[Hardy-l] RE: Teaching Hardy

[Ulin, Donald I]

I would second Joanna’s suggestion of including poetry, and Paul’s reference to “On the Western Circuit” reminded me that when I taught a Hardy course, I assigned a collection of short stories to be read before the semester started.  They had to pick a few that they liked and be prepared to talk about them.  Short stories are more manageable for short attention spans, and so students are more likely to read at least something over that break.  That way you get a running start on the semester.



Don Ulin

University of Pittsburgh at Bradford



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From: Niemeyer, Paul J. [mailto:pniemeyer at tamiu.edu]
Sent: Tuesday, May 20, 2008 11:47 AM
To: hardy-l at coyote.csusm.edu
Subject: RE: [Hardy-l] RE: Teaching Hardy







At risk of sounding cynical, I'd like to point out that, to a good number of American students, any Hardy novel is likely to be new.  I've encountered a few students who read Tess in high school and one or two who've had Jude; and if in college they've taken a standard second semester British Lit survey course with the ubiquitous Norton anthologies, they've likely read "On the Western Circuit" and the most popular poems -- otherwise, it's virgin territory, so, Beth, teach the four novels you like the best!  Beth originally asked what her "fourth" book should be: I've often recommended Far from the Madding Crowd as a "starter" for Hardy, and it could work to introduce a course.



Best,



Paul Niemeyer



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Paul J Niemeyer
Assistant Professor
Department of Language and Literature
PH 216B
Tel. (956) 326-2624
Fax (956) 326-2469

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