An overview of databases that staff and students can access including BookFlix, FreedomFlix, ScienceFlix, and TrueFlix.
Your neighborhood Whole Foods Market Southern Region believes that Libraries Need Bees Too! Through this grant, we hope to help you make small changes to improve pollinator habitats and promote even bigger changes in your community while supporting pollinator literacy. We’ve provided the tools that you need to create your own Bee A Friend to Pollinators Community Event this year. Read on to learn more!
Short Description:
The Life, History, and Travels of Kah-ge-ga-gah-bowh (1847) is a published memoir by Native American author George Copway. The novel centers on his life and time as a missionary. Not only did the novel make him Canada's first literary celebrity in the United States, but it is also recognized as the first book published by a Canadian First Nations writer.
Long Description:
The Life, History, and Travels of Kah-ge-ga-gah-bowh (1847) is a published memoir by Native American author George Copway. The novel centers on his life and time as a missionary. Not only did the novel make him Canada’s first literary celebrity in the United States, but it is also recognized as the first book published by a Canadian First Nations writer.
Word Count: 43647
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In this nonfiction story, readers learn how and why scientists brave the extreme conditions of both poles in order to do research that will help us learn more about our world
The Folger Shakespeare Library provides the full searchable text of "Henry V" 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.
This is a communication intensive supplement to Linear Algebra (18.06). The main emphasis is on the methods of creating rigorous and elegant proofs and presenting them clearly in writing. The course starts with the standard linear algebra syllabus and eventually develops the techniques to approach a more advanced topic: abstract root systems in a Euclidean space.
Students will listen to a familiar story with repetitive lines that the children can remember. They will make puppets and retell the story in small groups with an adult volunteer or an older child. Main Curriculum Tie: English Language Arts Kindergarten Reading: Literature Standard 2, With prompting and support, retell familiar stories, including key details. All children will participate in retelling a familiar story using puppets. This will help develop oral language and comprehension.
After reading a work of literature as a class, students will brainstorm "crimes" committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students will use several sources to research for their case, including the novel and internet resources. All the while, students will be writing a persuasive piece to complement their trial work.
While this lesson uses Shakespeare's The Tempest, there are several other text options. Handouts (except for the model case handout) are generic so that they can be used with any text.
This text is intended to be used in undergraduate literature courses as a supplement to help enhance students' interactions with literature and to guide their undertanding source material they may encounter in their studies.
This lesson was designed for English 9 students as an introduction to literary devices at the beginning of a short stories unit. The ultimate goal will be that students can analyze a story, explaining how an author uses these devices to create literature, but this lesson specifically focuses on domain-specific vocabulary.
In the 2021-2022 school year, I decided to try a new approach to my Book Talk Project by hosting a Literary Food Truck Festival with my students. For specifics on this school year's project, explore the attached lesson.
Our literary glossary provides a comprehensive list of terms and concepts along with lesson plans for teaching these topics in K-12 classrooms. Whether you are starting with a specific author, concept, or text, or teaching a specific literary term, but do not have a lesson or activity for students to work with, teachers and students will find what they're looking for here.
In this seminar we’ll read individual poems closely within a set of questions about the moral and political position of poetry – and of intellectuals – in different cultural contexts. Of course, part of the divergence in the social positions of poetry [and of ’the aesthetic’] depends on the dominant paradigm of the social, political and literary culture; part of the divergence derives from the momentum of literary development in the culture [how did the culture experience modernism?, for instance], and part depends on the different attitudes toward traditional form. We read poets from North America (Whitman, Williams, Lowell, Plath, Bishop), from South America (Neruda), from Western Europe (Yeats), and Eastern Europe (Akhmatova, Szymborska); we conclude with a month dedicated to the work of the Polish poet Czeslaw Milosz, who won the Nobel Prize for literature (the first to win from a position of exile) in 1980.
Introduces practice and theory of literary criticism. Seminar focuses on topics such as the history of critical methods and techniques, and the continuity of certain subjects in literary history. Instruction and practice in oral and written communication. Topic: Theory and Use of Figurative Language. This seminar offers a course of readings in lyric poetry. It aims to enhance the student's capacity to understand the nature of poetic language and the enjoyment of poetic texts by treating poems as messages to be deciphered. The seminar will briefly touch upon the history of theories of figurative language since Aristotle and it will attend to the development of those theories during the last thirty years, noting the manner in which they tended to consider figures of speech distinct from normative or literal expression, and it will devote particular attention to the rise of theories that quarrel with this distinction. The seminar also aims to communicate a rough sense of the history of English-speaking poetry since the early modern period. Some attention will be paid as well to the use of metaphor in science.
This seminar offers a course of readings in lyric poetry. It aims to enhance the student’s capacity to understand the nature of poetic language and the enjoyment of poetic texts by treating poems as messages to be deciphered.
The seminar will briefly touch upon the history of theories of figurative language since Aristotle and it will attend to the development of those theories during the last thirty years, noting the manner in which they tended to consider figures of speech distinct from normative or literal expression, and it will devote particular attention to the rise of theories that quarrel with this distinction.
The seminar also aims to communicate a rough sense of the history of English-speaking poetry since the early modern period. Some attention will be paid as well to the use of metaphor in science.
This course introduces the practice and theory of literary criticism. The seminar focuses on topics such as the history of critical methods and techniques, and the continuity of certain subjects in literary history. Instruction and practice in oral and written communication is a major component of the course. Other components include theory and use of figurative language and reading poetry.
Alienation, overcrowding, sensory overload, homelessness, criminality, violence, loneliness, sprawl, blight. How have the realities of city living influenced literature’s formal and thematic techniques? How useful is it to think of literature as its own kind of “map” of urban space? Are cities too grand, heterogeneous, and shifting to be captured by writers? In this seminar we will seek answers to these questions in key city literature, and in theoretical works that endeavor to understand the culture of cities.
How does one writer use another writer’s work? Does it matter if one author has been dead 300 years? What difference does it make if she’s a groundbreaking twentieth-century feminist and the writer she values has come to epitomize the English literary tradition? How can a novelist borrow from plays and poems? By reading Virginia Woolf’s major novels and essays in juxtaposition with some of the Shakespeare plays that (depending on one’s interpretation) haunt, enrich, and/or shape her writing, we will try to answer these questions and raise others. Readings in literary criticism, women’s studies, and other literary texts will complement our focus on the relationship–across time, media, and gender–between Shakespeare and Woolf. As a seminar, we will work to become more astute readers of literature within its historical, artistic, and political contexts, and consider how literature both reflects and contributes to these societal frameworks. Central texts will include Shakespeare’s Othello, Antony and Cleopatra, Cymbeline, and The Winter’s Tale, and Woolf’s A Room of One’s Own, Mrs. Dalloway, Orlando, To the Lighthouse, The Waves, and Between the Acts. This subject is an advanced seminar in both the Literature and the Women’s Studies Program.
This handout is intended for use in American literature. It provides literary characteristics of Naturalism, focusing on the works of Stephen Crane and Jack London. It also provides the historical context of Darwin's Theory of Natural Selection and the still-taking-shape discipline of psychology.
Literature and Composition