Relevant bibliographies by topics / Literature, Modern. Literature, American. Literature, English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Literature, Modern. Literature, American. Literature, English'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Literature, Modern. Literature, American. Literature, English"

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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.

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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.
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Brown, David Sterling. "(Early) Modern Literature: Crossing the Color-Line." Radical Teacher 105 (July 7, 2016): 69–77. http://dx.doi.org/10.5195/rt.2016.255.

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This article examines the pedagogical implications of teaching about the past in a way that establishes continuity in relation to present and future moments. I describe and analyze how my Trinity College students navigated my course, “Crossing the Color-Line,” which aimed to eradicate boundaries and entangle the professional and personal, social and political, past and present, and black and white in an engaged manner. I argue that a radical course such as “Crossing the Color-Line” can showcase, through literature and other media, how fusing difference of all kinds—cultural, religious, literary, historical, gender—promotes rigorous student directed learning experiences that are inclusive. Because Shakespeare was not the sole authorial voice in the room, or the only early modern author in our syllabus, “Crossing the Color-Line” actively resisted the literary, racial, social, and cultural homogeneity that one can often find in an early modern classroom. By not being Shakespeare-centric, the course placed value on the female perspective and refrained from being androcentric in its authorial focus. Moreover, by positioning “the problem of the color-line” as relevant in the early modern period, the combined study of African-American and early modern English texts challenged critical race studies to include pre-nineteenth-century literature.
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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.

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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.
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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.

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Pérez, Genaro J., Jason Wilson, and Genaro J. Perez. "An A to Z of Modern Latin American Literature in English Translation." Hispania 73, no. 4 (1990): 1014. http://dx.doi.org/10.2307/344299.

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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.

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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.
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GÖKGÖZ, Turgay. "LITERATURE AND CULTURAL ENVIRONMENT IN BEYRUT IN THE 19TH CENTURY." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (2021): 297–310. http://dx.doi.org/10.47832/2717-8293.1-3.23.

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Throughout history, Beirut has been the habitat of different religions and nations. The people of various nations are made up of Christians and Muslims. Today, it is seen that languages such as Arabic, French and English are among the most spoken languages in Lebanon, where Beirut is located. Looking at Beirut in the 19th century, it was seen that colonial powers such as Britain and France were a conflict area, and at the same time it was one of the centers of Arab nationalism thought against the Ottoman Empire. During the occupation of Mehmet Ali Pasha, missionary schools were allowed to open, as well as cities such as Zahle, Damascus and Aleppo, Jesuit schools were opened in Beirut. With the opening of American Protestant schools, the influence of the relevant schools in the emergence and development of the idea of Arab nationalism is inevitable. Especially in Beirut, it would be appropriate to state that the aim of using languages such as French and English instead of Arabic education in missionary schools is to instill Western culture and to attract students to Christianity. The students of the Syrian Protestant College, who constituted the original of the American University of Beirut, worked against the Ottoman Empire within the society they established and aimed to establish an independent secular Arab state. Beirut comes to the fore especially in areas such as poetry and theater before the “Nahda” movement that started in Egypt during the reign of Kavalalı Mehmet Ali Pasha with Napoleon's invasion of Egypt. The advances that paved the way for the development of modern literature in Beirut before Egypt will find a place in the field of literature later. In this study, it is aimed to present information on literary and cultural activities that took place in Beirut and emphasize the importance of Beirut in modern Arabic literature in the 19th century.
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GÖKGÖZ, Turgay. "LITERATURE AND CULTURAL ENVIRONMENT IN BEYRUT IN THE 19TH CENTURY." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (2021): 297–310. http://dx.doi.org/10.47832/2717-8293.1-3.23.

