Journal articles: 'English literature English literature American literature'

1

Spengemann, William C. "American Writers and English Literature." ELH 52, no. 1 (1985): 209. http://dx.doi.org/10.2307/2872834.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stebelman, Scott. "English and American Literature Internet Resources." Journal of Library Administration 30, no. 1-2 (2000): 209–29. http://dx.doi.org/10.1300/j111v30n01_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Piatote, B. H. "Queequeg's Coffin: Indigenous Literacies and Early American Literature." English 62, no. 236 (2012): 89–91. http://dx.doi.org/10.1093/english/efs032.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Lease, Benjamin. "How ‘American’ is American Literature?" English Today 1, no. 2 (1985): 39–42. http://dx.doi.org/10.1017/s0266078400000183.

Full text

Abstract:

What do we understand nowadays by the phrase ‘American literature’? What factors have shaped it and made it distinctive and autonomous, and what relation does it now bear to the traditional conception of ‘English literature’?

APA, Harvard, Vancouver, ISO, and other styles

5

Janette, Michele. "Vietnamese American Literature in English, 1963–1994." Amerasia Journal 29, no. 1 (2003): 267–86. http://dx.doi.org/10.17953/amer.29.1.gp0m07193k7mg836.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Glazier, Loss Pequeño. "Internet resources for English and American literature." College & Research Libraries News 55, no. 7 (1994): 417–22. http://dx.doi.org/10.5860/crln.55.7.417.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bogue, Ronald. "On the Superiority of Anglo-American Literature." Deleuze Studies 7, no. 3 (2013): 302–18. http://dx.doi.org/10.3366/dls.2013.0113.

Full text

Abstract:

In Dialogues, Deleuze contrasts French and Anglo-American literatures, arguing that the French are tied to hierarchies, origins, manifestos and personal disputes, whereas the English and Americans discover a line of flight that escapes hierarchies, and abandons questions of origins, schools and personal alliances, instead discovering a collective process of ongoing invention, without beginning or determinate end. Deleuze especially appreciates American writers, and above all Herman Melville. What ultimately distinguishes American from English literature is its pragmatic, democratic commitment to sympathy and camaraderie on the open road. For Deleuze, the American literary line of flight is toward the West, but this orientation reflects his almost exclusive focus on writers of European origins. If one turns to Chinese-American literature, the questions of a literary geography become more complex. Through an examination of works by Maxine Hong Kingston and Tao Lin, some of these complexities are detailed.

APA, Harvard, Vancouver, ISO, and other styles

8

Baveystock, F. "The Cambridge History of American Literature, Volume 1, 1590-1820." English 44, no. 178 (1995): 82–87. http://dx.doi.org/10.1093/english/44.178.82.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Grice, H. "Rachel C. Lee, The Americas of Asian American Literature: Gendered Fictions of Nation and Transnation; Sheng-Mei Ma, Immigrant Subjectivities in Asian American and Asian Diaspora Literatures." English 49, no. 194 (2000): 200–204. http://dx.doi.org/10.1093/english/49.194.200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lam, Melissa. "Diasporic literature." Cultural China in Discursive Transformation 21, no. 2 (2011): 309–18. http://dx.doi.org/10.1075/japc.21.2.08lam.

Full text

Abstract:

Only since the 1960s has the Asian Diaspora been studied as a historical movement greatly impacting the United States — affecting not only socio-historical cultural trends and geographic ethnography, but also culturally redefining major areas of Western history and culture. This paper explores the reverse impact of the Asian America Diaspora on Mainland China or the Chinese Motherland. Mainland Chinese writers Ha Jin and Yiyun Li have left China and today teach in major American universities and reside in America. However, the fiction of both authors explores themes and landscapes that remain immersed in Mainland Chinese culture, traditions and environment. Both authors explore the themes of “cultural collisions” between East and West, choosing to write in their adopted English language instead of their mother Putonghua tongue. Central to this paper is the idea that ethnicity and race are socially and historically constructed as well as contested, reclaimed and redefined

