Revel Access Code for Literature for Composition

Sylvan Barnet, is a former Fletcher Professor of English Emeritus and director of writing at Tufts University. Barnet is the author of numerous books and articles on Shakespeare. He was the general editor of the Signet Classics Shakespeare, the author of A Short Guide for Writing about Art, and has written many textbooks about literature and drama. He is the co-author with William Burto of occasional essays on aspects of Japanese art. He has also written books about the art of writing.  William Burto is a former Professor of English at the University of Massachusetts, where he served as chair of the Department of English. Burto is the co-author of several highly successful college textbooks on literature, drama, and composition. He was also the editor of the Signet Classic Edition of Shakespeare's sonnets and of Shakespeare's narrative poems.   William E. Cain is Mary Jewett Gaiser Professor of English at Wellesley College. Among his many publications is a monograph on American literary and cultural criticism, 1900-1945, in The Cambridge History of American Literature, vol. 5 (2003). He is a co-editor of the Norton Anthology of Literary Theory and Criticism (2nd ed., 2010), and, with Sylvan Barnet, he co-authored a wide variety of books on literature and composition. His recent publications include essays on Ralph Ellison, Ernest Hemingway, George Orwell, Shakespeare, Edith Wharton, and Willa Cather.  Cheryl Nixon is an Associate Professor of English and Chair of the English Department at UMass Boston. In addition to her undergraduate courses, she teaches graduate Teaching of Literature courses and works with a staff of teaching interns to design and deliver general-education literature courses. Her courses feature project-based assignments and she often uses out-of-classroom learning to spark curiosity about literature. For example, she has worked with students to create rare books exhibitions for the Boston Public Library, including “Crooks, Rogues, and Maids Less than Virtuous: Books in the Streets of 18th-Century London.” Her research focuses on literary and legal representations of the family, and her recent works include The Orphan in Eighteenth-Century Law and Literature: Estate, Blood, and Body and Novel Definitions: An Anthology of Commentary on the Novel, 1688-1815.

• BRIEF CONTENTS NOTE: Brief and Comprehensive Tables of Contents follow.I. THINKING CRITICALLY ABOUT LITERATURE How to Write an Effective Essay about Literature: A Crash CourseWhat is Critical Thinking about Literature? A Crash CourseThe Writer as ReaderThe Reader as WriterThe Pleasures of Reading, Writing and Thinking about LiteratureII. WRITING ARGUMENTS ABOUT LITERATURE Close Reading: Paraphrase, Summary, and ExplicationAnalysis: Inquiry, Interpretation and ArgumentPushing Analysis Further: Re-Interpreting and RevisionComparison and SynthesisResearch: Writing with SourcesIII. ANALYZING LITERARY FORMS AND ELEMENTS Reading and Writing about EssaysReading and Writing about StoriesReading and Writing about Graphic FictionReading and Writing about PlaysReading and Writing about PoemsIV. ENJOYING LITERARY THEMES: A THEMATIC ANTHOLOGY The World Around UsTechnology and Human IdentityLove and Hate, Men and WomenInnocence and ExperienceAll in a Day’s WorkAmerican Dreams and NightmaresLaw and DisorderJourneysAppendix A: Writing About Literature: An Overview of Critical Strategies Appendix B: Remarks about Manuscript Form Literary Credits Photo Credits Index of Authors, Titles, and First Lines Index of Terms COMPREHENSIVE CONTENTS Contents by GenrePreface to InstructorsI: THINKING CRITICALLY ABOUT LITERATURE How to Write an Effective Essay about Literature: A Crash Course The Basic StrategyReading Closely: Approaching a First DraftChecklist: Generating Ideas for a DraftWriting and Revising: Achieving a Readable DraftChecklist: Writing and Revising a DraftRevising: Working with Peer ReviewPreparing the Final DraftWhat is Critical Thinking about Literature?: A Crash Course The Basic StrategyWhat Is Critical Thinking?How Do We Engage in Critical Thinking?Close ReadingChecklist: Close