Saturday, March 10, 2012

New Fiction Writing Contest for 2-Year College Students!

Attention all community college students and lovers of literature, there could be some cash around the corner for you! Put that pen to paper (or digits to keyboard) and let the genius flow...


******************************************************
The Norman Mailer Writers Colony and the National Council of Teachers of English are pleased to announce that  we are now accepting submissions for the 2012 Norman Mailer College Writing Awards.  This year's category is Fiction.

There are three competitions open to college students:

The Two-Year College Writing Award Competition is open to first and second-year full-time students enrolled in community colleges, junior colleges, and technical colleges. Maximum length of entry is 15 single-spaced pages. Winner will receive the following:

• Cash award of $5,000
• Travel and lodging* to attend the Colony’s National Award Ceremony
The Four-Year College Writing Award Competition is open to current full-time undergraduate students. Maximum length of entry is 15 single-spaced pages. Winner will receive the following:
• Cash award of $10,000
• Scholarship to the Norman Mailer Writers Colony during the summer of 2013 • Travel and lodging* to attend the Colony’s National Award Ceremony Students may submit one or more stories (within the page limits) or a self-contained section of a longer work (for example, from a novel).
Submissions may be "conventional" or "experimental" and may represent any fiction tradition. However, the best work will demonstrate compelling literary merit.
NEW! The Poetry Award is open to full-time students enrolled in four-year colleges, two-year colleges, junior colleges, and technical colleges. Students may submit one or more poems, to a maximum of 10 pages. The winner will receive:
• Cash award of $5,000
• Travel and lodging* to attend the Colony’s National Award Ceremony Entries for all three awards will be accepted until April 30, 2012, Noon CDT.  For more information, or to enter, visit:
http://lists.ncte.org/t/2683363/20323278/11198/3/.

Teachers, please feel free to pass this on to your colleagues or students who might be interested in this exciting award.  If you have questions, please email nmw@ncte.org.


Good luck and happy writing, everyone! For great examples of classic fiction, read here.

~DRM

Tuesday, February 7, 2012

Happy 200th, Mr. Dickens!

"A wonderful fact to reflect upon, that every human creature is constituted to be that profound secret and mystery to every other." ~ Charles Dickens


Yes, it's the 200th Birthday of Mr. Charles Dickens, and the quote above is just one of thousands that illustrate why he remains such a literary treasure. He was not only a prolific and profound writer, but a man of conscience and a deep thinker. He made sure his stories entertained and enlightened us. He challenged the status quo by illustrating in great detail some of the most horrific social injustices of his time, and he also showed the power of compassion and love to appeal to our better nature, which can lead to positive change.

We could take a page or two from Mr. Dickens today--literally. While most of us will never achieve his mastery of the English language, we can strive to equal his verve and conviction. We can speak out about injustices in both clear and clever ways, and find ways to work together to make this world a more beautiful place.


So, here's to you, Mr. Dickens. Happy Birthday! Wish you were here to celebrate with us, and to use your wit and wisdom to address our ills and inspire hope. Cheers!

"An idea, like a ghost, must be spoken to a little before it will explain itself." ~ Dickens

WHAT'S YOUR FAVORITE DICKENS NOVEL OR QUOTE? 

~drm

Tuesday, January 31, 2012

FEB 1 = DIGITAL LEARNING DAY!

Hey everyone!

Feb. 1st is Digital Learning Day, so celebrate with us by downloading a free Common Core text, using a video from our archive, or, better yet, purchasing a low cost Gleedition to really unleash the power of technology to enhance learning. We have produced a teaching guide with some terrific, classroom-tested lesson plans to help you discover the ways in which a Gleedition can help students critically think, closely read, and truly engage with classic literature in a dynamic new way.

For more information about Digital Learning Day, check out:

To "tweet" about it, use the hashtag:  #dlday.

Viva the digital age! Happy online learning, everyone! 

Friday, January 20, 2012

Top Ten Poets from Dean Rader

Hello, everyone!

I found this column so inspiring, I had to reprint it here. Who are your favorite poets? Share them with us! And check out our ever-expanding collection of poetry in our free Common Core series.


