1. READ GUIDELINES BELOW)read the article (Lost and Found: The Fall of Grace in SONNY’S BLUES) summarize at least a page including work cited everything should be from the article nothing else 2. prov
The Bildungsroman In the entry for “Bildungsroman” from the Critical Survey of Long Fiction (2010), Richard Hauer Costa defines and traces the history of this popular genre of fiction. The word is of German origin, from “Bildung,” which means “personal growth”, and “roman”, which means “novel”. A bildungsroman is a coming-of-age story, a story about growing up, losing innocence, and becoming an adult. It narrates, according to Costa, “what happens when innocence confronts forces, human or cosmic, that are not innocent.” Costa asserts that, in a bildungsroman, “the conflicts of life appear as the necessary growth points through which the individual must pass on his way to maturity and harmony.” Bildungsromans may also be called “life-novels”, “spiritual autobiographies”, “education novels”, or “apprenticeship novels”. The bildungsroman usually narrates several stages of the protagonist’s life as he/she experiences things that cause them to grow up and become an adult. The first stage is innocence. The middle stages are about the innocent protagonist confronting experience, and the last stage is the resolution of the protagonist as a more mature person who has learned from his/her experience. Although older texts fit this definition (including Sophocles’ Oedipus Rex), the term was first used in 1870 by a German literary historian to describe the German novelist Goethe’s novel, Wilhelm Meister’s Apprenticeship. The term then seems to have fallen out of use for some time. In 1942, a British literary scholar resurrected the term and applied it to many European and British novels that share the subject of growing up. The term stuck at this point and became a popular and familiar term in many languages to refer to this type of story. In the 19th century, such British writers as William Makepeace Thackeray, Charles Dickens, George Eliot, and Thomas Hardy wrote bildungsroman that are now considered classics. Many literary scholars consider Dickens’ Great Expectations to be a prime example of the bildungsroman, as well as one of the best known. In the 20th century, D.H. Lawrence and James Joyce, among other writers, brought the bildungsroman into the modern age by using more modern writing techniques and by addressing the concerns of the modern age. They often concern the development of the individual and his/her emotional reactions against traditional and social expectations. Subjects like sexuality, science and Darwinism, industrialization, economic and class issues, religion, and the role of the artist in society are explored in these novels. Joyce’s A Portrait of the Artist as a Young Man is also a critically acclaimed example of a bildungsroman. In the 19th and 20th centuries, American writers like Mark Twain in Huckleberry Finn, Ernest Hemingway in the Nick Adams stories, and J.D. Salinger in The Catcher in the Rye adopted the bildungsroman for an American audience, and these writers deal with coming of age amongst uniquely American situations and themes. This genre of novel continues to be written in our current times addressing more current concerns. Many contemporary writers have used the bildungsroman to explore the personal development of characters who face specific challenges as they mature, leading to feminist bildungsroman, coming-out novels, and novels that detail the quest for ethnic and cultural identity by postcolonial, disenfranchised, oppressed, immigrant, and other marginalized peoples. Examples of these types of bildungsroman include The House on Mango Street by Sandra Cisneros, The Kite Runner by Khaled Hosseini, and Middlesex by Jeffrey Eugenides. Costa argues that “The bildungsroman continues as an important form into the twenty-first century, accompanied by a new, intense interest in the memoir. Readers cannot get enough of stories—whether fictional or true—about the struggle for adulthood and selfhood.” Work Cited Costa, Richard Hauer. “The Bildungsroman.” Critical Survey Of Long Fiction, Fourth Edition (2010): 1-8. MagillOnLiterature Plus. Web. 29 Aug. 2016.
1. READ GUIDELINES BELOW)read the article (Lost and Found: The Fall of Grace in SONNY’S BLUES) summarize at least a page including work cited everything should be from the article nothing else 2. prov
The Bildungsroman Definition of “Bildungsroman”: Characteristics of a bildungsroman: History of the bildungsroman: Origins: 19th-century: 20th-century: American bildungsroman: Contemporary bildungsroman: Work Cited Costa, Richard Hauer. “The Bildungsroman.” Critical Survey of Long Fiction, 4th ed, Salem Press, 2010. Accessed MagillOnLiterature Plus.
1. READ GUIDELINES BELOW)read the article (Lost and Found: The Fall of Grace in SONNY’S BLUES) summarize at least a page including work cited everything should be from the article nothing else 2. prov
English 1302 Oral Report Guidelines (10% of your grade) Each student in the class will give an oral report on one of the topics listed. These topics are critical articles, or secondary sources, which analyze or comment on the short stories, which are primary sources. Since these reports are designed to coincide with the short stories being discussed at each class meeting, each student must choose one of the listed articles and give the report on the assigned date. No make-up dates for this assignment will be offered. Please check your calendar to avoid choosing a report date on which you know you will be unable to attend class. Topics covered in oral reports will be covered in papers and tests, so take notes on your fellow students’ reports! Requirements Your article will be posted in the Blackboard folder for the date of the class meeting on which you are assigned to report. Be sure you know in advance which date and article you will report on. Follow these steps to complete the assignment successfully: Locate and carefully read your assigned critical article, or secondary source, which will comment on or analyze one of the short stories you have read. Write a summary of the article. In the Blackboard>START HERE>Oral Report Materials folder, you will find pointers for summarizing an article. Type up your summary, and email it to me no less than one hour before our class meets. Create an outline of your article summary, and email it to me with your summary. This will be a one-page handout that outlines the main points covered in your report. The outline should also include a Works Cited list at the bottom of your handout citing the author, title, and publication information for your article. This information will provide your classmates possible sources for their formal papers. The handout need not be detailed, as you may leave room for your listeners to take notes. I will pull the handout up on the screen while you give your report. Use my sample handout (on Blackboard>START HERE>Oral Report Materials>Sample Oral Report) as your guide. In our class meeting, you will deliver a 5-minute oral report which summarizes the main argument and important supporting points the article’s author presents. It is not necessary for you to summarize the short story to which the article refers. However, if your article is short, you may reach the 5-minute time requirement by addressing specific areas of the story that relate to the article you are summarizing. When you are finished your report, you can open our discussion by asking your audience if there are any questions or if they need anything repeated or clarified. Grading and Other Information You will be graded for this assignment on content (Is the information correct, clearly explained, and as complete as possible for a 5-10 minute report?), on the presentation of your outline (Is the outline typed and readable? Is it free of spelling/grammatical errors? Does it include the title, author and source of your article in a Works Cited?), the length of your report (Have you met the time requirement for this report?), and the effectiveness of your communication (Can the audience hear you clearly? Are you willing to answer questions to the best of your ability or repeat items that need repeating?). The oral report counts for 10% of your final grade. Keep in mind that you must complete all assignments to pass this course, so no one will be exempted from delivering an oral report. NOTE: Articles listed with asterisks (**) are challenge articles, i.e., they are longer or a bit more philosophical, so if you fulfill the requirements of the assignment, you are much more likely to receive an A for this assignment. Before you keel over from stress (Over 90% of Americans suffer from the fear of speaking in public!) keep in mind a few things: 1) I am more than happy to discuss your report with you. Email me or see me during my office hours so we can peruse your article or discuss public speaking techniques. 2) You do not need to memorize your report. I would much prefer you make yourself an outline or sketch and speak to the class as if in a discussion rather than speak at us with a formal speech committed to memory. If you have to think about what you have to say, you are less likely to think about being nervous!