[Hardy-l] Re: Hardy-l Digest, Vol 32, Issue 14

[ANN WHITLOCK]

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Message: 1
Date: Tue, 20 May 2008 13:04:21 -0400
From: "Ulin, Donald I" 
Subject: RE: [Hardy-l] RE: Teaching Hardy


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
   
  This might be an excellent way of beginning; to start witht the students' own points for discussion rather than taking them through critical rhetoric which hs been organised is for them to absorb rather than to question. It depends upon how much time you have for debate rather than examination preparation. Suggest that you might start with a story which is controversial - You could invite them to them to read The Withered Arm, which contains an outline of all kinds of themes and practices which would allow for student research, and philosophical debate. The contentions history of religion and witchcraft in the USA is well known through The Crucible, even though the culture and literature associated with 19th Century Dorset may not be.
   
  There are several other novels where related themes are explored through conjurers, weather casters etc., in Hardy's novels. Any story would do, which might make them feel involved in the research process rather than just assimilating material for the process of demonstration of memory in examinations.
  Ann Whitlock



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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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Message: 2
Date: Tue, 20 May 2008 09:49:32 -0700
From: Betty Cortus 
Subject: [Hardy-l] A Reminder
To: HARDY-L 
Message-ID: <683DE9F4-E7B3-4AB7-9703-41A523C27E63 at hardy-l.com>
Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed

Dear All,
>From time to time it is necessary to remind subscribers to delete 
earlier messages when using the reply function to respond to a post. 
Failing to do so clogs up the archives with an abundance of redundant 
material.

Your cooperation much appreciated,

Betty Cortus, Forum Director
bcortus at hardy-l.com



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End of Hardy-l Digest, Vol 32, Issue 14
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