Top Ten Poets by Dean Rader, SF Chronicle

Who would have thought so many people would have so many strong opinions about poetic greatness? The hundreds of passionate, articulate, persuasive responses proves that Americans think and care deeply about poetry. A shockingly low number of responses (perhaps three) tried to make the claim that poetry is dead. However, according to you, the reports of poetry’s demise are greatly exaggerated.
Compiling my own list was an exercise in gleeful frustration. It was so much fun to see all of these names on one piece of paper and to relive the pleasure of reading their poems. Like so many of you, I hated that only ten could make my list. I almost caved and went to 15.
I rather informally carried three interrelated criteria in my head as I built the list–how thoroughly a poet’s work has permeated our culture and become part of its fabric, the degree to which a poet has influenced other poets, fiction writers, artists, screenwriters, and critics, and the ability of a poet to make: to craft out of the chaos of emotion and language, something artful.
Sadly, I don’t think my list is particularly controversial or revelatory, except perhaps my number one pick. Every name on my list was mentioned several times by readers. Saddest of course, are the names I had to leave off. Authors of some of my favorite poems did not make the cut.
But now, on to those who did:
10. Rumi. I have to confess that I didn’t really know what to do with Rumi. He is still, I believe, the best selling poet in the United States, and according to the BBC (are they really experts on American poetry?), Rumi is “the most popular poet in America.” I foreground the U.S. only because it means both cultural capital and book sales. As popular as he is in the West, his capital in the Arab world is even greater.
It is impossible to overestimate his impact. Embraced by scholars, poets, mystics, philosophers, new agers, and priests, Rumi’s thoughtful poetics weds religion, science, and love. As my friend Jonathan Curiel suggests, in a post 9/11 world, Rumi has become even more significant.
I can’t read Persian, so I have to rely on various translations, the most famous of which is by Coleman Barks. But across the dozens of Rumi translations, his ability to compress remains singularly impressive.
One of my favorite Rumi poems stands as an example:
When I am with you, we stay up all night,
When you’re not here, I can’t get to sleep.
Praise God for these two insomnias!
And the difference between them
Something about his elegant simplicity speaks across centuries, religions, genders, and continents. He is everywhere.
—
9. William Butler Yeats. On your lists, Yeats and Wallace Stevens were the most frequent 20th century names, with T. S. Eliot a close third. If you have in your head lines or passages from a 20th century poet, it is likely from Yeats or Robert Frost. Yeats’ poems like “Easter 1916,” “No Second Troy,” “The Lake Isle of Innesfree,” “Leda and the Swan,” “Sailing to Byzantium,” “Among School Children” and especially “The Second Coming,” will always be taught and always be relevant.
Lines such as “O body swayed to music, O brightening glance, /
How can we know the dancer from the dance?” (“Among School Children) or “I must lie down where all the ladders start, /
In the foul rag-and-bone shop of the heart.” (“The Circus Animals’ Desertion”) have set up shop in our consciousness. We know his lines without knowing we know his lines.
And then there is “The Second Coming,” maybe the most famous poem in English from the 20th century. Who has not read and not puzzled over this opening?
Turning and turning in the widening gyre
The falcon cannot hear the falconer;
Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world,
The blood-dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
Back in 1996, National Public Radio did a funny story about a strange trend in American politics–quoting Yeats. Both conservatives and progressives like to claim Yeats’ ideas. Indeed, his ability to appeal to such a wide demographic over 70 years after his death is pretty amazing.
Sure, he was sort of an odd dude. His invented symbolic system, his notion of the universe as gyres, his Jung-like ideas of the spiritus mundi, his adherence to automatic writing, would make him, by today’s standards a little new-agey. But, he became the voice of Ireland. His best poetry was an articulation of the heroic character of his country.
—
8. Li Po/Li Bai/Li Bo. Pick your transliteration, it’s the same guy. The most talented of the great trinity of Tang poets, including Wang Wei and Tu Fu, Li Po’s influence is incalculable.
Overt references to Li Po appear in Ezra Pound, James Wright, and Charles Wright, and even Gustav Mahler composed a piece about him.
Though he did many things well, he remains the great poet of drunkenness. He could poem-drink Bukowski under the table. No contest. Of the roughly 1,000 poems attributed to him, about 998 involve wine. The other two are about how sad he is without wine. That’s an exaggeration, but I’m not exaggerating when I say that the range of his poetry is unmatched: friendship, nature, death, trees, water, poetry, wine, walking, the passage of time, romantic love, and the human emotion evoked by all of these. He was also not afraid to write about war and to make his otherwise serene poetic spaces political ones.
Few poets have had the ability to write simply about complexity. Li Po was one of those. He lived a poet’s life, and he believed in the poetic project as a way to make sense of one’s relation to the world, as in this passage:
Chuang Tzu in dream became a butterfly,
And the butterfly became Chuang Tzu at waking.
Which was the real—the butterfly or the man ?
Who can tell the end of the endless changes of things?
Even in Yeats, one hears the echo of Li Po.
—
7.Emily Dickinson. I have taught Emily Dickinson for well over a decade now, and she is the one poet who, when I return to her, makes me feel like I’m starting all over. No major poet is more dense, more compressed, more elliptical, more elusive.
Dickinson was so far ahead of her time, it seems like we are only now learning how to read her. The great poet Paul Celan has described a poem as a message in a bottle–the poet flings it out into the world never knowing where it will wash ashore. Dickinson’s bottle floated around a long time, but I think she knew, one day, her readership would grow into itself: “This is my letter to the world, / That never wrote to me–.”
While she may not have had much impact during her lifetime, Dickinson has, since the 1930s, inspired legions of American writers and thinkers. She is now the major American female poet, and to me, the best crafstperson in English of the 19th century–regardless of gender or nationality. When taken as a whole, her body of work stands as one of the best explorations of the philosophy of being.
With over 1,800 poems, we still have not yet fully been able to comprehend the force of her poems, but like Yeats, a large handful of them will endure: “I heard a Fly buzz when I died,” “Because I could not stop for Death,” “The Soul selects her own Society,” “I felt a funeral, in my Brain,” and “My life had stood–a loaded gun.” The latter is an allegory on poetry, parenthood, sexuality, the afterlife, and female possibility all at the same time.
The first line of the final stanza of “After great pain, a formal feeling comes,” remains one of my all-time favorite poetic moments: “This is the Hour of lead–.”
There is no official hour of lead, but we all know what she means. No adjectives. No verbal pyrotechnics. Just syntax simplified. We feel the weight.
—
6. John Donne.
Batter my heart, three person’d God; for, you
As yet but knocke, breathe, shine, and seeke to mend;
That I may rise, and stand, o’erthrow mee,’and bend
Your force, to breake, blowe, burn and make me new.
These opening four lines from “Holy Sonnet 14” still give me shivers. That combination of alliteration, assonance, heavy symbolism, and poetic conceit makes this one of the great sonnets. Donne was himself one of the great practicioners of the sonnet, right up there with Shakespeare and Petrarch. In fact, it seems that the sonnet’s form with its problem/resolution structure, its voltas, its spatial limitations, and its possibilities for inventive rhyme, play to his strengths.
No poet’s language is richer, except maybe Gerard Manley Hopkins, and no poet in English combined conceit, dislocation, and paradox better. Donne also enjoys some of the best first lines of any writer. He refuses to ease the reader into his lyrics, rather with his crazy unrelenting syntax, he beats us along into his words and his worlds.
One thing I love about Donne’s poetic project is its ambition. He aimed high: god, the trinity, orgasm, salvation. He could be both raunchy and religious in the same line, the same phrase. Poetry is a discourse rooted in connotation over denotation, and Donne is among the most connotative. He can make meaning on many levels.
Donne is also one of the great love poets. No poet is better at demonstrating the relationship between the corporeal and the eternal, the erotic and the divine.”The Flea” manages to conflate being bitten by a flea, having sex, experiencing orgasm, and becoming one with God, and “Elegy XIX: To His Mistress Going to Bed,” compares exploring his lover’s body with exploring America. Take that Neruda!
—
5. Wallace Stevens. I was surprised how many people included Stevens on their list. I think he’s the great poet of the 20th century, but I feared few share my high opinion of the Hartford lawyer. Many critics find him cold, aloof, and abstract, but they misread him. Stevens is the modern era’s chief poet of desire–desire named, desire lost, and desire regained.
One reason Stevens is great is because he is the master of extremes. He can be wildly experimental, intimidatingly intellectual, heartbreakingly lyrical, and surprisingly comical. He has written more great poems than any other modern American poet, but unlike Yeats, Stevens’ best poems vary in tone, style, theme, and scope. It seems impossible that the same poet wrote “Thirteen Ways of Looking at a Blackbird,” “Sunday Morning,”"The Emperor of Ice Cream,” and “The Snow Man”–and even more unlikely that all appeared in the same book, the now legendary Harmonium (1923).
Torn between writing an intellectually rigorous, aesthetically ambitious poetry and a poetry that could reach and move a wide audience, Stevens embraced overtly political poems, love poems, persona poems, poems about art and music, and most frequently, poems about the dual pulls of reality and imagination. He wrote movingly about the Spanish Civil War and World War II (“The Men That Are Falling” & “The Examination of the Hero In a Time of War”), the quiet intimacies of love (“Final Soliloquy of the Interior Paramour”) and the relationship between poetry and the world (“The Planet on the Table”). His final collection, The Rock, which was published posthumously, shows depth, maturity, introspection, and a desire for connection.
