This book translates recent scholarship into pedagogy for teaching Edith Wharton’s widely celebrated and less-known fiction to students in the twenty-first century. It comprises such themes as American and European cultures, material culture, identity, sexuality, class, gender, law, history, journalism, anarchism, war, addiction, disability, ecology, technology, and social media in historical, cultural, transcultural, international, and regional contexts. It includes Wharton’s works compared to those of other authors, taught online, read in foreign universities, and studied in film adaptations.

Following the publication of The Age of Innocence in 1920, Edith Wharton became the first woman to win the Pulitzer Prize. To mark 100 years since the book's first publication, Edith Wharton's The Age of Innocence: New Centenary Essays brings together leading scholars to explore cutting-edge critical approaches to Wharton's most popular novel. Re-visiting the text through a wide range of contemporary critical perspectives, this book considers theories of mind and affect, digital humanities and media studies; narrational form; innocence and scandal; and the experience of reading the novel in the late twentieth century as the child of refugees. With an introduction by editor Arielle Zibrak that connects the 1920 novel to the sociocultural climate of 2020, this collection both celebrates and offers stimulating critical insights into this landmark novel of modern American literature.

This book is an examination of the fiction of Edith Wharton, Willa Cather, Kate Chopin, Jean Rhys, Stevie Smith, Katherine Mansfield and Jane Bowles, with a view to clarifying the narrative strategies these women adopt to establish, in varying degrees, a critique of realism and its hidden dualistic, patriarchal assumptions about life, literature, and society. While examining the literary conventions and the innovations of various texts, Kathleen Wheeler is careful to respect the particularity and individuality of each of these writers.

Exploring a variety of writers over an array of time periods, subject matter, race and ethnicity, sexual preference, tradition, genre, and style, this volume represents the fruits of the dramatic and celebrated growth of the study of American women writers today. From established figures such as Harriet Beecher Stowe, Edith Wharton, Willa Cather, and Katherine Ann Porter to emerging voices including early American novelist Tabitha Tenney; the first African American novelist, Harriet E. Wilson; modern dramatist Sophie Treadwell; and contemporaries such as Sandra Cisneros, Grace Paley, and June Jordan, the essays present fresh approaches and furnish a wealth of illustrations for the multiple selves created and addressed in women's writing. These selves intersect and connect to embody a multiethnic rhetoric of the “self” that is uniquely feminine and uniquely American. Calling attention to their “American feminist rhetoric,” Jeanne Campbell Reesman identifies many connections among different feminist, poststructuralist, narratological, and comparativist strategies. The voices of Speaking the Other Self well represent the inner and outer, speaking and hearing, center and frame in women's writing in America, their intersections constructing an ongoing conversation, a borderland of new possibilities—a borderland with no borders, no barriers to thought and response and change, no end of possible voices and selves.

Equips high school students to analyze classic literary genres, discern author's worldviews, and apply biblical standards. Helps you build vocabulary by using new words in every speech and essay. Gain in-depth instruction in the subjects of grammar, punctuation, and spelling. Learn to convey important ideas in both writing and speech in this easy-to-follow, daily format. This is a dialectic and logic level course that prepares students for later academic pursuits. This 35-week course presents diverse writings, from Shakespeare to Jack London, Lewis Carrol to Longfellow, and Sir Walter Scott to C.S. Lewis. Students are taught to analyze key elements of literature such as allegory narrative, satire, plot, setting, and more. While Dr. Stobaugh scrutinizes all literature from a Christian worldview, his instruction also helps students develop their skills in public speaking, writing, and discernment to empower them to be more effective Christian apologists. In the steps of Augustine, Milton, and Lewis, students are invited to analyze the classics with a keen, discerning eye, and to identify positive and negative components of literary worldviews emergent among the classics.

Interiors and Narrative shows how crucial interiors are for our understanding of the nature of narrative. A growing cultural fascination with interior dwelling so prevalent in the late nineteenth century parallels an intensification of the rhetorical function interior architecture plays in the development of fiction. The existential dimension of dwelling becomes so intimately tied to the novelistic project that fiction surfaces as a way of inhabiting the world. This study illustrates this through a comparative reading of three realist masterpieces of the Luso-Hispanic nineteenth century: Machado de Assis’s Quincas Borba (1891), Eça de Queirós’s The Maias (1888), and Leopoldo Alas’s La Regenta (1884–1885). The first full-length study to juxtapose the renowned writers, Interiors and Narrative analyzes the authors’ spatial poetics while offering new readings of their work. The book explores the important links between interiors and narrative by explaining how rooms, furnishings, and homes function as metaphors for the writing of the narrative, reflecting on the complex relation between private dwellings and human interiority, and arguing that the interior design of rooms becomes a language that gives furnishings and decorative objects a narrative life of their own. The story of homes and furnishings in these narratives creates a semiotic language that both readers and characters rely on in order to make sense of fiction and reality.