A Study Guide for Joyce Carol Oates's "Stalking," excerpted from Gale's acclaimed Short Stories for Students. This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Short Stories for Students for all of your research needs.
A Study Guide for John Updike's "Oliver's Evolution," excerpted from Gale's acclaimed Short Stories for Students. This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Short Stories for Students for all of your research needs.
A true story of obsessive love turning to obsessive hate in the crucible of the digital age. Give Me Everything You Have chronicles author James Lasdun's strange and harrowing ordeal at the hands of a former student, a self-styled "verbal terrorist," who began trying, in her words, to "ruin him." Hate mail, online postings, and public accusations of plagiarism and sexual misconduct were her weapons of choice and, as with more conventional terrorist weapons, proved remarkably difficult to combat. James Lasdun's account, while terrifying, is told with compassion and humor, and brilliantly succeeds in turning a highly personal story into a profound meditation on subjects as varied as madness, race, Middle East politics, and the meaning of honor and reputation in the Internet age.
Fifteen years ago, in 1975, Genna Hewett-Meade's college roommate died a mysterious, violent, terrible death. Minette Swift had been a fiercely individualistic scholarship student, an assertive—even prickly—personality, and one of the few black girls at an exclusive women's liberal arts college near Philadelphia. By contrast, Genna was a quiet, self-effacing teenager from a privileged upper-class home, self-consciously struggling to make amends for her own elite upbringing. When, partway through their freshman year, Minette suddenly fell victim to an increasing torrent of racist harassment and vicious slurs—from within the apparent safety of their tolerant, "enlightened" campus—Genna felt it her duty to protect her roommate at all costs. Now, as Genna reconstructs the months, weeks, and hours leading up to Minette's tragic death, she is also forced to confront her own identity within the social framework of that time. Her father was a prominent civil defense lawyer whose radical politics—including defending anti-war terrorists wanted by the FBI—would deeply affect his daughter's outlook on life, and later challenge her deepest beliefs about social obligation in a morally gray world. Black Girl / White Girl is a searing double portrait of "black" and "white," of race and civil rights in post-Vietnam America, captured by one of the most important literary voices of our time.
I Am No One You Know contains nineteen startling stories that bear witness to the remarkably varied lives of Americans of our time. In "Fire," a troubled young wife discovers a rare, radiant happiness in an adulterous relationship. In "Curly Red," a girl makes a decision to reveal a family secret, and changes her life irrevocably. In "The Girl with the Blackened Eye," selected for The Best American Mystery Stories 2001, a girl pushed to an even greater extreme of courage and desperation manages to survive her abduction by a serial killer. And in "Three Girls," two adventuresome NYU undergraduates seal their secret love by following, and protecting, Marilyn Monroe in disguise at Strand Used Books on a snowy evening in 1956. These vividly rendered portraits of women, men, and children testify to Oates's compassion for the mysterious and luminous resources of the human spirit.
Written from various perspectives, this book describes ways of using action research to improve teaching and learning. It includes contributions about action research related to: political action; school inclusion; distance learning; feminism; and initial teacher training. The coherent theme of the book is the consistent appraisal of action research as a means of supporting the transformation of educational praxis through practical enquiry and reflexive practice.
In dramatic, tightly focused narratives charges with tension, menace, and the shock of the unexpected, Where Is Here? examines a world in which ordinary life is electrified by the potential for sudden change. Domestic violence, fear and abandonment and betrayal, and the obsession with loss shadow the characters that inhabit these startling, intriguing stories. With the precision and intensity that are the hallmarks of her remarkable talent, Joyce Carol Oates explores the unexpected turns of events that leave people vulnerable and struggling to puzzle out the consequences of their abrupt reversals of fortune. As in the title story, in which a married couple find their controlled life irrevocably altered by a stranger's visit, the fiction in this new collection is punctuated again and again by mysterious, perhaps unanswerable, questions: "Out of what does our life arise? Out of what does our consciousness arise? Why are we here? Where is here?" Like the questions they pose, these tales -- at once elusive and direct -- unfold with the enigmatic twists of riddles and, often, the blunt shock of tragedy. Where is Here? is the work of a master practitioner of the short story.
FINALIST FOR THE J. ANTHONY LUKAS BOOK PRIZE NATIONAL BESTSELLER Named One of The Best Books of 2020 by NPR's Fresh Air * Publishers Weekly * Marie Claire * Redbook * Vogue * Kirkus Reviews * Book Riot * Bustle A Recommended Book by The New York Times * The Washington Post * Publisher's Weekly * Kirkus Reviews* Booklist * The Boston Globe * Goodreads * Buzzfeed * Town & Country * Refinery29 * BookRiot * CrimeReads * Glamour * Popsugar * PureWow * Shondaland Dive into a "tour de force of investigative reporting" (Ron Chernow): a "searching, atmospheric and ultimately entrancing" (Patrick Radden Keefe) true crime narrative of an unsolved 1969 murder at Harvard and an "exhilarating and seductive" (Ariel Levy) narrative of obsession and love for a girl who dreamt of rising among men. You have to remember, he reminded me, that Harvard is older than the U.S. government. You have to remember because Harvard doesn't let you forget. 1969: the height of counterculture and the year universities would seek to curb the unruly spectacle of student protest; the winter that Harvard University would begin the tumultuous process of merging with Radcliffe, its all-female sister school; and the year that Jane Britton, an ambitious twenty-three-year-old graduate student in Harvard's Anthropology Department and daughter of Radcliffe Vice President J. Boyd Britton, would be found bludgeoned to death in her Cambridge, Massachusetts apartment. Forty years later, Becky Cooper a curious undergrad, will hear the first whispers of the story. In the first telling the body was nameless. The story was this: a Harvard student had had an affair with her professor, and the professor had murdered her in the Peabody Museum of Archaeology and Ethnology because she'd threatened to talk about the affair. Though the rumor proves false, the story that unfolds, one that Cooper will follow for ten years, is even more complex: a tale of gender inequality in academia, a 'cowboy culture' among empowered male elites, the silencing effect of institutions, and our compulsion to rewrite the stories of female victims. We Keep the Dead Close is a memoir of mirrors, misogyny, and murder. It is at once a rumination on the violence and oppression that rules our revered institutions, a ghost story reflecting one young woman's past onto another's present, and a love story for a girl who was lost to history.
* What should students be able to do and how should they be able to think as a result of study in a discipline?* What does learning in the disciplines look like at different developmental levels?* How does one go about designing such learning and assessment in the disciplines?* What institutional structures and processes can assist faculty to engage and teach their disciplines as frameworks for student learning?Creating ways to make a discipline come alive for those who are not experts–even for students who may not take more than one or two courses in the disciplines they study–requires rigorous thought about what really matters in a field and how to engage students in the practice of it.Faculty from Alverno College representing a range of liberal arts disciplines–chemistry, economics, history, literature, mathematics and philosophy–here reflect on what it has meant for them to approach their disciplines as frameworks for student learning. They present the intellectual biographies of their explorations, the insights they have gained and examples of the practices they have adopted.The authors all demonstrate how the ways of thinking they have identified as significant for their students in their respective disciplines have affected the way they design learning experiences and assessments. They show how they have shaped their teaching around the ways of thinking they want their students to develop within and across their disciplines; and what that means in terms of designing assessments that require students to demonstrate their thinking and understanding through application and use. This book will appeal to faculty interested in going beyond mere techniques to a more substantive analysis of how their view of their respective disciplines might change when seen through the lens of student learning. It will also serve the needs of graduate students; trainers of Tas; and anyone engaged in faculty development or interested in the scholarship of teaching.