He also has perhaps the best poem about finding beauty among the flotsam and jetsam of contemporary society, “The Man on The Dump.” I’d take it over “The Waste Land” any day:
The dump is full
Of images. Days pass like papers from a press.
The bouquets come here in the papers. So the sun,
And so the moon, both come, and the janitor’s poems
Of every day, the wrapper on the can of pears,
The cat in the paper-bag, the corset, the box
From Esthonia: the tiger chest, for tea.
The freshness of night has been fresh a long time.
Days pass like papers from a press. That’s strong work.
The freshness of Stevens’ poems will themselves be fresh a long, long time.
—
4. Walt Whitman. I know, I know, both Whitman and Dickinson . . .sooooo America-centric. But, what can I do? Whitman changed poetry in English. He fused the expansive, encompassing narrativity of the epic with the subjective, internal, introspective impulse of the lyric. The we meets the I, the community marries the individual, the body loves the soul. Ralph Waldo Emerson saw in Whitman’s raw, exploratory lines the poetic correlative of an inchoate America.
Song of Myself, Whitman’s great lyric-epic, is the most American American poem. It’s self-obsessed, rambly, gargantuan, contradictory, and radical. It thumbs its nose at tradition. It revels in its own self-revelation. It is what America hoped it would become and may yet one day be.
In a country founded on a sort of Us vs. Them mentality, Whitman brought a refreshing union of opposites. He was about reconciliation, consummation, connection:
The pleasures of heaven are with me, and the pains of hell are with me;
The first I graft and increase upon myself–the latter I translate into a new tongue.
I am the poet of the woman the same as the man;
And I say it is as great to be a woman as to be a man;
Me likey.
Ironically he is also a fantastic war poet, just as he is a great poet of equality, a great poet of homoerotic love, a great nature poet, and a great elegist. No American elegy is more emotionally or poetically wrought than “When Lilacs Last in the Dooryard Bloom’d“–Whitman’s homage to President Lincoln, and to me, it rivals Milton’s “Lycidas.” How amazing that one person can be a country’s great poet of mourning and its great poet of celebration.
Whitman’s ability to speak eloquently and forcefully on so many levels has earned him countless followers–Allen Ginsberg, Federico Garcia Lorca, Vicente Huidobro, C, K. Williams, and of course, Pablo Neruda. His poetry will endure in part because formally and thematically it represents freedom. He accomplishes in poetry what people around the world want to do in any restrictive situation–seek liberation.
—
3. Dante Alighieri. Aside from my top slot, I predict this pick will elicit the most controversy. Dante did not appear on as many lists as I would have predicted, and indeed, he seems to be taught and talked about less and less. Perhaps this is because he’s only well known for one poem (The Divine Comedy). Or maybe it’s because this poem is overly Catholic. Or, it’s possible people are turned off by the intense allegorical nature of the poem. Or, it could even be because the poem is just weird.
Think about it. Dante makes himself the protagonist in his own epic poem. He descends through Hell with Virgil, participates in every sin along the way, crawls across the frozen belly of the Devil, zips through space to Purgatory where he meets characters from the Bible, then sort of flies through the cosmos before chilling with God and getting reunited with his one true love, Beatrice. It’s a hard poem to paraphrase and even harder to make feel . . .current. But, it’s a phenomenal poem.
It’s phenomenal in part because of its ambition. It takes on the great questions of life–death, loss, love, revenge, punishment, eternity, justice, and salvation. It’s also one of the most technically complex poems ever written. Structurally, the whole book centers on the number three, which symbolizes the holy trinity (Father, Son, Holy Spirit). The Comedy is divided into three books (Inferno, Purgatorio, Paradiso). Each book is comprised of 33 cantos, but the poem begins with a one-canto introduction, making an even 100 cantos. But, that symmetry gets even more detailed in the verses themselves. The poem takes the form of what Dante called “terza rima,” which is essentially interconnected rhyming tercets. So, terza rima is a series of three-line stanzas in which a chain-like rhyming pattern of aba bcb cdc ded and so on. So, that tripling effect, that trinitarian power gets encoded and re-encoded throughout. For Dante, it was a way to infuse his poem with God’s order, God’s symmetry.
But, Dante could also get nasty. For example, he put his enemies in Hell, he sent some competing poets to Hell, and he banished corrupt priests to Hell. Also, as he descends further down into the pit of the Inferno, his language becomes more guttural, more vulgar. He rips and tears at the Italian the way the demons shred the souls of those condemned. It’s glorious.
Anyone who has written an epic since Dante has had to grapple with his legacy. Similarly, no one owns a poetic form the way he owns the tercet. He made the three-line stanza his. It is his brand.
—
2. William Shakespeare. According to my shockingly un-scientific measurements, Shakespeare’s name appeared most frequently on your lists. In fact, for many of you he occupied the top spot and a few threatened me if I didn’t rank him among my greats. I’m okay with this. I’m not sure if a poet in English has had more of an effect on language, culture, and poetic form than the Bard. He reinvented the sonnet in English, out Petrarched Petrarch, and introduced into our culture some of the most-quoted lines:
* Shall I compare thee to a summer’s day? (Sonnet 18)
* So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee (18)
* Not marble, nor the gilded monuments
Of princes, shall outlive this powerful rhyme (55)
* Like as the waves make towards the pebbled shore,
So do our minutes hasten to their end. (60)
* That time of year thou may’st in me behold,
When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,-
Bare ruined choirs, where late the sweet birds sang (73)
Not only did Shakespeare rework the sonnet, making it more facile for English, he also wrote excellent verse in other forms, like his narrative poems “Venus and Adonis” (funny) “The Rape of Lucrece” (earnest), and the strange “A Lover’s Complaint” that, like “The Rape of Lucrece,” is written in rhyme royal, an inordinately difficult poetic form.
What many of these poems share is a departure from what we might call the poetics of praise. So much of Western lyric poetry before Shakespeare was fairly predictably laudatory–a woman, God, nature. But, Shakespeare plays with that convention throughout, bringing a much-needed sense of humor and even an edge to lyric poetry. It is impossible to think of poetry in English without him.
—
Before I reveal my top pick, I should mention other poets who really should be on this list. It was not hard for me to narrow down to 14 or 15, but getting from 15 to 10 was excruciating. I am particularly sad to leave off Rainer Maria Rilke (who I adore), Gerard Manley Hopkins (who I also adore and who the president of my university had hoped would make the list. Sorry President Privett! At least we’ll always have “The Windhover”), and John Keats (who everyone adores). I also wish I could have included John Milton, Anna Akhmatova, Langston Hughes, and Yehuda Amichai. On another day, they would have nudged out Rumi or Yeats or Li Po.
—
And so, the top pick goes too . . .
PABLO NERUDA. Why Neruda? Well, he has done everything poetically. He’s written an epic (Canto General), he’s authored the most popular love poems of the Americas (Twenty Love Poems and a Song of Despair), he wrote some of the most imaginative and influential surrealist poetry (Residencia en la Tierra), he’s published some of the best odes in poetic history (Elemental Odes), he’s penned love sonnets that rival Shakespeare (100 Love Sonnets), he’s composed some of the most biting and most effective political poetry, and he wrote an achingly beautiful book of poems comprised entirely of questions. In Latin America, Neruda was and is poetry.
The Mexican novelist Carlos Fuentes tells a story about visiting a seaport in Chile. One night, as the fishermen were reeling in their nets, he heard them singing, as a song, verses from Neruda’s poem Canto General. He was amazed. So, he walked up to the fishermen and told them how pleased the poet would be to know they were singing his poem. Their reply: “What poet?” Neruda’s poem had so thoroughly saturated Chilean culture that it had taken on the weight and significance of myth, folklore.
No poet has more passionately and thoroughly spoken for his people than Neruda. Canto General, for example, is a 15-part book, comprised of over 200 poems and 15,000 lines. It tries to map the entire history of Latin America. It is an insanely ambitious project that seemed to unify a country. His poems articulated hopes, dreams, desires, histories, protest, sexuality, beauty, and national pride like no one before or since. Because of his poetry he became an ambassador, a statesman, and even his party’s candidate for president of Chile.
Think about this: a poet so popular, so beloved: a poet with so much cultural cache that he could be a viable candidate for president. And in 1970 no less. His funeral was a national day of mourning, so significant it’s described in Isabel Allenda’s The House of the Spirits. He’s even had a movie made about him, The Postman. In Chile his houses are national museums, and his legacy is deific.
From a poetic perspective he is just as important. He influenced poets around the world. American poets like W. S. Merwin, Mark Strand, and James Wright read him in Spanish, and it changed their own poetry, becoming more associative, more surreal, which in turn altered British and American verse. One might also argue that Neruda helped democratize poetry by making the “poetic” less exclusive.
Neruda believed poetry could change the world, and he knew that well-crafted, passionate poetry could, under the right circumstances, create aesthetic, political, and cultural revolutions. Neruda’s work is as close as we have in poetry to something like Uncle Tom’s Cabin in fiction. It altered a political and cultural landscape.
We see this throughout his work but perhaps best articulated in the final lines of his famous poem “The Heights of Macchu Picchu,” where the poet, history, and the reader become one:
I come to speak for your dead mouths.
Throughout the earth
let dead lips congregate,
out of the depths spin this long night to me
as if I rode at anchor here with you.
And tell me everything, tell chain by chain,
and link by link, and step by step;
sharpen the knives you kept hidden away,
thrust them into my breast, into my hands,
like a torrent of sunbursts,
an Amazon of buried jaguars,
and leave me cry: hours, days and years,
blind ages, stellar centuries.
And give me silence, give me water, hope.
Give me struggle, iron, volcanoes.
Let bodies cling to me like magnets.
Come quick to my veins and to my mouth.
Speak through my speech and through my blood.
 