APA, Harvard, Vancouver, ISO, and other styles

11

O'Hara, D. T. "Atlantic Republic: The American Tradition in English Literature." Modern Language Quarterly 69, no. 4 (2008): 567–69. http://dx.doi.org/10.1215/00267929-2008-019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Baveystock, F. "The Cambridge History of American Literature, Volume 2: Prose Writing 1820-1865." English 45, no. 182 (1996): 157–63. http://dx.doi.org/10.1093/english/45.182.157.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Keeble, Arin. "9/11: Topics in Contemporary North American Literature. Edited by Catherine Morley." English: Journal of the English Association 66, no. 255 (2017): 379–82. http://dx.doi.org/10.1093/english/efx037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Clegg, Cyndia Susan. "Pacific Ancient and Modern Language Association." PMLA/Publications of the Modern Language Association of America 114, no. 4 (1999): 911. http://dx.doi.org/10.1632/s0030812900154057.

Full text

Abstract:

The association's ninety-seventh convention will he held 5–7 November 1999 at Portland State University in Portland, Oregon, under the sponsorship of the dean of Letters and Sciences and the Departments of English and Languages and Literatures. Inger Olsen is serving as local chair. The program will represent the association members' diverse interests in all matters of language and literature in classical, Western, and non-Western languages. The thirty-one general sessions will include papers on classical, Romance, Germanic, Scandinavian, English, American, and Asian literatures, as well as on linguistics, rhetoric, gay and lesbian literature, film, matrilineal culture, autobiography, poetry and poetics, and critical theory. Among the thirty special sessions are sessions on picaresque literature, Shakespeare and popular literature, Native American literature, Russian literature, Slavic literature, Toni Morrison in the 1990s, Caribbean literature, and cybertextbooks in foreign language education. Several special sessions have been organized by Portland State University and PAMLA affiliate organizations Women in French, MELUS, and the Milton Society of America. Registration at the conference will be $35 and $25. All paper sessions are scheduled for classrooms at Portland State University and will begin Friday at 1:00 p.m. and end Sunday at 1:00 p.m.

APA, Harvard, Vancouver, ISO, and other styles

15

Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.

Full text

Abstract:

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

APA, Harvard, Vancouver, ISO, and other styles

16

Burger, Alissa. "Maximum Feasible Participation: American Literature and the War on Poverty. By Stephen Schryer." English: Journal of the English Association 68, no. 260 (2019): 93–95. http://dx.doi.org/10.1093/english/efz011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Giles, Paul. "American Literature in English Translation: Denise Levertov and Others." PMLA/Publications of the Modern Language Association of America 119, no. 1 (2004): 31–41. http://dx.doi.org/10.1632/003081204x22864.

Full text

Abstract:

The theory of exile as a form of intellectual empowerment strongly influenced writers of the Romantic and modernist periods, when major figures from Byron to James Joyce and Samuel Beckett sought to take advantage of a dissociation from native customs to embrace the authenticity of their art. More recently, however, displacement from indigenous cultures has become such a commonplace that it appears difficult to credit the process of migration with any special qualities of critical insight. Nevertheless, literary scholarship remains to some degree in the shadow of the idealization of “exiles and émigrés” that ran through the twentieth century. Edward Said, a Palestinian in the United States, consistently linked his “politics of knowledge” with a principled alienation from “corporations of possession, appropriation, and power,” while looking back to the exiled German scholar of comparative literature Erich Auerbach as a model for transcending “the restraints of imperial or national or provincial limits” (Culture 335). Julia Kristeva, a Bulgarian in France, associated a similar perspective of estrangement with Christian narratives of exile and purification, along with their negative correlatives, psychological traumas of disinheritance and depression; but she also attributed to the foreign writer a levitating condition of “weightlessness”: “since he belongs to nothing the foreigner can feel as appertaining to everything, to the entire tradition” (32).

APA, Harvard, Vancouver, ISO, and other styles

18

Chansky, Dorothy. "American Higher Education and Dramatic Literature in(to) English." Theatre Survey 54, no. 3 (2013): 419–38. http://dx.doi.org/10.1017/s0040557413000288.

