Student Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Acknowledgments In the preparation of this manual I have had the pleasure of working with Professor Robert DiYanni, whose comments and suggestions were always first rate, Alexis Walker of McGraw-Hill, whose support and encouragement were greatly appreciated, and Anne Stameshkin, also of McGraw-Hill, whose timely responses to all kinds of things were very helpful. My colleagues at St. John's University were, as usual, very generous with their support and suggestions.
I am also grateful for the loving support of my wife Cynthia and children, Dylan and Holly, whose patience and understanding made the writing of this manual not only possible, but also enjoyable.
Preface For students, Robert DiYanni's Literature is about the least intimidating literature text in the forever-widening world of college literature anthologies. Throughout the text, DiYanni encourages students to draw on their own emotional reactions and previous life experiences, as they interpret and evaluate literature. This approach informs students that their opinions matter, challenges them to read closely, and emphasizes that literary works are alive when individuals bring their own lives to them. This approach is underscored by the number of student essays included in the text. Such essays demonstrate to students the meaningfulness of student commentary and furnish writing goals and possibilities to which students can aspire. In short, the text promises an enjoyable and significant experience for the beginning college literature student.
In the following pages, I offer responses to texts, approaches for presentation, and possible writing assignments. I am sure some of my ideas will be more helpful than others, and some will be different from yours and your students’. Please remember to consider all that follows suggestive rather than prescriptive.
Certainly Professor DiYanni and I would appreciate any comments or suggestions you have on either the text or the manual.
Introducing the Second Compact Edition
The second compact edition of Literature is derived from the fifth edition. This new edition remains flexible and offers instructors and students a broad selection of readings in three genres — fiction, poetry, and drama. The compact edition includes the following especially noteworthy features:
• New! Sections entitled Literature in the News. These sections feature timely newspaper and magazine articles concerning topics such as the classroom and the canon, Shakespeare and sexuality, the events of September 11, Oprah’s book club, and more.
• New! Sections entitled New Voices. Each genre features two New Voices, authors never before anthologized. Students can participate in evaluating these authors.
• New! Sections called Writers Inspired by … These sections consider authors who are inspired by Emily Dickinson, Robert Frost, Langston Hughes, Edgar Allan Poe, and Flannery O’Connor.
• New!In-text icons point to an expanded Online Learning Center (website) for the book, offering featured author casebooks with biographies, quizzes, hyperlinked stories, discussion of film versions of stories and plays, writing assignments, and more.
• New! Ariel (A Resource for the Interactive Exploration of Literature). This CD-ROM introduces students to the pleasures of studying literature.
• New! Online Learning Center (www.mhhe.com/diyanni2). This website offers author casebooks, complete texts of classic works, a timeline, glossary, quizzes, Web exercises, and more.
• Exciting Supplements! To cut down on the bulk of Literature and to give instructors greater flexibility, a number of modern and classic works of fiction, nonfiction, and drama are available at a substantial discount when packaged with Literature. Works like Achebe’s The Monkey Wrench Gang, Cisneros’s House on Mango Street, Kahn’s Boys of Summer, Essays of E. B. White, and more. See page xxviii in the text for others.
• Videos and DVD Supplements for Instructors. The following supplemental videos and DVDs will be available to instructors: Orson Welles’s Othello, O (starring Julia Stiles), Kenneth Branagh’s Hamlet, and Hamlet (starring Ethan Hawke).
• The Essay. This supplement serves those introduction to literature courses that cover this genre in addition to poetry, fiction, and drama.
And Literature still offers the following:
• Four chapters on writing instruction (“Writing About Fiction,” “Writing About Poetry,” “Writing About Drama,” “Writing with Sources”).
• Writers in each genre for in-depth study: Edgar Allan Poe and Flannery O'Connor (fiction); Emily Dickinson, Robert Frost, and Langston Hughes (poetry); and Shakespeare (drama).
• A chapter on critical theory (Chapter Twenty-Three), which informs students of various approaches to the analysis and interpretation of literature.
• A broad spectrum of plays ranging from the ancient Greek theater to the contemporary stage.
• Included with the works are dates of publication, performance, or composition.
• Brief biographies of most of the represented writers.
• Color plates of paintings and corresponding poems, as well as annotated notes, rough drafts, and other forms not ordinarily included in literature anthologies.
• And much more!
As with previous editions of Literature, this text brings together classic and contemporary works in a clear and inviting presentation with rich supplemental and innovative materials. By responding to his users, Professor DiYanni once again delivers the most exciting and refreshing introductory literature text on the market.
Thematic Table of Contents
The follow thematic organization classifies the works in Parts One through Three of the text. It is intended to help you arrange your reading schedule, and suggest possibilities of teaching thematically similar works side-by-side. I have limited the categories to sixteen rather broad topics. Why not browse through the list? Perhaps it will suggest some intriguing combinations, or new contexts for works you have taught often. In an effort to keep the list to a reasonable length, I listed works only once. This led to some choices you might find debatable. In most cases, I listed the work under what I considered to be the more dominant theme. But as Samuel Beckett once said, “The danger is in the neatness of identifications.”
Childhood and Adolescence Individual and Community
The Creative Process Individual and the Natural World
Cultural Identification and Struggle Internal Struggle, Investigation, and Meditation Death and Aging Love and Marriage
Faith and Doubt Myth, Magic, and Unexplained Phenomena
Family Life Relationships
Fauna, Flora, and Insecta War and Violence
Gender Identity Works Inspired by Other Works
Childhood and Adolescence
Toni Cade Bambara “The Lesson”
James Joyce “Araby”
Jamaica Kincaid “Girl”
Alistair MacLeod “There Is a Season”
Frank O’Connor “My Oedipus Complex”
William Blake “London”
Elizabeth Bishop “Sestina”
Gwendolyn Brooks “A Song in the Front Yard”
Judith Ortiz Cofer “The Game”
Rita Dove “Testimonial”
Louise Erdrich “Indian Boarding School: The Runaways”