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"Arata, Stephen"
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Robert Louis Stevenson and Joseph Conrad : writers of transition
\"Assesses points of convergence between Robert Louis Stevenson and Joseph Conrad. Extends arguments about the authors' South Seas literature, offering new critiques on the writers' literary histories, writing styles, romance and adventure modes, fictions of duality, experience in Victorian London, explorations of the human psyche, and fame\"--Provided by publisher.
BOOK
Hanging the Dog: Teaching Wuthering Heights Then and Now
Over many years of teaching Wuthering Heights (1847), I often wondered why so few students noticed the hanged dog. If I in turn insisted that my students notice the hanged dog, it was because this detail is embedded in a passage in which Heathcliff ’s love for Catherine and his reflexive cruelty are shown to be two sides of a single coin—and because for Heathcliff, the whole point of this story is to demonstrate how utterly delusional Isabella is when it comes to understanding who he is and why he acts as he does. [...]The classroom situation I have been describing remained more or less constant over two decades of teaching Wuthering Heights. Some students still thrilled to the emotional intensity of the Heathcliff–Catherine relationship, but most viewed it with suspicion, if not active distaste.
Journal Article
A companion to the English novel
This collection of authoritative essays represents the latest scholarship on topics relating to the themes, movements, and forms of English fiction, while chronicling its development in Britain from the early 18th century to the present day.
* Comprises cutting-edge research currently being undertaken in the field, incorporating the most salient critical trends and approaches
* Explores the history, evolution, genres, and narrative elements of the English novel
* Considers the advancement of various literary forms – including such genres as realism, romance, Gothic, experimental fiction, and adaptation into film
* Includes coverage of narration, structure, character, and affect; shifts in critical reception to the English novel; and geographies of contemporary English fiction
* Features contributions from a variety of distinguished and high-profile literary scholars, along with emerging younger critics
* Includes a comprehensive scholarly bibliography of critical works on and about the novel to aid further reading and research
eBook
Form
Formal analysis can seem pedantic or hermetic (or both), a set of technical exercises designed to numb aesthetic response or else to quarantine literature from the richness and complexity of lived experience. “By form I mean how a literary work is made out of artistic conventions and linguistic materials,” writes Paul Armstrong.1 Most critics, including me, would agree in principle with this definition, but it doesn't exactly narrow the field of investigation. According to Jonathan Kramnick and Anahid Nersessian, critics “need not, indeed cannot provide a single definition of form because form is an entity known by occasion.”
Journal Article
DECADENT FORM
A heightened attention to questions of narrative form is characteristic both of decadent writing and of writing about decadence over the last quarter of the nineteenth century. This essay examines some key aesthetic issues that are routed through the issue of form in the period, with particular attention to the writings of Henry James, an astute theorist of narrative form and ambivalent fellow-traveller with fin-de-siècle decadent writers. In his own fiction, as well as in his critical essays on writers such as Flaubert, James at once dramatizes and theorizes the phantasmatic pull of formal “perfection” in the novel.
Journal Article
Literature and Information
The Tenth and final “anchor standard for reading” in the common core state standards defines as “college and career ready” a student who can “[r]ead and comprehend literary and informational texts independently and proficiently” (35). I want to remark on just one aspect of this worthy if blandly unremarkable goal. The distinction between “literary” and “informational” texts has the sanction of common sense, but, like many commonsense notions, it cloaks some knotty issues. For the authors of the standards, “literacy” requires mastering two different if closely related sets of reading skills. One lays the groundwork for “understanding and enjoying complex works of literature,” while the other is needed “to pick carefully through the staggering amount of information available today in print and digitally” (3). Pedagogically, one is the job of the “English language arts teacher,” the other the responsibility of “teachers of history/social studies, science, and technical subjects” (8). The axiom that literature cannot be read in the same way as other forms of writing is by no means universally held, but it has long governed the teaching of reading in high school and college classrooms. In ways that humanists can find heartening, the Common Core standards valorize the traits that reading literature both requires and strengthens: habits of attention and intellectual rigor; the refinement of sensibility and emotional response; the ability to analyze, to synthesize, to discriminate, to evaluate. Such virtues travel well, too. The authors of the standards recognize that students who have mastered literary reading skills are better equipped to meet the challenges posed by texts in other disciplines.
Journal Article
The Edinburgh Companion to Robert Louis Stevenson
This wide-ranging collection is the first to set Robert Louis Stevenson in detailed social, political and literary contexts.
The book takes account of both Stevenson's extraordinary thematic and generic diversity and his geographical range. The chapters explore his relation to late nineteenth-century publishing, psychology, travel, the colonial world, and the emergence of modernism in prose and poetry. Through the pivotal figure of Stevenson, the collection explores how literary publishing and cultural life changed across the second half of the nineteenth century. Stevenson emerges as a complex writer, author both of hugely popular boys' stories and of seminally important adult novels, as well as the literary figure who debated with Henry James the theory of fiction and the nature of realism.
The collection shows how interest in the unconscious and changes in the conception of childhood demand that we re-evaluate our ideas of his writing. Individual essays by international experts trace Stevenson' literary contexts from Scotland to the South Pacific, and show him to be one of the key writers for understanding the growing sense of globalisation and cultural heterogeneity in the late nineteenth century.
Key Features
Sets Stevenson in his literary, scientific and political contextsCovers a broad range of Stevenson's fiction and non-fictionWritten by a team of international scholarsIncludes an authoritative introduction and select bibliography
eBook
