Bbc English Literary Companion For Class 12

Bbc English Literary Companion For Class 12




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Bbc English Literary Companion For Class 12

Contributors:

Karl Alvarez teaches in the English department at the University of North Carolina Wilmington. He is the author of Beautiful Losers and Women in Wonderland, and Other Adventures: The Poems of Kate Chopin (both from Duke University Press). His fiction has appeared in the Paris Review and elsewhere.




Student Learning Outcomes (see this link for longer list and contexts for desired outcomes, that supplement the three outcomes stated below) In English 429 students will learn, develop, and strengthen abilities – to understand and to explain the historical dimensions of literary characters desires for and relation with others, including social negotiations and ideological debates over valued identities and principles, particularly as these desires and relations are understood as rhetorical functions and effects of the literary text in its particular language/form/structure and its contexts -to explore the extent to which the culturally-inflected and historically-situated desires and power relations and identities in literary works are shown to be in flux, narrated and dramatized as being put into question or engaged in a debate among different social, political, class, gender, ethnic, religious/ideological arrangements The most celebrated figure in Scottish history in the last half of the 19th century was the working-class leader John MacLean, who made himself the mouthpiece of the Scottish insurrectionists. During the First World War some of the clans took part in an attempt to capture the Scottish coast and inland area between the Clyde and the Forth. -Language learning? Exposure to a foreign text, that allows for some comparisons with another language in question? English language texts for study more often than not produce this effect. I am interested in examining the conceptual affordances of the language in question, such as the degree to which the target language allows for subject-exposure to linguistic analytic perspectives and for students to contrast the priorities between the language and the culture of the country of study. 5ec8ef588b


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These three novels are completely unlike each other. The Times Higher Education once listed Cheever’s four Cheever novels The Wapshot Chronicle, Falconer, and Julian as Books of the Year for 1996, 1997, and 1998, respectively. However, Falconer was not nominated for either the National Book Award or the Pulitzer Prize in 1996, although it was Cheever’s best-seller. It was not until 2004 that Falconer was nominated for a Pulitzer Prize. The most prestigious Cheever novels to-date, when viewed by the American Institute of Arts and Letters’ Committee on Contemporary Fiction, were Falconer and A Stand of Sentences. However, Cheever’s novels have received several awards within the English speaking world. For example, the John Cheever Award for Younger Writers ( http://www.arts.cornell.edu/jc_award/) is given out to authors of 20-40 years of age and has four categories: fiction, poetry, drama, and nonfiction. Another major award for literary novels is the National Book Award for Fiction ( http://www.nationalbook.org/awards/ National Book Award for Fiction). The most prestigious of these is the National Book Critics Circle Award ( http://www.nbc-c.org/Awards/NCBCAwards.html).

Contributors:

Karl Alvarez teaches in the English department at the University of North Carolina Wilmington. He is the author of Beautiful Losers and Women in Wonderland, and Other Adventures: The Poems of Kate Chopin (both from Duke University Press). His fiction has appeared in the Paris Review and elsewhere.




Student Learning Outcomes (see this link for longer list and contexts for desired outcomes, that supplement the three outcomes stated below) In English 429 students will learn, develop, and strengthen abilities – to understand and to explain the historical dimensions of literary characters desires for and relation with others, including social negotiations and ideological debates over valued identities and principles, particularly as these desires and relations are understood as rhetorical functions and effects of the literary text in its particular language/form/structure and its contexts -to explore the extent to which the culturally-inflected and historically-situated desires and power relations and identities in literary works are shown to be in flux, narrated and dramatized as being put into question or engaged in a debate among different social, political, class, gender, ethnic, religious/ideological arrangements The most celebrated figure in Scottish history in the last half of the 19th century was the working-class leader John MacLean, who made himself the mouthpiece of the Scottish insurrectionists. During the First World War some of the clans took part in an attempt to capture the Scottish coast and inland area between the Clyde and the Forth. -Language learning? Exposure to a foreign text, that allows for some comparisons with another language in question? English language texts for study more often than not produce this effect. I am interested in examining the conceptual affordances of the language in question, such as the degree to which the target language allows for subject-exposure to linguistic analytic perspectives and for students to contrast the priorities between the language and the culture of the country of study. 5ec8ef588b


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