2, "Approaches," discuss nineteenth-century British culture and Victorian social texts; present ways to teach specific scenes, patterns, and problems in the novel; describe intertextual approaches; and detail specific courses taught in different settings and at a variety of educational levels.