Long perceived as a recluse who wrote purely in isolation, Emily Dickinson in reality maintained many dynamic correspondences throughout her lifetime and specifically sought out dialogues on her poetry. These correspondences"”both professional and private"”reveal a poet keenly aware of the interdependent relationship between poet and reader.

Subject is a reading course in English literature across genre and historical period. Designed for students who wish to study English literature or writing in some depth, or wish to know more about English literary culture and history. Students learn about the relationships between literary themes, forms, and conventions and the times in which they were produced. Students examine Renaissance lyrics, Enlightenment satire, and modernist short stories. Subject focused on England because of its historical importance and its usefulness as an example for illustrating patterns over the centuries. Students form a framework for understanding how more focused subjects fit into literary studies, and what terms, concerns, and methods provide connections among the diverse subjects grouped under "Literature."

Close study of a limited group of writers. Instruction and practice in oral and written communication. Topic for Fall: Willa Cather. Topic for Spring: Oscar Wilde and the 90s. From Course Home Page: This seminar provides intensive study of texts by two American authors (Herman Melville, 1819-1891, and Toni Morrison, 1931-) who, using lyrical, radically innovative prose, explore in different ways epic notions of American identity. Focusing on Melville's Typee (1846), Moby-Dick (1851), and The Confidence-Man (1857) and Morrison's Sula (1973), Beloved (1987), Jazz (1992), and Paradise (1998), the class will address their common concerns with issues of gender, race, language, and nationhood. Be prepared to read deeply (i.e. a small number of texts with considerable care), to draw on a variety of sources in different media, and to employ them in creative research, writing, and multimedia projects.

Subject studies important examples of the literary form that, between the beginning of the eighteenth century and the end of the nineteenth century, became an indispensable instrument for representing modern life, in the hands of such writers as Defoe, Richardson, Fielding, Sterne, Burney, Austen, Scott, Dickens, the Bront%s, Eliot, Hardy, and Conrad. The class alternates between eighteenth and nineteenth century topics, and may be repeated for credit with instructor's permission.

Emphasis on the analytical reading of lyric poetry in England and the United States. Syllabus usually includes Shakespeare's sonnets, Donne, Keats, Dickinson, Frost, Eliot, Marianne Moore, Lowell, Rich, and Bishop. This subject is an introduction to poetry as a genre; most of our texts are originally written in English. We read poems from the Renaissance through the 17th and 18th centuries, Romanticism, and Modernism. Focus will be on analytic reading, on literary history, and on the development of the genre and its forms; in writing we attend to techniques of persuasion and of honest evidenced sequential argumentation. Poets to be read will include William Shakespeare, Queen Elizabeth, William Wordsworth, John Keats, T.S. Eliot, Langston Hughes, Sylvia Plath, Elizabeth Bishop, and some contemporary writers.

This unit is a study of the shifts in narrative voice and literary genres that Melville makes throughout Moby-Dick. It serves to introduce students to several unique features of the novel without demanding as much class time as would reading the entire text. The lessons comprise a series of close readings of passages from the novel.

The Folger Shakespeare Library provides the full searchable text of "A Midsummer Night's Dream" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

Consideration of some substantial twentieth-century poetic voices. Authors vary, but may include Moore, Frost, Eliot, Stevens, and Pound. This course considers some of the substantial early twentieth-century poetic voices in America. Authors vary, but may include Moore, Frost, Eliot, Stevens, and Pound. We'll read the major poems by the most important poets in English in the 20th century, emphazinig especially the period between post-WWI disillusionment and early WW II internationalism (ca. 1918-1940). Our special focus this term will be how the concept of "the Image" evolved during this period. The War had undercut beliefs in master-narratives of nationalism and empire, and the language-systems that supported them (religious transcendence, rationalism and formalism). Retrieving energies from the Symbolist movements of the preceding century, early 20th century poets began to rethink how images carry information, and in what ways the visual, visionary, and verbal image can take the place of transcendent beliefs. New theories of linguistics and anthropology helped to advance this interest in the artistic/religious image. So did Freud. So did Charlie Chaplin films. We'll read poems that pay attention both to this disillusionment and to the compensatory joyous attention to the image: to ideas of the poet-as-language-priest, aesthetic-experience-as-displaced-religious impulse, to poetry as faith, ritual, and form.

The Folger Shakespeare Library provides the full searchable text of "Much Ado About Nothing" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

Studies the nature of love and sex, approached as topics both in philosophy and in literature. Readings from recent philosophy as well as classic myths of love and sex that occur in works of literature and lend themselves to philosophical analysis.

Lesson OverviewIn this lesson, students will be introduced to Edgar Allan Poe's theory on the “single effect” of the short story. They will read a passage from Poe as well as his short story “The Tell-Tale Heart.”Lesson PreparationRead the lesson and student content.Anticipate student difficulties and identify the differentiation options you will choose for working with your students.Decide how you will put students in pairs for the lesson's tasks.

This course explores the ways in which various American artists view race and class as performed or performable identities. Discussions will focus on some of the following questions: What does it mean to act black, white, privileged, or underprivileged? What do these artists suggest are the implications of performing (indeed playing at or with) racial identity, ethnicity, gender, and class status? How and why are race and class status often conflated in these performances?

""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions -- as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

This is a 10 week unit plan that takes students through the process of learning rhetorical analysis. It starts with the basics: the rhetorical triangle, vocabulary, basic analysis. Once the students have spent a significant amount of time learning and practicing the skills there are two essay assessments built in that align with the SAT rhetorical analysis and with the AP Language and Composition Exam.

A free mini-book to prepare students for the SAT exam with lessons and questions in math, reading, and writing.

Dostoyevsky's Crime and Punishment, is a MI exemplar for grades 11 "“ CCR taught at the upper high school level and in AP English. This three lesson unit looks at a variety of schisms and divisions in the novel. It provides a close reading of the novel by considering Dostoevsky's view of human nature, through his characters; the theoretical division Man v Superman; the societal setting in the novel.

In this activity, you and your students will explore Elizabethan stage practices as the rustic yet enthusiastic amateur actors from Shakespeare's A Midsummer Night's Dream. While it's not necessary to teach Shakespeare's biography while studying his plays, sometimes opportunities to explore his world through his own eyes present themselves in his text. Students' new insights into the text will provide them with a deeper appreciation for Shakespeare’s world. This activity will take one or two class periods.

In this 3-unit class, we will read Milton's epic poem Paradise Lost. The goal of the class is for students to come away feeling comfortable with its language and argument; meeting in a small group will also allow us to talk about the key questions and issues raised by the poem.

Some of the most the most essential works of literature in the world are examples of epic poetry, such as The Odyssey and Paradise Lost. This lesson introduces students to the epic poem form and to its roots in oral tradition.

Extensive reading of works by a few major poets. Emphasizes the evolution of each poet's work and the questions of poetic influence and literary tradition. Instruction and practice in oral and written communication. Topic for Fall: Does Poetry Matter? Topic for Spring: Gender and Lyric Poetry. From the course home page Course Description The landscape we will explore is the troublesome one of the relevance, impact, and importance of poetry in a troubled modern world. We will read both poetry and prose by several substantial modern writers, each of whom confronted the question that is the subject's title.