Tag Archives: fiction/literature

Cultural Literacy: Salman Rushdie

He has been in the news recently for his new book, Knife: Meditations After an Attempted Murder, which tells the story of the attack he suffered in August, 2022, while onstage at the Chautauqua Institution in Chautauqua, New York,  so now is a good time to offer this Cultural Literacy worksheet on Salman Rushdie. This is a half-page document with a reading of two sentences, on relatively simple, the other a longish compound, and two comprehension questions. The reading does mention the Satanic Verses controversy (which may have motivated Mr. Rushdie’s attacker) and the fact that it necessitated that Mr. Rushdie go into hiding.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Etel Adnan

“Etel Adnan: (1925-2021) Lebanese poet. Adnan’s works record the devastation of Beirut by civil war. Adnan is a Lebanese Christian who writes in both Arabic and French, and much of her work has been translated into English. Her seven volumes of poetry include Arab Apocalypse (1980) and From A to Z (1982). She renders the effects of the war in fragmentary poems that are formed from shards of language, often punctuated by abstract drawings, barring the reader from assembling a coherent narrative. Her one novel, Sitt Marie Rose (1982), also resists a linear reading: it is told not only from the perspective of its female protagonist, a Christian supporter of the Palestinian resistance, but also from that of the Phalangist Christians who hold her hostage. Adnan’s manipulation of the point deftly illustrates the complexities of the Lebanese political crisis.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Joryu Bungaku

“Joryu Bungaku: Japanese term for ‘women’s writing.’ Although women played a significant literary role in the Heian era (794-1185), female writers all but disappeared in the succeeding periods of military turmoil. After struggling to reassert themselves in the late 19th century, women writers emerged in such numbers that by the 1920s, the term joryu bungaku, or ‘writing of the women’s school,’ was uniformly applied to any female-authored work. While protecting women from obliteration from the dominant male mainstream, the classification nevertheless restricted female literary expression to one prescribed by gender, and relegated all women writers, regardless of their artistic diversity, to a single ‘school.’ Disparate examples of joryo bungaku are Miyamoto Yuriko and Nogami Yaeko.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Commonplace Book

“Commonplace Book: A personal notebook for recording literary passages, quotations, special thoughts, memories, etc.

‘In any case, Trapnel’s was still and unexplored period. Gwinnett added another item. ‘Did you know he kept a Commonplace Book during his last years?’ Anthony Powell, Temporary Kings’

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

G.K. Chesterton on Journalism

“Journalism consists largely in saying ‘Lord Jones died’ to people who never knew Lord Jones was alive.”

G.K. Chesterton

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Cultural Literacy: Jane Eyre

Here is a Cultural Literacy worksheet on Jane Eyre. This is a full-page worksheet with a reading of four simple sentences and four comprehension questions. A basic, symmetrical, introduction to this landmark novel by Charlotte Bronte.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Christa Wolf

“Christa Wolf: (1929-2011) German novelist and essayist. Wolf’s major theme is the individual damaged and crippled by society. Der geteilte Himmel (1963; tr Divided Heaven, 1983), a critical account of East German society, established her as a major writer. Her highly acclaimed novel Nachdenken uber Christa T. (1968; tr The Quest for Christa T, 1970), both a requiem for a dead friend and an analysis of the limits of individual development set by society, caused a debate about new modes of narration in East German literature. The novel Kindheitesmuster (1976; tr Patterns of Childhood, 1984) is an attempt to come to terms with the National Socialist past. In Kein Ort Nurgens (1979; tr No Place on Earth, 1982), Wolf Depicts a fictional meeting between Kleist and Karoline von Gunderrode, two alienated individuals, both poets and both suicides, who longed for a different society. With this and other works, Wolf contributed to a reevaluation of Romanticism in the German Democratic Republic. Reverting to mythological sources in Kassandra (1983; tr 1984), Wolf finds in the story of Cassandra a foreshadowing of what was to become reality for subsequent centuries: the exclusion of women as subjects of history. Written in the aftermath of the Chernobyl nuclear catastrophe, Storfall, Nachrichten eines Tages (1987; tr Accident. A Day’s News, 1989) deals with Western civilization’s potential for destruction. Wolf’s short story, Was bleibt (1990; tr What Remains and Other Stories, 1993) led to a controversy about the status of literature by former East German authors. Selections in English of Wolf’s other writings include The Reader and the Writer: Essays, Sketches, Memories (1977), and The Author’s Dimension: Selected Essays (1993).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, 22 March 2024, Women’s History Month Week 4: A Reading and Comprehension Worksheet on Mrs. Dalloway

On this, the penultimate Friday of Women’s History Month 2024, here is a reading on Mrs. Dalloway, the novel by Virginia Woolf, and its attendant vocabulary-building and comprehension worksheet. I rather doubt anyone is teaching this book at the secondary level. I confess I have found this book, at which I’ve taken several passes, more than a bit of a challenge. Still, these materials introduce the novel, and in so doing introduce Virginia Woolf herself, a significant figure in women’s history.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Cultural Literacy: George Sand

Moving right along this morning, here is a Cultural Literacy worksheet on George Sand, nom de plume of Amandine Aurore Lucie Dupin. This is a half-page document with a reading of two sentences and two comprehension question. A short, symmetrical, introduction to this important nineteenth-century author.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Margery Allingham

“Margery (Louise) Allingham: (1904-1966) British detective story writer. She published her first story at 8, her first novel at 19, and her first detective story in her early 20s. Her stories about the fictional detective about the fictional detective Albert Campion became very popular, and such novels as Tiger in the Smoke (1952) and The China Governess (1962), with their intellectual style and psychological insight, helped win detective fiction consideration as a serious literary genre.”

­­­­­­­­­Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.