Full text

Abstract:

In 2011 and 2012, I undertook a two-part survey to answer some large questions about the use of plays in translation in the higher education drama classroom in Anglophone North America and to test my ideas regarding the simultaneous ubiquity and invisibility of translation there. My project here is to report on that survey and to make clear why translation studies is ready to take a prominent role in theatre studies. U.S. colleges and universities constitute one of the largest single markets in the world for drama translated into English. Most U.S. theatre history classes include plays from the world canon, and many specialized classes in theatre departments focus on plays from non-Anglophone cultures. In English departments, where other genres in translation (e.g., the novel) may be approached with caution, drama seems to be offered a “pass” because the notion of being dramaturgically literate depends on some knowledge of a sizable canon of non-Anglophone plays. Yet despite its ubiquity, translation is often so normalized as to be invisible to those who depend on it. As Laurence Senelick notes, “For most students, a work exists wholly in its translated form, spontaneously generated.” Translation, as the survey confirmed, is part of the DNA of theatre studies. As such, I argue, it needs to be brought to the foreground of the field. In saying this, I am not unaware of the rich work undertaken by scholars, editors, and practitioners who are enmeshed in the difficult issues involved with translating plays, which include pressing for greater attention to cultural sensitivity and literacy. My focus here is on the academy and the classroom, where, for better or worse, the vast majority of future dramaturgs and audience members will cut their teeth on a critical mass of plays and where no single language or production entity or publisher can claim pride of place.

APA, Harvard, Vancouver, ISO, and other styles

19

Wagenknecht, Edward, Leon Edel, and Mark Wilson. "Henry James: Essays on Literature, American Writers, English Writers." Modern Language Review 82, no. 3 (1987): 719. http://dx.doi.org/10.2307/3730450.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Wirth-Nesher, Hana. "Call It English: The Languages of Jewish American Literature." Comparative American Studies An International Journal 4, no. 4 (2006): 471–75. http://dx.doi.org/10.1177/1477570006071762.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Dung, Võ Thị. "VOCABULARY EXTENSIONTHROUGH ENGLISH – AMERICAN LITERATURE COURSEFOR ENGLISH MAJOR STUDENTS AT QUANG BINH UNIVERSITY." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (2018): 67. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4958.

Full text

Abstract:

Abstract. Vocabulary is one of the most important elements in learning foreign languages, which is the foundation to developing language competence. The main premise of the paper focuses on the background of vocabulary knowledge and then analyses the hurdles that English major students may encounter when engaging in learning languages and the factors that provoke communicative misunderstanding. The paper below suggests certain effective strategies to better help the Englishmajor students through an English – American literature courseat Quang Binh University.

APA, Harvard, Vancouver, ISO, and other styles

22

Thompson, Consentine O. "Issues in English: African American Literature: A Case for Inclusion." English Journal 80, no. 3 (1991): 15. http://dx.doi.org/10.2307/819543.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Fink, Steven. "Call It English: The Languages of Jewish American Literature (review)." American Jewish History 92, no. 4 (2004): 524–27. http://dx.doi.org/10.1353/ajh.2007.0004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Morningstar, C. "PAUL GILES, Atlantic Republic: The American Tradition in English Literature." Notes and Queries 56, no. 2 (2009): 309–11. http://dx.doi.org/10.1093/notesj/gjp022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Scheidler, James M. "Mexican American English language learners in Arizona: a literature review." International Journal of Teaching and Case Studies 5, no. 3/4 (2014): 314. http://dx.doi.org/10.1504/ijtcs.2014.067828.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Wortman, William A. "English and American literature: Sources and strategies for collection development." Library Acquisitions: Practice & Theory 12, no. 3-4 (1988): 462–63. http://dx.doi.org/10.1016/0364-6408(88)90053-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Abramson, Glenda. "Studies in American-Jewish Literature No. 5." Journal of Jewish Studies 38, no. 1 (1987): 138. http://dx.doi.org/10.18647/1334/jjs-1987.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Berg Saavedra, Emma. "The Cambridge History of Jewish American Literature." Journal of Jewish Studies 70, no. 1 (2019): 219–22. http://dx.doi.org/10.18647/3413/jjs-2019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Layera, Ramón. "Latin American Literature in English Translation in the Latin American Literary Review." Translation Review 36-37, no. 1 (1991): 60–66. http://dx.doi.org/10.1080/07374836.1991.10523519.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Rynell, Alarik. "American into English." English Studies 66, no. 6 (1985): 551–52. http://dx.doi.org/10.1080/00138388508598418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Khan, Amara, Zainab Akram, and Irfan Ullah. "Leo Nikolayevich Tolstoy and the Influence of English Literature." Global Regional Review IV, no. II (2019): 536–45. http://dx.doi.org/10.31703/grr.2019(iv-ii).56.

