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Based on real events of the French Resistance during World War II, Édith Thomas’s stories explore how ordinary people respond to the extraordinary conditions of political occupation. The stories, first published under the title Contes d’Auxois (Auxois Stories) by an underground press in 1943, were written to oppose Vichy-Nazi propaganda and to offer encouragement to civilians who felt resigned to defeat.
Whether lining up to wait for food, tuning in to a forbidden radio broadcast, adapting to living side by side with German soldiers, or preparing for an act of sabotage, the characters in these stories must make choices in highly compromised circumstances on a daily basis. As the characters confront their own suffering and that of others, their actions inspire readers to consider the nature of heroism, the idea that people can share a common humanity with their enemies, and the possibility for individuals to find solidarity in an overwhelming, isolating world.
Based on real events of the French Resistance during World War II, Édith Thomas’s stories explore how ordinary people respond to the extraordinary conditions of political occupation. The stories, first published under the title Contes d’Auxois by an underground press in 1943, were written to oppose Vichy-Nazi propaganda and to offer encouragement to civilians who felt resigned to defeat.
Teaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues.
Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition.
This book is a comprehensive guide to administering writing programs at a moment when communication, and thus the teaching of writing, is always changing. A companion to Teaching Writing in the Twenty-First Century, which considers how writing instructors can successfully adapt to new challenges, this volume addresses the concerns of both novice and experienced writing program administrators. It includes guidance on building and assessing writing programs; on hiring, training, evaluating, and mentoring instructors; on eliminating cultural bias; on encouraging the well-being of administrators and instructors; on assignments and instructional tools; and on access, diversity, and inclusion. Aiming to help administrators develop thoughtful, effective approaches to using technology in writing programs, the book also provides information designed to support instructors in their teaching of rhetorical literacy strategies regardless of the environment or medium in which students compose and communicate.
In the decades since his 1992 breakout novel, All the Pretty Horses, Cormac McCarthy has gained a reputation as one of the greatest contemporary American authors. Experimenting with genres such as the crime thriller, the post-apocalyptic novel, and the western, his work also engages with the aesthetics of cinema, and several of his novels have been adapted for the screen. While timely and relevant, his works use idiosyncratic language and contain intense, troubling portrayals of racism, sexism, and violence that can pose challenges for students.
This volume offers strategies for guiding students through McCarthy’s oeuvre, addressing all his novels as well as his published plays and screenplays. Part 1, “Materials,” provides sources of biographical information and key scholarship on McCarthy. Essays in part 2, “Approaches,” discuss subjects such as landscape and ecology, mythologies of the American West, film adaptations, and literary contexts and describe assignments that encourage students to write creatively and to examine their personal values.
Structurally innovative and culturally expansive, the works of Karen Tei Yamashita invite readers to rethink conventional paradigms of genres and national traditions. Her novels, plays, and other texts refashion forms like the immigrant tale, the postmodern novel, magical realism, apocalyptic literature, and the picaresque and suggest new transnational, hemispheric, and global frameworks for interpreting Asian American literature.
Addressing courses in American studies, contemporary fiction, environmental humanities, and literary theory, the essays in this volume are written by undergraduate and graduate instructors from across the United States and around the globe. Part 1, “Materials,” outlines Yamashita’s novels and other texts, key works of criticism and theory, and resources for Asian American and Asian Brazilian literature and culture. Part 2, “Approaches,” provides options for exploring Yamashita’s works through teaching historical debates, outlining principles of environmental justice, mapping geographic boundaries to highlight power dynamics, and drawing personal connections to the texts. Additionally, an essay by Yamashita describes her own approaches to teaching creative writing.
Don Catrín de la Fachenda, here translated into English for the first time, is a picaresque novel by the Mexican writer José Joaquín Fernández de Lizardi (1776–1827), best known as the author of El Periquillo Sarniento (The Itching Parrot), often called the first Latin American novel. Don Catrín is three things at once: a rakish pícaro in the tradition of the picaresque; a catrín, a dandy or fop; and a criollo, a person born in the New World and belonging to the same dominant class as their Spanish-born parents but relegated to a secondary status. The novel interrogates then current ideas about the supposed innateness of race and caste and plays with other aspects of the self considered more extrinsic, such as appearance and social disguise. While not directly mentioning the Mexican wars of independence, Don Catrín offers a vivid representation of the political and social frictions that burst into violence around 1810 and gave birth to the independent countries of Latin America.
Don Catrín de la Fachenda is a picaresque novel by the Mexican writer José Joaquín Fernández de Lizardi (1776–1827), best known as the author of El Periquillo Sarniento (The Itching Parrot), often called the first Latin American novel. Don Catrín is three things at once: a rakish pícaro in the tradition of the picaresque; a catrín, a dandy or fop; and a criollo, a person born in the New World and belonging to the same dominant class as their Spanish-born parents but relegated to a secondary status. The novel interrogates then current ideas about the supposed innateness of race and caste and plays with other aspects of the self considered more extrinsic, such as appearance and social disguise. While not directly mentioning the Mexican wars of independence, Don Catrín offers a vivid representation of the political and social frictions that burst into violence around 1810 and gave birth to the independent countries of Latin America.
Tragedy has been reborn many times since antiquity. Seventeenth-century French playwrights composed tragedies marked by neoclassical aesthetics and the divine-right absolutism of the Grand Siècle. But their works also speak to the modern imagination, inspiring reactions from Barthes, Derrida, and Foucault; adaptations and reworkings by Césaire and Kushner; and new productions by francophone and anglophone directors.
This volume addresses both the history of French neoclassical tragedy—its audiences, performance practice, and development as a genre—and the ideas these works raise, such as necessity, free will, desire, power, and moral behavior in the face of limited choices. Essays demonstrate ways to teach the plays through a variety of lenses, such as performance, spectatorship, aesthetics, rhetoric, and affect. The book also explores postcolonial engagement, by writers and directors both in and outside France, with these works.
Although Renée Vivien led a life of wealth and privilege in belle epoque Paris, she often felt like an outsider because she was attracted to other women. Financially secure, she wrote books to suit her own taste rather than that of the literary market. The Woman with the Wolf (La dame à la louve), from 1904, shows her at the height of her powers.
These fierce, surprising stories challenge moral hypocrisy and normative views about gender, beginning with the title work, which offers a coded representation of same-sex love in the seemingly inexplicable commitment between a woman and her canine companion. The following stories feature a reimagined fairy tale in which Prince Charming turns out to be a young woman, a western adventure whose narrator goes mad with thirst, and other unconventional narratives that range across time and space.
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