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Throughout history, Beirut has been the habitat of different religions and nations. The people of various nations are made up of Christians and Muslims. Today, it is seen that languages such as Arabic, French and English are among the most spoken languages in Lebanon, where Beirut is located. Looking at Beirut in the 19th century, it was seen that colonial powers such as Britain and France were a conflict area, and at the same time it was one of the centers of Arab nationalism thought against the Ottoman Empire. During the occupation of Mehmet Ali Pasha, missionary schools were allowed to open, as well as cities such as Zahle, Damascus and Aleppo, Jesuit schools were opened in Beirut. With the opening of American Protestant schools, the influence of the relevant schools in the emergence and development of the idea of Arab nationalism is inevitable. Especially in Beirut, it would be appropriate to state that the aim of using languages such as French and English instead of Arabic education in missionary schools is to instill Western culture and to attract students to Christianity. The students of the Syrian Protestant College, who constituted the original of the American University of Beirut, worked against the Ottoman Empire within the society they established and aimed to establish an independent secular Arab state. Beirut comes to the fore especially in areas such as poetry and theater before the “Nahda” movement that started in Egypt during the reign of Kavalalı Mehmet Ali Pasha with Napoleon's invasion of Egypt. The advances that paved the way for the development of modern literature in Beirut before Egypt will find a place in the field of literature later. In this study, it is aimed to present information on literary and cultural activities that took place in Beirut and emphasize the importance of Beirut in modern Arabic literature in the 19th century.
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SWANSON, PHILIP. "Jason Wilson, "An A to Z of Modern Latin-American Literature in English Translation" (Book Review)." Bulletin of Hispanic Studies 69, no. 2 (1992): 213. http://dx.doi.org/10.3828/bhs.69.2.213b.

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Jackson, Virginia. "Specters of the Ballad." Nineteenth-Century Literature 71, no. 2 (2016): 176–96. http://dx.doi.org/10.1525/ncl.2016.71.2.176.

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Virginia Jackson, “Specters of the Ballad” (pp. 176–196) This essay argues that Paul Laurence Dunbar’s ballad “The Haunted Oak” (1901) indexes Dunbar’s invention of the modern American lyric through the (lynching) form of modern racism. How does race ghost-write poetry’s redefinition around the lyric? How does it create a dramatically abstract “speaker” that gives voice to and for an imagined community? Dunbar inverts both romantic apostrophe and Victorian dramatic monologue and dialogue in his speaking bough. He does this by framing his poem as a pre-romantic border ballad, a tale of Scots rebellion and English law superimposed upon American racist violence. What Jacqueline Goldsby has dubbed “racism’s modern life form” thus becomes modern American poetry’s life form, a lyricized poetic history haunted from root to branch.
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Dissertations / Theses on the topic "Literature, Modern. Literature, American. Literature, English"

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Young, William H. "The long way home: Studies in twentieth century romanticism." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279778.

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These studies trace the development of a mid-twentieth century romanticism, a Neo-Romanticism distinct from both an earlier High Romanticism and a later Postmodernism. The focus is on six twentieth century writers, all but one American: D. H. Lawrence (English), Paul Bowles, Robert Lowell, John Ashbery, William Stafford, and Tim O'Brien. Neoromantics seek to relandscape the derealized self by venturing outward; venturing outward they both empty and refurbish the self. By pursuing a new self or taking an extreme course--that is, the long way home--they come to an unexpected conclusion: they discover the illusion of liberty, of democracy, of self-agency, and thus the great truth of old orders, deeper than tradition.
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Vondrak, Amy Margaret Edmunds Susan. "Strange things: Hemingway, Woolf, and the fetish (Ernest Hemingway, Virginia Woolf)." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Cottle, Brent. "Superfluous absence: The secret life of the author in twentieth-century literature and film." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279822.