Full text

Abstract:

While Tolstoy is regarded as the greatest writer of global literature and his work being translated into all major languages of the world, his literary relationship with the literature in the English language is largely ignored. The paper explores the influence of the Anglophone scholars and literary figures on the formation of Tolstoy as a great pillar of literature. The paper explores the influence of English and American writers by detailing the contents of his personal library, publications and diary entries. H.D. Thoreau, R.W. Emerson, Longfellow, Mark Twain, Walt Whitman, Laurence Stern, Ernest Miller Hemingway, William Shakespeare, and George Bernard Shaw. His moral rectitude, his love for realism and his humanism find a close connection with the mentioned writers, and the paper details this connection. The paper establishes the position that Tolstoy was a person with the greatest creativity and imagination, he was open to the formative influence and in the process forged his original form of the influence he imbibed in his realistic writings.

APA, Harvard, Vancouver, ISO, and other styles

32

Boyer-Kelly, Michelle Nicole. "Reading Contemporary African-American Literature: Black Women’s Popular Fiction, Post-Civil Rights Experience, and the African-American Canon. By Beauty Bragg." English: Journal of the English Association 67, no. 256 (2018): 81–83. http://dx.doi.org/10.1093/english/efy004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Kaufman, W. "A Concise Companion to American Fiction, 1900-1950." English 58, no. 222 (2009): 269–72. http://dx.doi.org/10.1093/english/efp029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Harris, A. "PAUL GILES, ed. Atlantic Republic: The American Tradition in English Literature." Review of English Studies 58, no. 235 (2007): 428–30. http://dx.doi.org/10.1093/res/hgm047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Kang, Youngdon. "The DIY Education Model for Expanding English and American Literature Contents." Korea Association for Public Value 1, no. 1 (2021): 113–20. http://dx.doi.org/10.53581/jopv.2021.1.1.113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Nair María, Anaya-Ferreira. "Teaching Literature under the Volcano." PMLA/Publications of the Modern Language Association of America 131, no. 5 (2016): 1523–26. http://dx.doi.org/10.1632/pmla.2016.131.5.1523.

Full text

Abstract:

I Have Been Teaching Literatures in English for Over Twenty-Five Years at the Universidad Nacional AutóNoma de México (Unam), Mexico's national university, where I received my undergraduate degree. My formative years were marked, undoubtedly, by the universalist ideal that defines the motto of the university, “Por mi raza hablará el espíritu” (“The spirit will speak on behalf of my race”). I cannot recall whether I was aware of the motto's real meaning, or of its cultural and social implications, but I suppose I took for granted that what I was taught as a student was as much part of a Mexican culture as it was of a “universal” one. Reading English literature at the department of modern languages and literatures in the late 1970s meant that I was exposed to a canonical view of literature shaped as much by The Oxford Anthology of English Literature and by our lecturers' (primarily) aesthetic approach to it as by the idea of “universal” literature conveyed in the textbooks for elementary and secondary education in Mexico. This conviction that as a Mexican I belonged to “Western” civilization greatly diminished when in the early 1980s I traveled to London for graduate studies and was almost shattered by the attitudes I encountered while conducting my doctoral research on the image of Latin America in British fiction. I was often asked whether I had ever seen a car (let alone ridden in one), or if there was electricity in my country, and the ambivalent, mostly negative, view of Latin Americans and Mexicans in what I read (authors like Joseph Conrad, D. H. Lawrence, Graham Greene, and Aldous Huxley, as well as more than three hundred adventure novels set in the continent) forced me to question the idea that one ought to read literature merely for the enjoyment (and admiration) of it or to analyze it with assumptions that fall roughly in the category of “expressive,” or “mimetic,” criticism, which was common in those days and often took the form of monographic studies, which relied heavily on paraphrase.

APA, Harvard, Vancouver, ISO, and other styles

37

Sterzuk, Andrea. "Whose English Counts? Indigenous English in Saskatchewan schools." Articles 43, no. 1 (2008): 9–19. http://dx.doi.org/10.7202/019570ar.

Full text

Abstract:

Abstract Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment.

