Seriously Popular: Rethinking 19th-Century American Literature through the Teaching of Popular Fiction

Autor/in	Gatti, Lauren
Titel	Seriously Popular: Rethinking 19th-Century American Literature through the Teaching of Popular Fiction
Quelle	In: English Journal, 100 (2011) 5, S.47-53 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Advanced Placement; English Teachers; United States Literature; Novels; English Instruction; Literature Appreciation; Fiction; United States History; High School Students; Urban Schools; Comparative Analysis; Reading Materials; Authors; Reading Material Selection + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Novel; Roman; English langauage lessons; Literarische Wertung; Fiktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Author; Autor; Autorin
Abstract	Curious about the connections between the author's students' reading tastes and those of 19th-century readers, the author read Nina Baym's excellent text "Novels, Readers, and Reviewers: Responses to Fiction in Antebellum America" to gain a sense of how readers in the 1800s might have thought about the texts that they read. Nineteenth-century readers wanted their novel to be a "story proper" (or a "novel proper") with a beginning, middle, and end. There could be complicated action and nonlinear events, but the events needed to cohere; plot was essential (Baym, Novels 71). To see where her urban high school students lined up with Baym's synthesis of what 19th-century readers looked for in novels, the author generated a chart outlining her findings and asked students to agree or disagree, making sure to provide reasons. The students analyze differences between their own reading tastes and those of 19th-century readers, and in the process they breathe new life into several canonical texts. The author points out that, by choosing to complicate, historicize, and reframe 19th-century American literature units through the inclusion of 19th-century popular fiction, English teachers are allowing their students to take part in important debates that English teachers and readers enjoy. As a result, all students, not just those in Advanced Placement classes, are invested in a deep and engaging exploration of the canon. (Contains 2 notes.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10