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Superfluous Absence examines how writers of fictional narratives imagine readers that might read their texts and use these imagined readers--and the voices they represent--as leavening agents for the fictions they produce. In this theory, writers do not appeal to these readers except as they function as language and its desire to be decoded--as they function as language's desire for itself. Ultimately, the texts of fiction reach real-life readers and Superfluous Absence traces how authors struggle with the leavening agent of the reader's voice when the reader's voice becomes an actual social presence in an actual historical moment. This struggle consists of writers trying to preserve a non-space, and readers try to turn this non-space into praxis and presence. In Superfluous Absence I trace this struggle in James Joyce's Finnegan's Wake, Samuel Beckett's trilogy of Molloy, Malone Dies, The Unnamable and Stephen King's Misery . I also explore what happens to this reading desire when it is translated into a visual format, as is so often the case in the twentieth-century when literature is adapted into film. The test case is Stanley Kubrick's 2001: A Space Odyssey, an appropriate choice as it is a movie that tries to eradicate the linguistic in favor of the purely visual. Finally, this project is not just an objective charting of the various locations and non-locations of the writer's voice in twentieth-century fiction and film, but is also a very subjective attempt on the part of this writer to understand the presence or non-presence of his authorial voice in acts of fiction. Therefore, the author of this dissertation frequently writes autobiographically and frequently turns his critical voice into the voice of fictional narration.
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Barker, Jennifer. "The aesthetics of resistance modernism and antifascism /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178431.

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Thesis (Ph.D.)--Indiana University, Dept. of English, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2208. Adviser: Thomas Foster. "Title from dissertation home page (viewed Nov. 27, 2006)."
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Burr, Sandra. "Science and imagination in Anglo-American children's books, 1760--1855." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539623463.

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Didactic, scientifically oriented children's literature crisscrossed the Atlantic in the eighteenth and nineteenth centuries, finding wide popularity in Great Britain and the United States; yet the genre has since suffered from a reputation for being dull and pedantic and has been neglected by scholars. Challenging this scholarly devaluation, "Science and Imagination in Anglo-American Children's Books, 1760--1855" argues that didactic, scientifically oriented children's books play upon and encourage the use of the imagination. Three significant Anglo-American children's authors---Thomas Day, Maria Edgeworth, and Nathaniel Hawthorne---infuse their writings with the wonders of science and the clear message that an active imagination is a necessary component of a moral upbringing. Indeed, these authors' books, most particularly Sandford and Merton (1783--1789), Harry and Lucy Concluded (1825), and A Wonder-Book for Girls and Boys (1852), are more than mere lessons: they are didactic fantasies intended to spark creativity within their readers.;These didactic fantasies are best understood in the context of the emerging industrial revolution and the height of the Atlantic slave trade. These phenomena, combined with the entrenchment of classicism in Anglo-American culture and the lesser-known transatlantic botany craze, shaped the ways in which Day, Edgeworth, and Hawthorne crafted their children's stories. Certainly dramatic changes on both sides of the Atlantic during the late eighteenth and early nineteenth centuries influenced the differences in the texts. More important to this study, however, are the vital connections among these stories. Each author draws heavily upon Rousseau's ubiquitous child-rearing treatise Emile and upon her or his literary predecessor to create children's books that encourage exploring nature through scientific experimentation and imaginative enterprise.;Yet these writers do not encourage the imagination run amok. Rather, they see the need for morally grounded scientific endeavor, for which they rely primarily on classicism and on gender ideology. Incorporating tales of the ancient world to inculcate the ideal of a virtuous, disinterested, and learned citizen responsible to the larger body politic, the three children's authors---but most notably and explicitly Hawthorne---tie a romanticized, classical past to the emerging industrial world.
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Alison, Cheryl. "Creatures of Habit." Thesis, Tufts University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624685.