ReadingAnalysis: Inquiry, Interpretation, ArgumentChecklist: Inquiry and Question-AskingChecklist: InterpretationChecklist: ArgumentComparison and SynthesisChecklist: Comparison and SynthesisRevision and Self-AwarenessStanding Back: Kinds of WritingNon-Analytic vs. Analytic WritingThe Writer as Reader Reading and RespondingKATE CHOPIN • Ripe FigsReading as Re-creationReading for Understanding: Collecting Evidence and Making Reasonable InferencesReading with Pen in Hand: Close Reading and AnnotationSample Student Work: AnnotationReading for Response: Recording First ReactionsSample Student Work: Response WritingReading for Inquiry: Ask Questions and Brainstorm IdeasSample Student Work: Inquiry NotesReading in Context: Identifying Your Audience and PurposeFrom Reading to Writing: Developing an Analytical Essay with an Argumentative ThesisSample Student Analytical Essay: “Images of Ripening in Kate Chopin’s ‘Ripe Figs’”The Analytical Essay: Argument and Structure AnalyzedThe Writing Process: From First Responses to Final EssayOther Possibilities for WritingFrom Reading to Writing: Moving from Brainstorming to an Analytical EssayBRUCE HOLLAND ROGERS • Three SoldiersThe Writing Process: From Response Writing to Final EssaySample Student Work: Response WritingSample Student Analytical Essay: “Thinking about Three Soldiers Thinking”The Analytical Essay: The Development of Ideas AnalyzedFrom Reading to Writing: Moving from a Preliminary Outline to an Analytical EssayRAY BRADBURY • August 2026: There Will Come Soft RainsThe Writing Process: From Outlining to Final EssaySample Student Work: OutliningSample Student Analytical Essay: “The Lesson of ‘August 2026’”Your Turn: Additional Stories for AnalysisMICHELE SERROS • Senior Picture DayHARUKI MURAKAMI • On Seeing the 100% Perfect Girl One Beautiful April MorningJOHN UPDIKE • A & PThe Reader as Writer Developing Ideas through Close Reading and InquiryGetting IdeasAnnotating a TextKATE CHOPIN • The Story of an HourBrainstorming IdeasFocused FreewritingSample Student Work: FreewritingListingSample Student Work: ListingAsking QuestionsSample Student Work: Inquiry NotesKeeping a JournalSample Student Work: Journal-writingDeveloping a Thesis through Critical ThinkingArguing with YourselfArguing a ThesisChecklist: Thesis SentenceFrom Reading to Writing to Revising: Drafting an Argument in an Analytical EssaySample Preliminary Draft of Student’s Analytical Essay: “Ironies in an Hour”Revising an ArgumentOutlining an ArgumentSoliciting Peer Review, Thinking about CounterargumentsFrom Reading to Writing to Revising: Finalizing an Analytical EssaySample Final Draft of a Student’s Analytical Essay: “Ironies of Life in Kate Chopin’s ‘The Story of an Hour’”The Analytical Essay: The Final Draft AnalyzedFrom Reading to Writing to Revising: Finalizing an Analytical EssayKATE CHOPIN • Désirée’s BabySample Student Analytical Essay: “Race and Identity in ‘Désirée’s Baby’”From Reading to Writing to Revising: Drafting a Comparison EssayKATE CHOPIN • The StormSample Student Work: Comparison NotesSample Student Comparison Essay: “Two New Women”The Comparison Essay: Organization AnalyzedYour Turn: Additional Stories for AnalysisDAGOBERTO GILB • Love in L.A.ELIZABETH TALLENT • No One’s a MysteryJUNOT DIAZ • How to Date a Browngirl, Blackgirl, Whitegirl, or HalfieT. CORAGHESSAN BOYLE • Greasy LakeMARY ANNE HOOD • How Far She WentThe Pleasures of Reading, Writing and Thinking about Literature The Pleasures of LiteratureALLEN WOODMAN • WalletThe Pleasures of Analyzing the Texts that Surround UsThe Pleasures of Authoring TextsThe Pleasures of Interacting with TextsInteracting with Fiction: Literature as ConnectionJAMAICA KINCAID • GirlSample Student Personal Response Essay: “The Narrator in Jamaica Kincaid’s ‘Girl’: Questioning the Power of Voice”Interacting with Graphic Fiction: Literature as (Making and Breaking) RulesLYNDA BARRY • Before You WriteInteracting with Poetry: Literature as LanguageJULIA BIRD • 14: a txt msg pom.Interacting with Drama: Literature as PerformanceOSCAR WILDE• excerpt from The Importance of Being ErnestInteracting with Essays: Literature as DiscoveryANNA LISA RAYA • It’s Hard Enough Being MeYour Turn: Additional Stories, Poems, Plays and Essays for Pleasurable AnalysisPoemsALBERTO RIOS • NaniJIMMY SANTIAGO BACA • Green ChiliHELEN CHASIN • The Word PlumWILLIAM CARLOS WILLIAMS • This Is Just to SayGARY SOTO • OrangesSARAH N. CLEGHORN • The Golf LinksSTEVIE SMITH • Not Waving but DrowningStoriesMARGARET ATWOOD • Happy EndingsAMBROSE BIERCE • An Occurrence at Owl Creek BridgePlayMICHAEL GOLAMCO • The HeartbreakerEssayGEORGE SAUNDERS Commencement Speech on KindnessII: WRITING ARGUMENTS ABOUT LITERATURE Close Reading: Paraphrase, Summary, and Explication What Is Literature?Literature and FormForm and MeaningROBERT FROST • The Span of LifeClose Reading: Reading in Slow MotionExploring a Poem and Its MeaningLANGSTON HUGHES • HarlemParaphraseSample Student Work: ParaphraseSummarySample Student Work: SummaryExplicationWorking Toward an ExplicationSample Student Work: AnnotationSample Student Work: Journal EntriesSample Student Work: ListingSample Student Explication Essay: “Langston Hughes’s ‘Harlem’”Explication as ArgumentCATHY SONG • Stamp CollectingSample Student Argumentative Explication Essay: “Giving Stamps Personality in ‘Stamp Collecting’”Checklist: Drafting an ExplicationYour Turn: Additional Poems for ExplicationWILLIAM SHAKESPEARE • Sonnet 73JOHN DONNE • Holy Sonnet XIVEMILY BRONTË • SpellboundLI-YOUNG LEE • I Ask My Mother to SingRANDALL JARRELL • The Death of the Ball Turret GunnerAnalysis: Inquiry, Interpretation and Argument AnalysisUnderstanding Analysis as a Process of Inquiry, Interpretation, ArgumentAnalyzing a Story from the Hebrew Bible: The Judgment of SolomonThe Judgment of SolomonDeveloping an Analysis of the StoryOpening Up Additional Ways to Analyze the StoryAnalyzing a Story from the New Testament: The Parable of the Prodigal SonThe Parable of the Prodigal SonAsking Questions that Trigger an Analysis of the StoryFrom Inquiry to Interpretation to Argument: Developing an Analytical PaperERNEST HEMINGWAY • Cat in the RainClose ReadingSample Student Work: AnnotationsInquiry QuestionsSample Student Work: Inquiry NotesInterpretation BrainstormingSample Student Work: Journal WritingThe Argument-Centered PaperSample Student Argument Paper: “Hemingway’s American Wife”From Inquiry to an Analytical Paper: A Second ExampleSample Student Work: Inquiry NotesSample Student Work: Journal WritingJAMES JOYCE • ArabySample Student Analytical Essay: “‘Araby’s’ Everyday and Imagined Setting”From Inquiry to Interpretation to Argument: Maintaining an Interpretation in an Analytical PaperAPHRA BEHN • Song: Love ArmedMaintaining Interpretive InterestSample Student Work: Inquiry NotesSample Student Work: Journal WritingSample Student Essay: “The Double Nature of Love”Checklist: Editing a DraftYour Turn: Additional Short Stories and Poems for AnalysisEDGAR ALLAN POE • The Cask of AmontilladoLESLIE MARMON SILKO • The Man to Send Rain CloudsBILLY COLLINS • Introduction to PoetryROBERT FROST • The Road Not TakenJOHN KEATS • Ode on a Grecian UrnMARTIN ESPADA • BullyPushing Analysis Further: Re-Interpreting and RevisionInterpretation and MeaningIs the Author’s Intention a Guide to Meaning?What Characterizes a Sound Interpretation?Interpreting Pat Mora’s “Immigrants”PAT MORA • ImmigrantsChecklist: Writing an InterpretationStrategy #1: Pushing Analysis by Rethinking First ResponsesJEFFREY WHITMORE • Bedtime StorySample Student Work: Response Writing RevisitedDOUGLAS L. HASKINS • Hide and SeekSample Student Work: Response Writing RevisitedMARK PLANTS • Equal RitesSample Student Work: Response Writing RevisitedStrategy #2: Pushing Analysis by Exploring Literary FormLANGSTON HUGHES • Mother to SonSample Student Work: Annotation Exploring FormSample Student Work: Inquiry Notes Exploring FormSample Student Analytical Essay: “Accepting the Challenge of a Difficult Climb in Langston Hughes’ ‘Mother to Son’”Strategy #3: Pushing Analysis by Emphasizing Concepts and InsightsROBERT FROST • Stopping by Woods on a Snowy EveningSample Student Analytical Essay: “Stopping by Woods–and Going On”Analyzing the Analytical Essay’s Development of a Conceptual InterpretationSample Student Analytical