Monday, January 9, 2012

Exciting Times for Scholars in 2012!


Hello, everyone, and Happy New Year!

As 2012 kicks into full gear, I realize more than ever the ever-increasing opportunities available to students and teachers, and what an exciting time it is to be a scholar and educator. We have so many resources at our fingertips and so much information readily accessible—it’s all just there for the taking, and the creating!

This is my resolution for the year: to utilize technology in my classrooms in a truly meaningful and impactful way. I spent the last couple of semesters testing out different ideas, including starting a class blog, holding Twitter discussions in class, and, of course, using Gleeditions and our Common Core collection both in and outside the classroom. I’ve tapped YouTube for videos and regularly use resources from the Online Writing Lab at Purdue, but now I want to integrate it all together seamlessly and really tap into the tech-savvy minds of students to enrich the learning experience.

I’d love to hear from educators about how you are using technology in your classrooms—especially to engage students in close reading of and critical thinking about literary texts. What’s worked and what hasn’t, and what new plots are you hatching this year?

And, I’d also love to hear from students about your experience and desires. What’s worked and what hasn’t, and how would you like to see your teachers use technology to make lesson plans and literature more understandable and engaging?

Please post your comments and ideas here. I’ll also pose this question on other blogs and report back what I learn.

Thanks for the feedback, everyone; here’s to an amazing—and enlightening—2012!

~DRM

Saturday, October 29, 2011

Get Your Ghoul On!

Happy Halloween, everyone! 

Since no real celebration of this frighteningly fun holiday is complete without tales of terror, I thought I'd compile a list of some of my favorite classic stories and films. These are great any time of year but are ideal right now--especially to to share with others or to simply shock yourself... Have fun getting your ghoul on!

Classic Stories:

1. Dracula by Bram Stoker

2. Frankenstein by Mary Shelley

3. "The Fall of the House of Usher" by Edgar Allen Poe (actually, anything by Edgar Allen Poe)

4. "A Rose for Emily" by William Faulkner

5. "The Specter Bridegroom" by Washington Irving

Classic Films:

1. The Exorcist

2. Rosemary's Baby

3. The Pit and the Pendulum

4. The Shining

5. Interview with a Vampire

Classic TV:

1. Night Gallery

2. The Twilight Zone

3. The Outer Limits

4. The X Files

5.  Dark Shadows

 What are your favorites? Share them with us...