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<p> This dissertation contends that the kinds of consistency composition both affords and demands in order to hold together <i>as a</i> composition have a special location within European and American late modernism. In the decades surrounding the Second World War, artists acknowledged that art needed to let in disorder to reflect lived experience; yet, it still had to cohere in order to be recognizable as art, or a form of presentation. Paying attention to how diverse late modernist artists were thus creatively challenged, I argue that their works of art demonstrate historically located and informed compositional conservatism, or formal rigidity. Making the case for the breadth of composition's organizing force during the period, I focus on a different artist and disciplinary area in each of three chapters: Francis Bacon's oil paintings, Samuel Beckett's dramatic and theatrical work in <i>Endgame,</i> and Ralph Ellison's novelistic efforts in <i>Invisible Man</i> and his unfinished second manuscript. </p><p> Late modernist artwork exercises formal control in ways extreme enough to be called violent. But if "violence" signifies here how formal control stringently orders components (and excludes others) to bring them into line with composition's demands, this <i>formal</i> signification hardly removes such violence from having lived consequences. More, such components' failure to fall into line, or the artist's failure to accomplish such organization, can itself have unfortunate repercussions. Building on Gilles Deleuze and F&eacute;lix Guattari's art theory, which lays the groundwork for aligning apparently dissimilar compositions, I argue that in Bacon, Beckett, and Ellison, compositional force operates in ways shared by larger physical and psychological arrangements. I show how not just home or domestic spaces, but also national and political structures, including, e.g., those defining German fascism, partake in composition's formational activities. Making use of conceptual apparatuses that extend beyond Deleuzoguattarian theory to include psychoanalysis and Frankfurt School theorists, this dissertation examines how the violence (and pleasure) of form variously subtends the period's configurations.</p>
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Moore, Grace. "Paine, Blake and Hegemony." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626059.

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Nwosu, Maik. "The reinvention of meaning cultural imaginaries and the life of the sign /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Wyndham, Karen Louise Smith. "Traffic in books: Ethnographic fictions of Zora Neale Hurston, Salman Rushdie, Bruce Chatwin, and Ruth Underhill." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279845.

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This dissertation studies the works of four writers who attempt cross-cultural advocacy through writing fiction based upon their fieldwork or other travels. In order to explain cultural differences, however, all four writers inadvertently rely upon the very Orientalist stereotypes, the "ethnographic fictions," which they seek to undermine. Three underlying causes for this dynamic are identified and traced through works by the authors as well as contemporary post-colonial, queer, feminist, and ethnographic interdisciplinary scholarship. First, in order to explain the significance of native cultures in the language of the mainstream or dominant one, cross-cultural advocates must balance novelty with intelligibility. A critique of an epistemology of empire, then, better taps "ethnographic fictions" through mimicry, mockery, and minstrelsy, rather than appealing to abstract, ahistorical universals. Second, Odysseun myths remain a powerful set of presumptions about the relationship between travel, individuality, and empowerment. Yet the idea that freedom and free thought are both the goals and consequences of travel fails to account for the history of pilgrims, refugees, and community-based activists. Third, Orientalism and Anthropology are organized around the idea that sex/gender roles reveal the essence of indigenous cultures. The result is a disproportionate focus upon women's living quarters (harems, zezanas, huts), and indigenous sexuality (berdaches, hijras, shamen). For the four authors, the relationship between advocacy and self-identification is a crucial element. Close reading of the writers' texts reveals how they each seek validation of their sex/gender identities through investigations abroad. As queer, feminist, and/or bi-cultural people, the writers are particularly sensitive to conventions of belonging and exclusion. This study reveals how advocacy and alienation interact in 20th-century literature and scholarship of the Other.
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Toth, Leah Hutchison. "Resonant Texts: Sound, Noise, and Technology in Modern Literature." UKnowledge, 2016. http://uknowledge.uky.edu/english_etds/29.

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“Resonant Texts” draws from literary criticism, history, biography, media theory, and the history of technology to examine representations of sound and acts of listening in modern experimental fiction and drama. I argue that sound recording technology, invented in the late 19th century, equipped 20th century authors including James Joyce, Virginia Woolf, Ralph Ellison, and Samuel Beckett with new resources for depicting human consciousness and experience. The works in my study feature what I call “close listening,” a technique initially made possible by the phonograph, which forced listeners to focus exclusively on what they heard without the presence of an accompanying image. My study examines the literary modernists’ acute attention to the auditory in their goal to accurately represent the reality of the subjective, perceiving self in increasingly urban, technologically advanced environments.
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Books on the topic "Literature, Modern. Literature, American. Literature, English"

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Martin, Alex. Modern plays: Introductions to modern English literature for students of English. Prentice Hall, 1995.

