Teaching Faulkner

Overview

For decades now literary critics have universally praised Faulkner as one of the greatest writers of the modern era, yet students assigned to read his novels in university, college, and high school classes continue to struggle to make sense of his convoluted plots, prolix style, and complex characterizations. The broadest treatment to date of a topic of increasing concern, this book is designed to provide fresh strategies and practical suggestions for the classroom study of several of Faulkner's finest novels and...

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Overview

For decades now literary critics have universally praised Faulkner as one of the greatest writers of the modern era, yet students assigned to read his novels in university, college, and high school classes continue to struggle to make sense of his convoluted plots, prolix style, and complex characterizations. The broadest treatment to date of a topic of increasing concern, this book is designed to provide fresh strategies and practical suggestions for the classroom study of several of Faulkner's finest novels and stories, including The Sound and the Fury, Absalom, Absalom!, Light in August, The Unvanquished, and Go Down, Moses.

The contributors, all noted Faulkner scholars who regularly teach Faulkner works in their courses, employ a variety of critical theories and approaches. In each chapter, theory is subordinated to tested classroom methods that both motivate and assist students in reading the texts and in understanding why Faulkner remains relevant for contemporary readers. The teaching strategies described in this book draw upon such diverse matters as cultural and social analysis, historical context, reading and rhetorical theory, film and stage techniques, comparative studies, and race, class, and gender issues.

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Editorial Reviews

Booknews
In light of changing critical theory and the recognition of cultural diversity in classrooms over the past decades, instructors and scholars of literature suggest ways of studying the southern US author William Faulkner (1897-1962). They begin by explaining why anyone would want to teach or learn about his work, then focus on particular stories and books. A final chapter discusses ending a course on Faulkner. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Meet the Author

STEPHEN HAHN is Professor of English and Associate Provost at William Paterson University.

ROBERT W. HAMBLIN is Professor of English and Director of the Center for Faulkner Studies at Southeast Missouri State University.

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Table of Contents

Acknowledgments
Introduction 1
When the Dancing Mind Meets Inquiring Minds: The Nobel Profession in Practice 11
No Longer at Ease Here: Faulkner in the New Millennium 19
Why I, a Woman of Color from India, Enjoy Teaching William Faulkner 31
Tracing Racial Assumptions: Teaching That Evening Sun 47
Handy Ways to Teach The Evening Sun 53
Who Says What about Whom to Whom: Teaching the Fourth Section of The Sound and the Fury 59
Words That Don't Fit: As I Lay Dying and Graciliano Ramos's Barren Lives 73
Faulkner, Cather, and Lost Ladies 85
The Invention of Sunday: Eloquence and Counter-Eloquence in Light in August 97
Entering the Dark House: Teaching Absalom, Absalom! through Citizen Kane 105
Teaching The Unvanquished 117
Reading Faulkner Pragmatically: The Hamlet and William James 125
Teaching Go Down, Moses: Was, Faulkner's Nigger Stores, and Now 131
Teaching The Bear as an Artifact of Frontier Mythology 137
Teaching Intruder in the Dust through Its Political and Historical Context 151
The Sum of Your Ancestry: Cultural Context and Intruder in the Dust 163
The Drama of Teaching Requiem for a Nun 171
Teaching Faulkner's Case Histories 181
Tense Unresolve: Ending a Course on Faulkner 191
Selected Bibliography 201
Index 207
About the Contributors 219
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