Sunday, October 9, 2011

Critical Thinking + The X Factor: The Real Tao of Steve


The passing of Steve Jobs last week impacted me in more ways than I imagined. I think that we’ve all come to expect his innovation and gadgetry and take for granted the many tools he’s provided that have become essential to our daily lives. But reading the columns from his friends and admirers, and watching his 2005 Stanford commencement speech, I realized how much of a maverick and revolutionary he was, and how much of a nonconformist! In his own words (paraphrasing Robert Frost), he took the road less traveled by and that made all the difference.

Why this hits me so hard is that Jobs was not only a critical thinker on the deepest of levels but he believed firmly in pushing boundaries and turning commonly held beliefs on their ear. He literally thought outside the box and created computers that reflected that aesthetic. He was always thinking “what if?” and then working with his dynamic team to make it possible. He wasn’t afraid to fail, or to be well-ahead of the curve, and because of that he fell on his face more than a few times. But he succeeded far more than he failed, and, as he said himself, his failures or seeming mis-steps were key to his future triumphs.

The lessons from Steve Jobs’ life are those that we should be teaching our students today. We should be teaching them to be creative, to push the boundaries, and to think outside the box. We should be emphasizing critical thinking above all else and teaching students to follow their instincts. While I’m all for logic and reason, there is something that we’re losing when we emphasize those to the detriment of that unnamed factor that separates “genius” from “average.” All the logic and reason in the world would not lead to the invention of something like the iPhone or iPod. That took something else; and thank goodness Steve Jobs listened to it (as he put it, ‘your gut, heart, karma, destiny, or whatever you want to call it’).

In our small way, we are trying to do that with Gleeditions. We are pushing the boundaries of what’s possible with digital texts, and we are promoting critical thinking skills by always returning students’ focus to the text itself so that students can deeply consider what is being said and why, and then apply that to the bigger picture. While we don’t claim to be in the same realm as Steve Jobs, we are proud to be on the same wavelength.

So, here’s to Steve Jobs and his amazing life and legacy. And here’s to all of the educators out there striving to provide more for their students to think about than rote memorization. And, finally, here’s to the hope that we become a nation of critical thinkers who will follow our hearts, rewrite current rules, and create the next wave of incredible literature and inventions.

Wednesday, September 28, 2011

Celebrate Free Speech; Read a Banned Book!


So, here we are, smack dab in the middle of the 30th annual Banned Books Week, and that makes me wanna shout: “Long live free speech! Hail the enduring power of the pen!”

Well, actually, today it may not be the power of the pen exactly, but it is the power of words and ideas that we celebrate during Banned Books Week. We celebrate the writers who have had the courage to challenge the status quo and offer fresh perspectives for all to consider. We celebrate their innovation, creativity, and fearlessness. We also celebrate those who stood up for these writers, living and dead, and continue to champion the cause of a vibrant, uncensored society in which all are free to express themselves, and all are free to make their own decisions.

As I look over the banned books list, I am always amazed by what’s on it. You have everything from A Doll’s House by Henrik Ibsen to Ulysses by James Joyce—works that, today, one might think are completely innocuous. However, many books and authors are still being “challenged” today and, in some cases, banned for many of the same reasons Adventures of Huckleberry Finn once was. That is why it is so important to stay vigilant in our support of freedom of expression and the press, and to strongly support the budding crop of writers who are picking up the torch of their fierce predecessors and pushing new boundaries.

Huck and Jim on the
Mississippi River
Begun in 1982 by librarian and director of the American Library Association's Office for Intellectual Freedom Judith Krug, Banned Books Week was designed to not only promote free speech but to encourage everyone to read previously banned and challenged books. In that spirit, Gleeditions is proud to offer many of these progressive works, including

§        A Doll’s House by Henrik Ibsen
§        Adventures of Huckleberry Finn (original, first edition) by Mark Twain
§        “Candide” by F. M. A. de Voltaire
§        The Scarlet Letter by Nathaniel Hawthorne
§        Tartuffe by Jean-Baptiste Poquelin Molière

Now, doesn't this make you want to pick up or download a banned book today and share it with your friends, kids, students, or even a stranger at Starbucks? Celebrate the courage and conviction of these incredible authors, and continue to promote and defend freedom of speech in America, and everywhere!

Friday, September 16, 2011

The Power of the Pen: Remembering Female Authors Who Freed Us All

The power of the pen never ceases to amaze me. It can liberate those who are even bound by physical means, and its force and impact can reach across time and space.

I am reminded of this today because 339 years ago, Anne Bradstreet, the first published colonial poet, left this world. Though she had already published a book of poetry in England, it was her work in the 'New World' that reflected her pioneering spirit and readiness to challenge the status quo--especially that of women in this newly-forming American society.  She writes
    I am obnoxious to each carping tongue, Who sayes, my hand a needle better fits, A Poets Pen, all scorne, I should thus wrong; For such despighte they cast on female wits: If what i doe prove well, it wo'nt advance, They'l say its stolen, or else, it was by chance. 
    She also adds, "Let Greeks be Greeks, and women what they are."

    Bradstreet may have been understated, but her message is clear. And it had an impact that extended to the next poet to be published during the colonial era, Phillis Wheatley.

    A century after Bradstreet, Wheatley became not only the second published poet but the first African American published author--all while remaining enslaved.

    Wheatley was taken to America from Gambia, West Africa when she was seven, and sold into slavery.  She not only mastered English by age 14 (she published her first poem at that age), but shortly thereafter educated herself in Latin and the Classics and produced a widely-lauded translation of the niobe episode from Book VI of Ovid's Metamorphoses. In 1772, her first volume of poetry was published in London, where she went 'on tour' and received accolades from such luminaries as Benjamin Franklin and Voltaire. After achieving international acclaim, Wheatley writes, her owner, John Wheatley, finally saw fit to "give me my freedom.” Therefore, Phillis Wheatley was the first African American to free herself by means of her own writing ability.

    Tragically, due to myriad factors, including racial discrimination, Wheatley died forgotten and impoverished in 1884 from complications after child birth.

    Despite her tragic ending, as widely noted by scholars throughout the world, Phillis Wheatley represents a number of firsts in American culture. She is the first published African American author and also the first woman who published her work largely through the efforts of a community of women: her mistress, Susanna, seems always to have encouraged her to write, and her daughter, Mary, may have served as the poet's first tutor; Obour Tanner, her black soulmate, evidently gave Wheatley encouragement and spiritual counsel, but it was probably through the efforts of Selina Hastings, the Countess of Huntingdon, that she saw one of her volumes come into print. Wheatley also enjoys the distinction of being America's first woman writer who tried to make a living by the use of her pen, and she is certainly one of America's first authors, whether man or woman, to do so. In addition, Wheatley is one of America's first writers to cultivate for publication the epistolary style. According to Henry Louis Gates Jr.,  she is “the progenitor of the black literary tradition.”