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Alex, Martin. Modern plays: Introductions to modern English literature for students of English. Prentice Hall, 1995.

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Cauchi, Maurice N. Worlds apart: Migration in modern English literature. Europe-Australia Institute, 2002.

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Denis, Donoghue. The ordinary universe: Soundings in modern literature. Ecco Press, 1987.

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Laurence, Goldstein. The flying machine and modern literature. Macmillan, 1986.

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The flying machine and modern literature. Indiana University Press, 1986.

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The flying machine and modern literature. Macmillan, 1986.

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Goldstein, Laurence. The flying machine and modern literature. Indiana University Press, 1986.

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The King Arthur myth in modern American literature. McFarland, 2002.

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Darrow, Kathy D. Nineteenth-century literature criticism. Gale, 2010.

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Book chapters on the topic "Literature, Modern. Literature, American. Literature, English"

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Bender, Jacob L. "Interlude: “There’ll Be Scary Ghost Stories”—English Ghosts of Christmas Past." In Modern Death in Irish and Latin American Literature. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50939-2_6.

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Mutch, Deborah. "Introduction: ‘A Swarm of Chuffing Draculas’: The Vampire in English and American Literature." In The Modern Vampire and Human Identity. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9780230370142_1.

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Seymour-Smith, Martin. "American Literature." In Guide to Modern World Literature. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-06418-2_2.

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Surkamp, Carola. "Teaching Literature." In English and American Studies. J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_37.

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Seymour-Smith, Martin. "Latin-American Literature." In Guide to Modern World Literature. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-06418-2_22.

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Rainsford, Dominic. "Medieval and early modern." In Literature in English. Routledge, 2020. http://dx.doi.org/10.4324/9780429277399-8.

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Gerzina, Gretchen H. "Contrasts: Teaching English in British and American Universities." In Teaching Literature. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_2.

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Blamires, Harry. "The modern movement." In Twentieth-Century English Literature. Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_5.

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Pearson, Lucy. "Family, Identity and Nationhood: Family Stories in Anglo-American Children’s Literature, 1930–2000." In Modern Children’s Literature. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9_7.

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Reynolds, Kimberley. "Sociology, Politics, the Family: Children and Families in Anglo-American Children’s Fiction, 1920–60." In Modern Children’s Literature. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21149-0_3.

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Conference papers on the topic "Literature, Modern. Literature, American. Literature, English"

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Kletskina, Renata Gennadevna. "EDUCATIONAL CAPACITY OF ENGLISH AND AMERICAN LITERATURE LESSONS." In Воспитание как стратегический национальный приоритет. Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-29.

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Karasik, Olga, Nadezhda Pomortseva, and Natalia Bobyreva. "EXPLORING ENGLISH AND AMERICAN LITERATURE IN LINGUISTIC ACADEMIC COURSES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0761.

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Fang, Xie. "Significance of knowledge of English and American Literature to English learning." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.115.

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Katyshev, Svetlana Pitina. "Why Is It Difficult To Teach And Understand Modern English Literature?" In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.185.

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Liu, Yan. "Intercultural Communicative Competence Cultivation in English and American Literature Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.227.

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Bakhmat, Liudmyla, Violetta Panchenko, and Olha Bashkir. "Using English Borrowings in Modern Ukrainian Advertising." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.004.

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"Research on Chinese Cultural Vocabulary based on Corpus of Contemporary American English." In 2018 International Conference on Culture, Literature, Arts & Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icclah.18.015.

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Chen, Ying. "Analysis of the Penetration of English and American Literature in College English Teaching." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.442.

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Fan, Ji. "The Embodiment and Development of Feminism in English and American Literature." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.371.

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Yu, Liwei. "College Students' English and American Literature Teaching Under the Humanistic Concept." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.87.

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