Essay: “‘Stopping by Woods on a Snowy Evening’ as a Short Story”Strategy #4: Pushing Analysis Through RevisionRevising for Ideas vs. MechanicsRevising Using Instructor Feedback, Peer Feedback, and Self-CritiqueExamining a Preliminary Draft with Revision in MindHA JIN • SaboteurSample Student Preliminary Draft of an Analytical Essay: “Individual and Social Morals in HaJin’s ‘Saboteur’”Developing a Revision Strategy: Thesis, Ideas, Evidence, Organization, CorrectnessSample Student Final Draft of an Analytical Essay: “Individual and Social Morals in HaJin’s ‘Saboteur’”Your Turn: Additional Poems and Stories for InterpretationT. S. ELIOT • The Love Song of J. Alfred PrufrockJOHN KEATS • Ode on a Grecian UrnTHOMAS HARDY • The Man He KilledANNE BRADSTREET • Before the Birth of One of Her ChildrenCHRISTINA ROSSETTI • After DeathFRED CHAPELLE • Narcissus and EchoJOYCE CAROL OATES • Where Are You Going, Where Have You Been?RAYMOND CARVER • CathedralComparison and SynthesisComparison and Critical ThinkingOrganizing a Comparison PaperComparison and Close ReadingComparison and Asking QuestionsComparison and Analyzing EvidenceSample Student Work: Comparison ArgumentsComparison and Arguing with YourselfE. E. CUMMINGS • Buffalo Bill ’sChecklist: Developing a ComparisonSynthesis Through Close Reading: Analyzing a Revised Short StoryRAYMOND CARVER • MineRAYMOND CARVER • Little ThingsSample Student Writing: Innovative ListingSynthesis Through Building a Concept Bridge: Connecting Two PoemsTHYLIAS MOSS • TornadoesKWAME DAWES • Tornado ChildSample Student Writing: Innovative Response WritingSynthesis Using ThemeSANDRA CISNEROS • Barbie-QMARYANNE O’HARA •Diverging Paths and All ThatJAYNE ANNE PHILLIPS • SweetheartsSample Student Writing: Innovative MappingSynthesis Using FormWILLIAM SHAKESPEARE • Sonnet 18:Shall I Compare Thee to a Summer’s Day?HOWARD MOSS • Shall I Compare Thee to a Summer’s DaySample Student Comparison Essay: “A Comic Re-Writing of a Shakespeare Sonnet”Checklist: Revising a ComparisonYour Turn: Additional Poems and Stories for Comparison and SynthesisPoetry“Carpe diem” poemsROBERT HERRICK • To the Virgins, to Make Much of TimeCHRISTOPHER MARLOWE • The Passionate Shepherd to His LoveSIR WALTER RALEIGH • The Nymph’s Reply to the ShepherdANDREW MARVELL • To His Coy MistressJOHN DONNE • The Bait“blackberry” poemsGALWAY KINELL •Blackberry EatingSYLVIA PLATH • BlackberryingSEAMUS HEANEY •Blackeberry-PickingYUSEF KOMUNYAKAA •Blackberries“America” poemsWALT WHITMAN • I Hear America SingingLANGSTON HUGHES • I, Too [Sing America]StoriesStories about reading and writingJULIO CORTAZAR • Continuity of ParksA.M. HOMES • Things You Should KnowStories about grandmothersLAN SAMANTHA CHANG • Water NamesKATHERINE ANNE PORTER • The Jilting of Granny WeatherallResearch: Writing with SourcesCreating a Research PlanEnter Research with a Plan of ActionWhat Does Your Own Institution Offer?Plan the Type of Research You Want to DoSelecting a Research Topic and Generating Research QuestionsUse Close Reading as Your Starting PointSelect Your TopicSkim Resources Through Preliminary ResearchNarrow Your Topic and Form a Working ThesisSample Student Work: Digital Research Folder Assignment and Research Plan NotesSample Student Work: Digital Research Folder “Working Thesis” NotesGenerate Key Concepts as KeywordsCreate Inquiry QuestionsSample Student Work: Digital Research Folder “Research Keywords” and “Inquiry Questions” NotesLocating Materials Through Productive SearchesGenerate Meaningful KeywordsChecklist: Creating Meaningful Keywords for a Successful SearchUsing Academic Databases to Locate MaterialsSearch Full-Text Academic DatabasesSearch the MLA DatabasePerform Advanced Keyword SearchesSample Student Work: Searching the Academic DatabaseUsing the Library Catalog to Locate MaterialsLocate Books and Additional ResourcesSample Student Work: Searching the Library CatalogUsing the Internet to Perform Meaningful ResearchSample Student Work: Searching the InternetEvaluating Sources for Academic QualityChecklist: Evaluating Web Sites for QualitySample Student Work: Evaluating Sources for Academic QualityEvaluate Sources for Topic “Fit”