    So, today, and every day, we salute these remarkable women and the power of the pen, for it freed them both and continues to offer light and inspiration to us all.

    Friday, September 2, 2011

    Become a Contributor!

    Hello everyone!

    The Guardian's first book award goes to Down the Rabbit Hole, a Vancouver B.C. theatre company stages an innovative production of Merchant of Venice, and we uncover the link between Nasa and novelists--all of these scintillating snippets are featured in the new edition of our September Literary News.

    In addition, we have an updated listing of university and local theatre productions throughout the country and English-speaking world, as well as details on an exciting poetry contest hosted by Ohio State University Press and open to all!

    We encourage all English teachers, students, librarians, publicists, and bookworms to contribute to our news page (Much Ado About Some Things) and to share with us your news and events. Please contact me with any announcements or article ideas for our next edition (October 2011). Cheers!

    Thursday, August 25, 2011

    No Funds? Get Creative!


    With all of the funding cuts to education we have to ask ourselves how we can maximize student learning outcomes with the limited resources available. Increasingly, I think that means we turn to digital texts and material and try to utilize them to their fullest potential, thus actually adding value for our students.

    This year I am taking that idea to a new level in my classes—and especially in my composition and critical thinking course. I am not just using Moodle as an interactive platform, but will be creating a student-content-based online blog/newspaper. The idea is to show students how writing is a real world activity, how it impacts society, and how all of us can learn to express ourselves clearly and forcefully in order to make the changes we want to see in the world.

    While I will be using some traditional books, I am also planning to use free online texts from the Gleeditions Common Core selection. Because they are scholarly editions, nicely formatted, searchable, and free, I can assign a variety of short stories, essays, speeches, poetry, and drama that I have either already planned to use or that, because of the way the course develops naturally, suddenly fit into the content and our discussions. By going digital in this way I can be extremely flexible while saving students money on textbooks. A win-win!

    These are challenging times for educators and students alike but we need turn this dilemma into an opportunity to think outside the box and get creative. We have this amazing tool, the Internet, at our disposal and we can utilize it in so many dynamic ways. We now have the potential to not only “go with the flow” of our classes and add reading or supplemental material as the tide shifts, but also to engage students in a setting they are already extremely comfortable in.

    I hope that traditional books never disappear, and I hope that education will one day—very soon—get the full funding it deserves. But because of the outrageous cost of textbooks and the uncertainty about funding at present, I am gladly plunging into cyber space head first. I am excited about the possibilities and would love to hear how others are tapping into this tremendous potential.

    Please share your ideas here and help all of us turn those blank checks into real money for our students!

    Wednesday, August 10, 2011

    Bond Inspired the Booker--Who Knew?!

    With the 2011 long list just announced, I wanted to discover what or who inspired the Man Booker Prize. And this is what I found--who knew?!

    The Booker Prize can trace its origin, through quirks of history and the imaginativeness of one individual, to James Bond and the attainment of political freedom in Guyana.

    The imaginative individual was a Scotsman called Jock Campbell (later Lord Campbell of Eskan) who in 1945 became Managing Director of the Booker company, which then had most of its business in Guyana. A man of enormous energy, intelligence and human understanding, Campbell was deeply conscious of the wrongs and hurts of slavery and the complex relationships of the African and East Indian populations in Guyana.

    Jock Campbell, who was an active supporter of independence movements, soon transformed Booker from a typical colonial business into a thriving enterprise esteemed by employees, shareholders and customers. At the same time, realising that an expatriate-owned business producing around 35% of Guyana’s gross domestic product had a limited future, Campbell turned his attention to the UK, where he extended Booker’s business into rum marketing, food distribution, engineering, shipping and other activities.

    One day, Jock learned that Ian Fleming, an old friend and golfing partner, had been given not much more than a year to live. Over a drink at the ‘nineteenth hole’, Fleming sought Campbell’s advice about securing his estate for his family by selling his interest in the James Bond novels.
    Income tax at that time, at Fleming’s level of income, was almost equivalent to confiscation. Jock recommended a merchant bank, but in his bath next morning thought to himself: ‘Wait a moment. I know a knowledgeable tax accountant and a tax lawyer. Couldn’t Booker make something of this?’ The consequent deal was to the substantial advantage of both Ian Fleming and Booker plc and to the substantial disadvantage of The Exchequer.

    This was the beginning of Booker’s ‘Authors’ Division’ which, taking advantage of a loophole in the UK Finance Act, soon added to its portfolio the copyrights of a galaxy of writers, including Agatha Christie, Dennis Wheatley, Georgette Heyer, Robert Bolt and Harold Pinter.

    As Tom Maschler relates elsewhere, The Booker Prize took its inspiration from France’s Prix Goncourt. Seventeen years later, Le Figaro referred to the Goncourt as the ‘French Booker’. The wheel had turned full circle. Admittedly, our motives were somewhat different from those of the Prix Goncourt. Jock Campbell had gathered around him a number of young executives who combined their business ambitions with intellectual interest. Jock himself had read widely and voraciously. As a young man, his prowess in solving Torquemada’s crossword puzzles in The Observer led to his being asked by Torquemada’s widow to edit a book of his 112 best puzzles. But the main reasoning was commercial. The investments in the Author’s Division were making very high returns. Also, the further publicity might contribute to publicising Booker’s growing investments in the UK as they withdrew from the developing world.

    From: http://www.themanbookerprize.com/perspective/articles/1014

    Thursday, July 21, 2011

    Making Summer School Fun

    Hello,

    Many of you are either taking or teaching summer classes as we speak, and if you're anything like me, you're experiencing a serious love/hate relationship with the process. On the one hand, five or eight week courses speed by--in fact, they're nearly over (woohoo!). That's clearly something to love. But on the other hand, these lightning quick classes are enormously challenging. For example, grading six essays for two different classes--one of which has 45 students in it--can be a mind-numbing, eye-reddening, time-stealing venture that verges on masochism. Add to this the daily lesson planning and classwork, plus a test or two, and all summer fun is pretty much over. However, I've discovered something that really works and makes class time not only more interesting, but actually quite stimulating: outdoor activities.

