Word Count: 24045

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Introduction to Academic Listening

Short Description:
Listening Strategies for Success enables English language learners to develop academic listening and note-taking skills. Students at the high-beginner/low-intermediate level listen to conversations and presentations on everyday topics such as holidays, food, and travel. Using interactive activities, students learn useful vocabulary and check their understanding. Each chapter introduces a strategy that can be used to improve listening comprehension and note-taking. Discussion questions provide extension activities.

Long Description:
Listening Strategies for Success enables English language learners to develop academic listening and note-taking skills. Students at the high-beginner/low-intermediate level listen to conversations and presentations on everyday topics such as holidays, food, and travel. Using interactive activities, students learn useful vocabulary and check their understanding. Each chapter introduces a strategy that can be used to improve listening comprehension and note-taking. Discussion questions provide extension activities.

Word Count: 5259

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This book is a compilation of four primary texts, which we significantly remixed and edited, as well as original compositions of our own. The basis for the organization and the majority of the first two chapters of this book are adapted from Fran Bozarth’s Reading & Writing for Learning. Bozarth’s opening chapter provides a clear focus for students entering college—they must create a basis for learning. We supplemented these chapters with material and activities from both Marken and Martinez, et al., which are comprehensive courses dedicated to helping students learn strategies for success in academia. Unit 2 is Bozarth’s work on vocabulary skills, with a few edits and a bit of composition from us. We used portions of Babin, et al. to develop Unit 3, which directs students to analysis and reflection on literary texts, necessary skills for moving forward in college courses. The final chapters go back to material from Bozarth, but also contain significant original contributions of our own, with a unique activity provided by our colleague Heather Kanicki. The course finishes with a focus on comprehending authorship and authority, literacy, and persuasion in academic/professional texts.

Women Writers in Dialogue with Tradition of Their Own

Short Description:
The textbook introduces works by Sappho, Christine de Pizan, Aphra Behn, Maria Edgeworth, Jane Austen, Charlotte Brontë, George Eliot, George Sand, Caroline Norton, Elizabeth Barrett Browning, Emily Dickinson, Laura Marholm, Amalie Skram, Virginia Woolf and Amy Lowell. Some of these authors are presented as the role-models, the others as writers looking for their own female tradition and finding it in the writings of their literary foremothers. These responses - in form of poems, extracts from essays and novels - are included in the textbook and enriched with comments, interpretations and tasks for students. In the introduction, the question of female literary tradition is discussed by presenting various theoretical answers from distinguished feminist scholars.

Word Count: 37498

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Women Writers in Dialogue with Tradition of Their Own

Short Description:
The textbook introduces works by Sappho, Christine de Pizan, Aphra Behn, Maria Edgeworth, Jane Austen, Charlotte Brontë, George Eliot, George Sand, Caroline Norton, Elizabeth Barrett Browning, Emily Dickinson, Laura Marholm, Amalie Skram, Virginia Woolf and Amy Lowell. Some of these authors are presented as the role-models, the others as writers looking for their own female tradition and finding it in the writings of their literary foremothers. These responses - in form of poems, extracts from essays and novels - are included in the textbook and enriched with comments, interpretations and tasks for students. In the introduction, the question of female literary tradition is discussed by presenting various theoretical answers from distinguished feminist scholars.

Word Count: 37498

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

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.

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.

Literary Studies for a Sustainable Future: An Introductory Course with Social Justice and Ecocriticism Intersections is a university literature textbook that offers a sampling of the vast array of storytelling and literary traditions from around the world. Led by course outcomes, the book’s readings, activities, and assignments aim to establish a 21st century framework. Novice literary scholars establish correlations between local and regional literature with those from distant lands on relevant concerns and topics, like those outlined by the United Nations Sustainable Development Goals. Through songs and folklore, film clips, poetry, myth, storytelling, and satirical theater, its chapters feature key literary texts and terms to present literature as vital community-sustaining cultural expressions. Learners witness the roles literature has in climate, ecology, and social justice challenges.

Topic: The English sense of humor. This course examines English literature across genre and historical periods. It is designed for students who want to study English literature or writing in some depth, or to know more about English literary culture and history. Students will also learn about the relationships between literary themes, forms, and conventions and the times in which they were produced. Materials include: Medieval tales, riddles, and character sketches; Renaissance lyrics and a play, 18th-century satires in words and images, 19th century irony, modern stories and film.

Word Count: 35137

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The aim of this subject is to acquaint the student with some important works of systematic ethical philosophy and to bring to bear the viewpoint of those works on the study of classic works of literature. This subject will trace the history of ethical speculation in systematic philosophy by identifying four major positions: two from the ancient world and the two most important traditions of ethical philosophy since the renaissance. The two ancient positions will be represented by Plato and Aristotle, the two modern positions by Immanuel Kant and John Stuart Mill. We will try to understand these four positions as engaged in a rivalry with one another, and we will also engage with the philosophy of Thomas Hobbes, which offers a bridge between ancient and modern conceptions and provides a source for the rivalry between the viewpoints of Kant and Mill. Further, we will be mindful that the modern positions are subject to criticism today by new currents of philosophical speculation, some of which argue for a return to the positions of Plato and Aristotle.

Word Count: 17113

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Literature in the Humanities is an introduction to the study of the characteristics, conventions, and socio-historical contexts of the major literary forms, including the analysis and interpretation of literary elements and devices, and the application of literary theory and criticism. This course is designed to encourage a deep appreciation of literature, hone critical thinking skills, and to illustrate the importance of literature as an expression of the human cultural experience.

LIT2000, as well as all Humanities General Education courses, approaches the concept of culture as a system of meanings allowing groups and individuals to give significance to the world and mediate their relationships with each other and their known universe. Humanities courses are distinguished from traditional Liberal Arts disciplines through an emphasis on interdisciplinarity and comparative cultural contexts. Through these approaches to cultural texts and artifacts, the humanities attempt to investigate, contest, analyze, and synthesize the phenomena of human agency and subjectivity both within and between cultures. By pursuing these forms of inquiry we may better understand our world and our places within it. 1

Short Description:
This collection encapsulates a variety of writings from the literary canon of early America and includes both the typically-anthologized works and some diverse voices and perspectives.NOTE: The cover image is "America Borealis 1699" and is from the New York Public Library's Public Domain Archive (https://nypl.getarchive.net/media/america-borealis-1699-705a00)

Word Count: 85513

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This collection encapsulates a variety of writings from the literary canon of early America and includes both the typically-anthologized works and some diverse voices and perspectives.NOTE: The cover image is "America Borealis 1699" and is from the New York Public Library's Public Domain Archive (https://nypl.getarchive.net/media/america-borealis-1699-705a00)

Word Count: 85513

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaLiterature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Long Description:
Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Word Count: 88076

ISBN: 978-1-942341-03-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.