APA, Harvard, Vancouver, ISO, and other styles

38

Lee, Stuart. "Literature Online: The home of English and American Literature on the World Wide Web (Chadwyck-Healey, 1997." Convergence: The International Journal of Research into New Media Technologies 4, no. 3 (1998): 92–96. http://dx.doi.org/10.1177/135485659800400310.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hofmeyr, Isabel. "How Bunyan Became English: Missionaries, Translation, and the Discipline of English Literature." Journal of British Studies 41, no. 1 (2002): 84–119. http://dx.doi.org/10.1086/386255.

Full text

Abstract:

On 31 October 1847, the John Williams, a ship of the London Missionary Society, left Gravesend for the Pacific Islands from whence it had come. Its cargo included five thousand Bibles and four thousand copies of The Pilgrim's Progress in Tahitian. Like other such mission ships, the John Williams had been funded by the pennies and shillings of Sunday school subscription and had become a huge media spectacle. It was but one of the many international propaganda exercises at which mission organizations so excelled.This picture of The Pilgrim's Progress (1678 and 1684) at the center of an international web is an appropriate one. Written in the wake of the English Revolution, the book had rapidly been disseminated to Protestant Europe and North America. By the late 1700s, it had reached India and by the early 1800s, Africa. Yet, some one hundred years on, this avowedly international image of The Pilgrim's Progress had been turned inside out. From being a book of the world, it had become a book of England. Today, John Bunyan is remembered as a supremely English icon, and his most famous work is still studied as the progenitor of the English novel. Roger Sharrock, in his introduction to the Penguin edition of The Pilgrim's Progress, best exemplifies this pervasive trend of analysis. His introduction begins by acknowledging Bunyan's international presence, but this idea is then snapped off from the “real” Bunyan who is local, Puritan, and above all English.

APA, Harvard, Vancouver, ISO, and other styles

40

Wirth-Nesher, Hana. "Cross Scripts: Inscribing Hebrew into Jewish American Literature." Journal of Jewish Languages 8, no. 1-2 (2020): 90–107. http://dx.doi.org/10.1163/22134638-bja10001.

Full text

Abstract:

Abstract Most Jewish immigrants to America during the early 20th century arrived speaking Yiddish or Ladino and using Hebrew and Aramaic for liturgical purposes. When subsequent generations abandoned the first two languages, Hebrew and Aramaic were retained, used primarily for liturgy and rites of passage. Jewish American writers have often inserted Hebrew into their English texts by either reproducing the original alphabet or transliterating into Latin letters. This essay focuses on diverse strategies for representing liturgical Hebrew with an emphasis on the poetic, thematic, and sociolinguistic aspects of these expressions of both home and the foreign. Hebrew transliteration is discussed for its literary (rather than phonetic) rendering, for its multilingual creative contact with the other languages and cultures of each narrative. Among the authors whose works are discussed are Philip Roth, Michael Chabon, Nathan Englander, Joshua Cohen, Achy Obejas, and Gary Shteyngart.

APA, Harvard, Vancouver, ISO, and other styles

41

Rush, David. "American Horror Fiction and Class: From Poe to Twilight. By David Simmons." English: Journal of the English Association 68, no. 262 (2019): 310–14. http://dx.doi.org/10.1093/english/efz003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Kondali, Ksenija. "Living in Two Languages: The Challenges to English in Contemporary American Literature." ELOPE: English Language Overseas Perspectives and Enquiries 9, no. 2 (2012): 101–13. http://dx.doi.org/10.4312/elope.9.2.101-113.

Full text

Abstract:

Recognizing the importance of English in (re)negotiating culture and identity in U.S. society, numerous contemporary American authors have explored the issue of cultural and linguistic competence and performance in their writing. Supported with examples from literary texts by Sandra Cisneros, Julia Alvarez, Junot Díaz, Amy Tan, and Kiran Desai, this paper discusses the complex role of the English language in the characters’ struggle for economic and emotional survival. Frequently based on the authors’ own family background and bicultural experiences, the selected literary texts offer a realistic representation of the life lived by predominantly working-class immigrants and how they cope with the adoption and use of a new language in order to overcome language barriers, racist attitudes and social exclusion. Such an analysis ultimately highlights how a new literary thematic focus on living in two languages has affected English Studies.

