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Teaching Hemingway and Modernism presents concrete, intertextual models for using Hemingway’s work effectively in various classroom settings, so students can understand the pertinent works, definitions, and types of avant­gardism that inflected his art. The fifteen teacher­scholars whose essays are included in the volume offer approaches that combine a focused individual treatment of Heming­ way’s writing with clear links to the modernist era and offer meaningful assignments, prompts, and teaching tools.

The essays and related appendices balance text, context, and classroom practice while considering a broad and student­based audience. The contributors address a variety of critically significant questions—among them:

How can we view and teach Hemingway’s work along a spectrum of modernist avant­gardism? How can we teach his stylistic minimalism both on its own and in conjunction with the more expansive styles of Joyce, Faulkner, Woolf, and other modernists? What is postmodernist about an author so often discussed exclusively as a modernist, and how might we teach Hemingway’s work vis­à­vis that of contemporary authors? How can teachers bridge twentieth­ and twenty first century pedagogies for Hemingway studies and American literary studies in high school, undergraduate, and graduate settings? What role, if any, should new media play in the classroom?

Teaching Hemingway and Modernism is an indispensable tool for anyone teaching Hemingway, and it offers exciting and innovative approaches to understanding one of the most iconic authors of the modernist era.

Table of Contents

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  1. Cover
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  1. Front Matter
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  1. Contents
  2. pp. v-vi
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  1. Foreword
  2. p. vii
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  1. Introduction
  2. Joseph Fruscione
  3. pp. 1-9
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  1. 1 Modernist Style, Identity Politics, and Trauma in Hemingway’s
  2. Julie Goodspeed-Chadwick
  3. pp. 10-20
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  1. 2 “Miss Stein Instructs”: Revisiting the Paris Apprenticeship of 1922
  2. Katie Owens-Murphy
  3. pp. 21-29
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  1. 3 Hemingway, Stevens, and the Meditative Poetry of “Extraordinary Actuality”
  2. Phillip Beard
  3. pp. 30-41
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  1. 4 Our Greatest American Modernists: Teaching Hemingway and Faulkner Together
  2. James B. Carothers
  3. pp. 42-50
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  1. 5 From Paris to Eatonville, Florida: Hemingway’s The Sun Also Rises and Hurston’s Their Eyes Were Watching God
  2. Anna Lillios
  3. pp. 51-61
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  1. 6 The Sun Also Rises and the “Stimulating Strangeness” of Paris
  2. Meg Gillette
  3. pp. 62-71
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  1. 7 Teaching the Avant-Garde Hemingway: Early Modernism in Paris
  2. Adam R. McKee
  3. pp. 72-81
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  1. 8 Teaching Hemingway Beyond “The Lost Generation”: European Politics and American Modernism
  2. David Barnes
  3. pp. 82-91
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  1. 9 Twentieth-Century Titans: Orwell and Hemingway’s Convergence through Place and Time
  2. Jean Jespersen Bartholomew
  3. pp. 92-104
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  1. 10 The Developing Modernism of Toomer, Hemingway, and Faulkner
  2. Margaret E. Wright-Cleveland
  3. pp. 105-116
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  1. 11 The Futurist Origins of Hemingway’s Modernism
  2. Bradley Bowers
  3. pp. 117-127
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  1. 12 Hemingway, His Contemporaries, and the South Carolina Corps of Cadets: Exploring Veterans’ Inner Worlds
  2. Lauren Rule Maxwell
  3. pp. 128-136
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  1. 13 Teaching Hemingway’s Modernism in Cultural Context: Helping Students Connect His Time to Ours
  2. Sharon Hamilton
  3. pp. 137-148
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  1. 14 On Teaching “Homage to Switzerland” as an Introduction to Postmodern Literature
  2. Jeffrey Herlihy-Mera
  3. pp. 149-157
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  1. 15 Chasing New Horizons: Considerations for Teaching Hemingway and Modernism in a Digital Age
  2. Andrew Fletcher
  3. pp. 158-168
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  1. Appendixes
  2. pp. 169-212
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  1. Works Cited
  2. pp. 213-219
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  1. Selected Bibliography
  2. pp. 220-222
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  1. Contributors
  2. pp. 223-227
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  1. Index
  2. pp. 228-232
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