    Now, you may be wondering what the heck I mean by incorporating outdoor activities into a college English class, so let me explain. Rather than force everyone to pack into a non- or only slightly air conditioned room for two- to three-hour stretches, I hold part of the class outside or have students do writing activities that send them out exploring the campus. For example, when reading a short story, we head for the lawn, plop down under a tree, form a circle, and do a read-around. This is so much more engaging--not to mention healthier--than sitting inside reading and sweating. Plus, all that fresh air really makes the blood and ideas flow; the discussions are so much livelier! Another great activity is sending students out in pairs to do a "My Camera" exercise to teach them description techniques. It works like this: Have students work together to explore and describe the campus, using as many sensory details as possible. Have them wander around for about 20 minutes (in the pairs one talks while the other writes) and then regroup in the classroom and write a paragraph based on their observations. The paragraph should not just describe the campus but should support a main idea about what the physical attributes of the environment reveal about the identity of the school. I find that students not only start thinking more deeply about the mission of the school and how the campus contributes to the "vibe" of the place (and how it contributes--or doesn't--to student success), but that they notice many more specific details about it than they normally would.

    I have just started doing these activities and now my summer school experience is really becoming something to love. And I think students enjoy the change of pace and environment also. It keeps it interesting and active, and it harkens back to the open-air "classrooms" of the ancient Greeks. For my money, if it's what Socrates did, I want to try it too. So, open those doors and get yourself and your students out on your campus. I think you'll like what you all can discover together outside the confines of the classroom.

    Monday, June 27, 2011

    Macbeth Results & Terrific New Teaching Tool

    Hello!

    Thought I'd update with some news about the final results of the Macbeth papers from my English 2 students based on the Gleeditions version of the text. By and large results were overwhelmingly positive; I was very pleased with the ideas and higher order thinking displayed in both the final papers, and on the close reading of passages required on the final exam. According to the new Bloom's Taxonomy, creation is the highest level--meaning that students are beyond summarizing, synthesizing, and evaluating, and are able to create their own new meaning based on sound reasoning and informed judgment. Clearly students got to that point and I do credit the online, interactive text with helping to facilitate that level of comprehension. I think that whatever we can do to get students beyond the basic struggle with Shakespeare's language and plot points, the better. It means that they can then truly engage with the text (not a summary of it or a dumbed down/modern English version like Sparknotes or Cliffnotes provide), and add their own insight. I would not hesitate to teach with this text again, and in fact will look for many other ways to utilize it both in- and outside the classroom. Next time I'll post some excerpts from their feedback about the experience, but first I wanted to highlight another really cool technological tool that can help all of us teachers, I think.

    Have you heard of the Google Art Project? It's a virtual tour of many of the world's great museums, completely interactive and amazing. This is something teachers could show in class and then have students explore on their own, creating research projects on the paintings or artists themselves. One of the creators gave a brief overview at TED. Check it out and let me know how you think you might be able to use this in the classroom. I'd love to get ideas from everyone because I'd love to use this soon myself!

    Happy summer and either happy vacation or summer term, everyone!

    Tuesday, June 7, 2011

    Another Idea for E-text Macbeth, Act V

    Hello again!

    So, we've wrapped up Macbeth. I get the research papers tomorrow and will see how effectively my students grasped the material (fingers crossed!). We've had some excellent discussions, great insights, and, of course, many questions and a few frustrations. But overall, the class did impressively well with some weighty material, and provided some surprisingly clever analysis.

    Since I have been working with a digital text (Gleeditions), I've been discussing with peers here and elsewhere about how to use it to maximum effect in the classroom. And for Act V, I tried something new.

    I projected two of the most powerful passages on the screen in front of the room--Lady Macbeth's "Out, damned spot!" lines (V, i, 34-38), and Macbeth's "Tomorrow, and tomorrow, and tomorrow" speech (19-28), and we closely read them, word-for-word, line-by-line, as a group. It was really wonderful to project the lines on screen and be able to "show" how to closely read them. I think it clicked for many who are visual learners, and made concrete the process of interacting with a text and "unpeeling" the layers of meaning. We had a very lively discussion of the meaning of "blood," as well as the light and dark imagery, in Lady Macbeth's speech, and how it shows a change in her character. For Macbeth, we discussed both what his outlook on life is at this point in the play, and what Shakespeare might be trying to say to his audience through Macbeth. The phrasing and word choice of that passage is just so powerful, and I wanted students to savor and dissect it so they really felt the impact and appreciated the skill it takes to write something that amazing.

    After our discussion of elements and themes,  I had the students quick write an analysis based on our close reading. Specifically, I asked them to relate Macbeth's speech to the last lines of The Great Gatsby (which we just finished). Their research paper is a comparison based on the two texts, so I wanted to scaffold that process.

    Responses were deeply considered and, as I'd hoped, included close reading of some elements from the passages.

    To me, using a digital text is ideal because it allows me to interact with it in a meaningful way with the class and demonstrate how to read closely. This text in particular is extremely helpful because of the format--it's color-coded and well-designed, so it appeals to those visual learners, and it is easy to see on screen. The graphics add a great dimension as well, and help reinforce how important Shakespeare's work is (it has been painted and produced for centuries and many of those works are represented on the pages).

    Once I get the papers in, I'll report the results. I will also be getting some evaluations of the Gleedition, so I'll share that feedback as well.

    Thanks for the input, everyone--it's been so helpful! I've gotten some excellent sources from many of you and I hope to learn more about how you teach with technology--specifically with digital texts--in your classrooms. I have a new project in the fall that I'm excited about, based on creating an "underground newspaper" on the Web for a critical thinking class... But more on that soon!

    Have a wonderful week!

    Friday, May 27, 2011

    New Ideas for Teaching with E-texts from Macbeth Act III

    Hello again!

    Well, I'm happy to report that Act III really generated a lot of discussion--in fact, so much that we took two classes to complete it! As I mentioned earlier (please see previous posts on Teaching with Gleeditions Macbeth), I tried a different technique with the Gleedition this time (I'm trying to figure out the best way to teach with a digital text in a classroom where not everyone has laptops and there are no desktop PCs for students). What I came up with was printing certain passages from scenes, with the annotations (by dragging them into the printable area), and then having students form groups to 1. Decipher the passage and 2. Analyze it. I first modeled the activity on the screen, using the vocabulary annotations and my own knowledge to break the passage down line by line. Once we had a handle on what Shakespeare wrote, we closely read it to better understand the impact of the word choice (the means) and then discussed, in this case, what that first passage from Banquo in Act III, Scene i, reveals about his character. We looked at the annotation on character traits and that was a good launching point, but then we expanded upon it and tied it to previous passages to see if we could understand his traits and role in this play better. I did all this on the projected computer screen so we could really see how to both closely read and critically think about a text.

