Teaching Modernist Poetry / Teaching the New English (PDF)
(Sprache: Englisch)
This book recognizes that modernist poetry can be both difficult and rewarding to teach. Leading scholars and poets from the UK and the US offer practical, innovative, up to date strategies for teaching the reading and writing of modernist poetry across its...
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This book recognizes that modernist poetry can be both difficult and rewarding to teach. Leading scholars and poets from the UK and the US offer practical, innovative, up to date strategies for teaching the reading and writing of modernist poetry across its long diverse histories, taking in experimentation, performance, hypertext and much more.
Autoren-Porträt
CHARLES BERNSTEIN Donald T. Regan Professor of English and Comparative Literature, University of Pennsylvania, USAPETER BARRY Professor of English, University of Wales, Aberystwyth, UK
AL FILREIS Kelly Professor, Director of the Center for Programs in Contemporary Writing, and Faculty Director of the Kelly Writers House, University of Pennsylvania, USA
DREW MILNE Judith E Wilson Lecturer in Drama and Poetry, University of Cambridge, UK
PETER NICHOLLS Professor of English, New York University, USA
REDELL OLSEN Course Director, MA in Poetic Practice, Royal Holloway, University of London, UK
ROBERT SHEPPARD Professor of Poetry and Poetics, Edge Hill University, UK
CAROLE SWEENEY Lecturer in Modern Literature, Department of English and Comparative Literature, Goldsmiths, University of London, UK
HARRIET TARLO Senior Lecturer in Creative Writing, Sheffield Hallam University, UK
MICHAEL H. WHITWORTH Tutorial Fellow of Merton College, Oxford and University Lecturer, University of Oxford, UK
Bibliographische Angaben
- 2010, 2010, 205 Seiten, Englisch
- Herausgegeben: N. Marsh, P. Middleton
- Verlag: Springer-Verlag GmbH
- ISBN-10: 0230289533
- ISBN-13: 9780230289536
- Erscheinungsdatum: 27.01.2010
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Sprache:
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Pressezitat
'This valuable collection touches on a wide range of concerns: how might individual poems be discussed productively in seminars; how can questions of form be related to historical issues; should allusions be tracked down and explicated or should they be left to resonate in readers' minds, opening interpretation up rather than closing it down; to what extent is it reasonable to speak of two "modernisms", the "break" between them being roughly marked by the Second World War; how can teachers address modernism's often reactionary politics and how might pedagogy be radicalised... All the essays published here have valuable contributions to make to these questions, but those by Peter Nicholls, Drew Milne, Harriet Tarlo and Peter Middleton are especially rewarding. This volume will not be of interest to just teachers of modernist history but also to researchers; the emphasis it places on pedagogy is especially useful, but most essays have equally valuable things to say about the history, intellectual range, linguistic complexity and political implications of modernist poetry and its continuing legacies.' - Routledge ABES June 2011
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