This article examines lost voices in Louise Erdrich’s novel The Beet Queen. Impacted by the white-male-elite values, white woman Sita Kozka and Native American man Russell Kashpaw, in their endeavor to forge ultimate femininity and masculinity, experience downward trajectory phases marked by loud voices, objectification, oppression, voice loss, and death. By comparing Sita’s death and Russell’s rebirth, it unfolds that the pursuit of femininity and masculinity, within the patriarchal and racial conceptual framework, results in voicelessness and disempowerment. It also contends that only by forging independent identity and preserving indigenous culture can women and Native American men make their voices heard.
{"title":"Voices Lost with Femininity and Masculinity in The Beet Queen","authors":"Qianqian Chen, Joan Qionglin Tan","doi":"10.24053/aaa-2022-0004","DOIUrl":"https://doi.org/10.24053/aaa-2022-0004","url":null,"abstract":"This article examines lost voices in Louise Erdrich’s novel The Beet Queen. Impacted by the white-male-elite values, white woman Sita Kozka and Native American man Russell Kashpaw, in their endeavor to forge ultimate femininity and masculinity, experience downward trajectory phases marked by loud voices, objectification, oppression, voice loss, and death. By comparing Sita’s death and Russell’s rebirth, it unfolds that the pursuit of femininity and masculinity, within the patriarchal and racial conceptual framework, results in voicelessness and disempowerment. It also contends that only by forging independent identity and preserving indigenous culture can women and Native American men make their voices heard.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers’ marginal and end comments are an essential part of teaching and evaluating students’ written work. However, the method can backfire when teachers resort to insincere formulaic praise, fall into the trap of over-commenting, and lose sight of the actual author of the text, appropriating it in the process. The challenges of providing effective written feedback require an examination of students’ attitudes toward it, both to reassure teachers that they are doing better than they think they are, but also to make them aware that there is much room for improvement. For one thing, the remaining weaknesses can be addressed in systematic teacher training on written feedback, which has been lacking. Second, these same teachers should then teach their students how to interpret marginal and final comments and use them to revise their work. The article reviews the research to date in this area and presents a case study that sheds more light on the topic, making it clear that more systematic and holistic research and training would be needed in this area.
{"title":"Challenges of Written Response to Student Writing: Praise, Over-Commenting and Appropriation","authors":"Cvetka Sokolov","doi":"10.24053/aaa-2022-0006","DOIUrl":"https://doi.org/10.24053/aaa-2022-0006","url":null,"abstract":"Teachers’ marginal and end comments are an essential part of teaching and evaluating students’ written work. However, the method can backfire when teachers resort to insincere formulaic praise, fall into the trap of over-commenting, and lose sight of the actual author of the text, appropriating it in the process. The challenges of providing effective written feedback require an examination of students’ attitudes toward it, both to reassure teachers that they are doing better than they think they are, but also to make them aware that there is much room for improvement. For one thing, the remaining weaknesses can be addressed in systematic teacher training on written feedback, which has been lacking. Second, these same teachers should then teach their students how to interpret marginal and final comments and use them to revise their work. The article reviews the research to date in this area and presents a case study that sheds more light on the topic, making it clear that more systematic and holistic research and training would be needed in this area.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45501250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ewald Mengel & Michela Borzaga (eds.), Trauma, Memory, and Narrative in the Contemporary South African Novel
埃瓦尔德·门格尔和米歇尔·博尔扎加(编)，创伤，记忆和叙事在当代南非小说
{"title":"Ewald Mengel & Michela Borzaga (eds.), Trauma, Memory, and Narrative in the Contemporary South African Novel","authors":"R. Fasselt","doi":"10.1163/9789401208451","DOIUrl":"https://doi.org/10.1163/9789401208451","url":null,"abstract":"Ewald Mengel & Michela Borzaga (eds.), Trauma, Memory, and Narrative in the Contemporary South African Novel","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81682232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The idea of a literary or poeticized culture and the notion of the power of redescription are two provocative aspects of Richard Rorty's Contingency, Irony, and Solidarity. The beginnings of this kind of culture can be detected at the end of the eighteenth century, when European linguistic practices changed at an enormously fast rate and redescriptions became ever more radical in nature. A liberal poeticized culture in its fully realized form would be antifoundationalist, antiessentialist, nominalist, and historicist through and through. This article discusses the implications of the idea of a literary culture and the role the poet (in the broad sense) is supposed to play in the process of creating and establishing such a culture. This is done in three steps. First, Rorty's notion of a literary or poeticized culture is analyzed. Second, Emerson's understanding of the task the true poet has to fulfill is discussed. Finally, the article seeks to elucidate the complexity of Whitman's suggestions regarding the function of the American poet.
{"title":"Strangle the singers who will not sing you loud and strong : Emerson, Whitman, and the idea of a Literary Culture","authors":"U. Schulenberg","doi":"10.2307/j.ctt211qv3f.7","DOIUrl":"https://doi.org/10.2307/j.ctt211qv3f.7","url":null,"abstract":"The idea of a literary or poeticized culture and the notion of the power of redescription are two provocative aspects of Richard Rorty's Contingency, Irony, and Solidarity. The beginnings of this kind of culture can be detected at the end of the eighteenth century, when European linguistic practices changed at an enormously fast rate and redescriptions became ever more radical in nature. A liberal poeticized culture in its fully realized form would be antifoundationalist, antiessentialist, nominalist, and historicist through and through. This article discusses the implications of the idea of a literary culture and the role the poet (in the broad sense) is supposed to play in the process of creating and establishing such a culture. This is done in three steps. First, Rorty's notion of a literary or poeticized culture is analyzed. Second, Emerson's understanding of the task the true poet has to fulfill is discussed. Finally, the article seeks to elucidate the complexity of Whitman's suggestions regarding the function of the American poet.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86514347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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