    Once I finished modeling the activity, the groups received their passages and had about 20 minutes to complete the task. I walked around and guided groups as they worked together to decipher and analyze their passages.

    When we reformed as a class, students surprised me at their level of understanding and engagement. They did not merely repeat the annotations, but used them as a starting point to  investigate the characters and language. We had especially vibrant conversations about male/female character traits, the reality or illusion of the ghost, the concept of fate vs. free will in Macbeth's decision-making, the shifting relationship between Lady Macbeth and Macbeth, and the figurative language used throughout this Act--particularly the snake metaphor and all of the allusions to bats, beetles, scorpions, etc. We discussed how the imagery so cleverly conveys what is happening in Macbeth's mind, which makes the ghost scene so much more powerful (and complex).

    As students broke down the passages, they discussed non-annotated passages as well, which I showed overhead as we talked. I think that because they had the annotations in some places, it enabled them understand the non-annotated lines better.

    I recommend this exercise if you use a Gleedition--or any electronic text--in your classroom. I really think students benefit from group close reading and analysis when they are able to share their findings with the class on a screen that everyone can see. This way, we all follow along and learn the process of both close reading and critical thinking. And, after all, isn't that our goal? So, this helps!

    Next week we tackle Acts IV and V. Any suggestions for activities?

    Sunday, May 22, 2011

    Act II Down! Excited for Act III Tomorrow

    Despite the end-of-semester malaise we all experience, Act II of Macbeth elicited some probing questions and insightful comments. Students are delving deeply because the Gleedition enables us to spend less time on plot details, and more time on substantive issues of the play. While some may think that annotations on seven literary elements (including vocabulary) "do too much work" for students, I have to respectfully argue the contrary. In my experience thus far, the annotations are enabling students to grasp the play as if it were written in modern English (though the Gleedition does not dumb down the text or alter any of Shakespeare's brilliant language or syntax in any way). And because they are grasping the content, students are therefore discussing the issues, themes, characters, and relevance of the play on the intellectual level we expect of serious scholars.

    Tomorrow we tackle Act III and I am employing a new technique. I am printing various passages w/the annotations (simply open and drag them into the printable area) and having students break into groups to both translate and analyze them. The idea is to decipher Shakespeare's rich language and understand how it adds to impact and meaning; to determine themes and character traits (both agreeing and disagreeing with the annotations) and tying them to the larger issue of what these reveal about humanity (In other words, what is Shakespeare's point?); and, finally, looking at the underlying issues raised in the play and how that helps us understand rights and roles of people in medieval and Renaissance Europe and how that applies to human understanding today. Once the groups have finished, we'll regroup as a class and I'll show the results on the projected screen as students break down their passages.

    I'm excited about tomorrow and think this may be a really strong way to utilize the Gleedition in the classroom. We'll see!

    Wednesday, May 18, 2011

    Started Teaching with Gleeditions Macbeth

    Hello!

    This week I started teaching with the Gleeditions Macbeth to my Advanced Composition/Critical Thinking class at Santa Monica College. I'm using it as our primary text, and projecting it on a big screen in a "smart classroom." For the first day I had students print out Act I so we could read parts aloud and get the rhythm of the play. Students were able to not only print the text, but also the vocabulary by dragging the annotations into the printable area (something I actually didn't realize was possible), so it worked out great!

    Before we read the play, I showed the class the Background in Brief section, to provide context for the tragedy. We looked at the real Macbeth, Scotland in 1040, witchcraft and supernatural beliefs in medieval and Renaissance Europe, and the Gunpowder Plot. Students were impressed by the graphics, and surprised to learn the violent history of ascension to the British throne, as well as the belief in the supernatural.

    Once we read through the play, we went back to some key passages and dissected them with the help of the Gleedition. For example, we looked at the character traits of Macbeth and Lady Macbeth, and discussed some major themes, such as Appearance vs. Reality, Ambition, and Ambiguity. We related these to similar themes in The Great Gatsby, which we just finished, because my students are going to compare these texts in their final research paper (I'll post more on that later).

    Although the majority of students were a little apprehensive about tackling Shakespeare, most seemed very comfortable once we started. Because of the annotations, they were able to really understand what was going on, and as a result, were able to engage in a higher-level discussion about it (rather than merely trying to figure out the plot). We were able to take our discussion of the underlying issues to a deeper level and really dig into the character traits and motivations. For example, they tied the theme of ambiguity to an earlier discussion we had about moral relativism, and discussed how Macbeth and Lady Macbeth rationalized their way to plotting murder. We also discussed the role of free will versus fate in decision-making, and whether or not Macbeth's decision was part of his destiny or an exercise of free will. It was good stuff!

    For our next class, I am having students investigate the concepts of the divine right of kings, Renaissance humanism, and women's rights and roles in medieval and Renaissance Europe. I also asked them to write discussion questions from the play and annotations in three categories: character traits, vocabulary, and theme. My goal is that next time we will add more context to the discussion, and students will delve deeper into the evolution of the characters Macbeth and Lady Macbeth. I also want to discuss vocabulary and style so that they become more familiar with the layers of meaning through close reading of the passages. My first impression is that the Gleedition seems to facilitate the latter very nicely.

    So far, so good... Stay tuned!

    Friday, May 13, 2011

    Othello Just Got Far Less Tragic!

    Hi Everyone!

    We've just posted a new Guided Literary E-text Edition of Othello at http://www.gleeditions.com. Please take a look and if you're an educator interested in using it, or any Gleedition, as a primary text, we'll give you free access. We can also work w/your school library to purchase our whole collection for use at your school. I think that once you see what an amazing and revolutionary teaching and learning tool this is, you'll be hooked!

    For all others, this is the way to learn Shakespeare. The texts are fully annotated, color coded, and literally "guide" you through the vocabulary and key points of the play. Seven literary elements are highlighted--plot, character, voice/point of view, theme, setting, style, and vocabulary--which allow users to interact and understand the rich layers of meaning in each work. Each Gleedition also has excellent Background in Brief context, including timelines, maps, and celebrated graphics.

    Try us and see what the future of e-books looks like today!

    Friday, May 6, 2011

    Mother Goose Attracts Geese

    This is a very cute story to brighten your Friday. Apparently a gaggle of "literary" geese is flocking to the Skokie, Illinois library... perhaps attracted by its terrific Mother Goose collection? You be the judge! http://skokie.suntimes.com/news/5165957-418/story.html