APA, Harvard, Vancouver, ISO, and other styles

43

Aveling, Harry. "The English Language and Global Literary Influences on the Work of Shahnon Ahmad." Malay Literature 26, no. 1 (2013): 18–37. http://dx.doi.org/10.37052/ml.26(1)no2.

Full text

Abstract:

Postcolonial literary theory asserts that the colonial literature provides the models and sets the standards which writers and readers in the colonies may either imitate or resist. The major Malay author Shahnon Ahmad received his secondary and tertiary education in English and taught English at the beginning of his career. Drawing on his collection of essays Weltanschauung: Suatu Perjalanan Kreatif (2008), the paper argues that Shahnon was influenced at significant points in his literary development by his reading of literature in English and English translation–nineteenth century European and American short stories, the works of Gabriel Garcia Marquez and William Faulkner – but not by English (British) literature itself. Through his creation of original new works, focused on Malay society and directed towards Malay audiences, Shahnon was not a postcolonial subject but a participant in, and contributor to, the wider flow of world literature. Keywords: postcolonial, Shanon Ahmad, English literature, literature in English, world literature.

APA, Harvard, Vancouver, ISO, and other styles

44

Clifford, Dafna. "The Jewish Self-Portrait in European and American Literature." Journal of Jewish Studies 48, no. 2 (1997): 396. http://dx.doi.org/10.18647/2031/jjs-1997.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Suo, Juan Juan, and Yan Cang Li. "Similarities between Wordsworth and Emerson in Romantic Literature." Advanced Materials Research 179-180 (January 2011): 368–73. http://dx.doi.org/10.4028/www.scientific.net/amr.179-180.368.

Full text

Abstract:

In the history of English and American literature, Romantic Period is so important that cannot be ignored by people. A lot of good writers appeared and their famous works (especially in the field of poetry and prose) were produced. Though many differences between Great Britain and America exist, and the thoughts of writers between the two countries are so different, they have some common senses of Romanticism. This should not be forgotten. In order to point out this problem deeply, we have to pay an attention to the history background of the two countries, to the author’s biography and to the works of them completely. Some important writers such as Wordsworth and Emerson are discussed detailed in the paper.

APA, Harvard, Vancouver, ISO, and other styles

46

Alimova, A. D. "Evolution of Free Indirect Speech Structures in English, American, and Russian Literature." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 163, no. 1 (2021): 53–64. http://dx.doi.org/10.26907/2541-7738.2021.1.53-64.

Full text

Abstract:

Changes that free indirect speech underwent in English, American, and Russian literature during the 20th century were investigated. Both general and more specific (qualitative and quantitative) trends in the free indirect speech development were discussed. Free indirect speech was considered from a diachronic point of view, i.e., the study aims to identify a correlation between the patterns that could be relevant for literary translation from English into Russian and vice versa. Based on the results of the quantitative and qualitative analysis of free indirect speech contexts, it was demonstrated that free indirect speech has evolved. A notable increase in the degree of textual interference and in the variety of models employed was observed. Interestingly, the frequency of occurrence of free indirect speech structures in literary texts varies from decade to decade. Although there are some common trends in free indirect speech usage following the global tendencies in literature, its evolution depends on particular national literary traditions as well. The data obtained show that the most intense usage of free indirect speech segments is typical for the English literature. From the translation perspective, it is important that the general frequency and functional models of indirect speech usage can slightly differ even in texts of the same period or among the writers.

APA, Harvard, Vancouver, ISO, and other styles

47

Woodbridge, Hensley C., and Jason Wilson. "An A to Z of Modern Latin American Literature in English Translation." Chasqui 19, no. 2 (1990): 137. http://dx.doi.org/10.2307/29740305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Johansen, Martha. "A research guide for undergraduate students: English and American literature, 4th ed." Research Strategies 15, no. 3 (1997): 219–20. http://dx.doi.org/10.1016/s0734-3310(97)90044-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Guang-An, Ou. "The Prodigal Son in English and American Literature. By Alison M. Jack." Literature and Theology 34, no. 2 (2020): 259–61. http://dx.doi.org/10.1093/litthe/frz047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Tao, Yun. "Exploration of Multimodal English and American Literature Teaching Based on Computer Network." Journal of Physics: Conference Series 1533 (April 2020): 022050. http://dx.doi.org/10.1088/1742-6596/1533/2/022050.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'English literature English literature American literature'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles