Revel Access Code for Literature for Composition

<div class="c-section-headers-non-traditional-number-list_container"> <h2>BRIEF CONTENTS</h2> <p><strong>NOTE: Brief and Comprehensive Tables of Contents follow.</strong></p> <h3>I. THINKING CRITICALLY ABOUT LITERATURE</h3> <ol> <li>How to Write an Effective Essay about Literature: A Crash Course</li> <li>What is Critical Thinking about Literature? A Crash Course</li> <li>The Writer as Reader</li> <li>The Reader as Writer</li> <li>The Pleasures of Reading, Writing and Thinking about Literature</li> </ol> <h3>II. WRITING ARGUMENTS ABOUT LITERATURE</h3> <ol start="6"> <li>Close Reading: Paraphrase, Summary, and Explication</li> <li>Analysis: Inquiry, Interpretation and Argument</li> <li>Pushing Analysis Further: Re-Interpreting and Revision</li> <li>Comparison and Synthesis</li> <li>Research: Writing with Sources</li> </ol> <h3>III. ANALYZING LITERARY FORMS AND ELEMENTS</h3> <ol start="11"> <li>Reading and Writing about Essays</li> <li>Reading and Writing about Stories</li> <li>Reading and Writing about Graphic Fiction</li> <li>Reading and Writing about Plays</li> <li>Reading and Writing about Poems</li> </ol> <h3>IV. ENJOYING LITERARY THEMES: A THEMATIC ANTHOLOGY</h3> <ol start="16"> <li>The World Around Us</li> <li>Technology and Human Identity</li> <li>Love and Hate, Men and Women</li> <li>Innocence and Experience</li> <li>All in a Day’s Work</li> <li>American Dreams and Nightmares</li> <li>Law and Disorder</li> <li>Journeys</li> </ol> <h3>Appendix A: Writing About Literature: An Overview of Critical Strategies</h3> <h3>Appendix B: Remarks about Manuscript Form</h3> <h4 class="h5">Literary Credits</h4> <h4 class="h5">Photo Credits</h4> <h4 class="h5">Index of Authors, Titles, and First Lines</h4> <h4 class="h5">Index of Terms</h4> </div> <div class="c-section-headers-non-traditional-number-list_container"> <h2>COMPREHENSIVE CONTENTS</h2> <ul> <li><strong>Contents by Genre</strong></li> <li><strong>Preface to Instructors</strong></li> </ul> <h3>I: THINKING CRITICALLY ABOUT LITERATURE</h3> <ol> <li><strong>How to Write an Effective Essay about Literature: A Crash Course</strong> <ul> <li>The Basic Strategy</li> <li>Reading Closely: Approaching a First Draft</li> <li>Checklist: Generating Ideas for a Draft</li> <li>Writing and Revising: Achieving a Readable Draft</li> <li>Checklist: Writing and Revising a Draft</li> <li>Revising: Working with Peer Review</li> <li>Preparing the Final Draft</li> </ul></li> <li><strong>What is Critical Thinking about Literature?: A Crash Course</strong> <ul> <li>The Basic Strategy</li> <li>What Is Critical Thinking?</li> <li>How Do We Engage in Critical Thinking?</li> <li>Close Reading</li> <li>Checklist: Close Reading</li> <li>Analysis: Inquiry, Interpretation, Argument</li> <li>Checklist: Inquiry and Question-Asking</li> <li>Checklist: Interpretation</li> <li>Checklist: Argument</li> <li>Comparison and Synthesis</li> <li>Checklist: Comparison and Synthesis</li> <li>Revision and Self-Awareness</li> <li>Standing Back: Kinds of Writing</li> <li>Non-Analytic vs. Analytic Writing</li> </ul></li> <li><strong>The Writer as Reader</strong> <ul> <li>Reading and Responding</li> <li><strong>KATE CHOPIN • Ripe Figs</strong></li> <li>Reading as Re-creation</li> <li>Reading for Understanding: Collecting Evidence and Making Reasonable Inferences</li> <li>Reading with Pen in Hand: Close Reading and Annotation</li> <li>Sample Student Work: Annotation</li> <li>Reading for Response: Recording First Reactions</li> <li>Sample Student Work: Response Writing</li> <li>Reading for Inquiry: Ask Questions and Brainstorm Ideas</li> <li>Sample Student Work: Inquiry Notes</li> <li>Reading in Context: Identifying Your Audience and Purpose</li> <li>From Reading to Writing: Developing an Analytical Essay with an Argumentative Thesis</li> <li>Sample Student Analytical Essay: “Images of Ripening in Kate Chopin’s ‘Ripe Figs’”</li> <li>The Analytical Essay: Argument and Structure Analyzed</li> <li>The Writing Process: From First Responses to Final Essay</li> <li>Other Possibilities for Writing</li> <li>From Reading to Writing: Moving from Brainstorming to an Analytical Essay</li> <li><strong>BRUCE HOLLAND ROGERS • Three Soldiers</strong></li> <li>The Writing Process: From Response Writing to Final Essay</li> <li>Sample Student Work: Response Writing</li> <li>Sample Student Analytical Essay: “Thinking about Three Soldiers Thinking”</li> <li>The Analytical Essay: The Development of Ideas Analyzed</li> <li>From Reading to Writing: Moving from a Preliminary Outline to an Analytical Essay</li> <li><strong>RAY BRADBURY • August 2026: There Will Come Soft Rains</strong></li> <li>The Writing Process: From Outlining to Final Essay</li> <li>Sample Student Work: Outlining</li> <li>Sample Student Analytical Essay: “The Lesson of ‘August 2026’”</li> <li>Your Turn: Additional Stories for Analysis</li> <li><strong>MICHELE SERROS • Senior Picture Day</strong></li> <li><strong>HARUKI MURAKAMI • On Seeing the 100% Perfect Girl One Beautiful April Morning</strong></li> <li><strong>JOHN UPDIKE • A &amp; P</strong></li> </ul></li> <li><strong>The Reader as Writer</strong> <ul> <li>Developing Ideas through Close Reading and Inquiry</li> <li>Getting Ideas</li> <li>Annotating a Text</li> <li><strong>KATE CHOPIN • The Story of an Hour</strong></li> <li>Brainstorming Ideas</li> <li>Focused Freewriting</li> <li>Sample Student Work: Freewriting</li> <li>Listing</li> <li>Sample Student Work: Listing</li> <li>Asking Questions</li> <li>Sample Student Work: Inquiry Notes</li> <li>Keeping a Journal</li> <li>Sample Student Work: Journal-writing</li> <li>Developing a Thesis through Critical Thinking</li> <li>Arguing with Yourself</li> <li>Arguing a Thesis</li> <li>Checklist: Thesis Sentence</li> <li>From Reading to Writing to Revising: Drafting an Argument in an Analytical Essay</li> <li>Sample Preliminary Draft of Student’s Analytical Essay: “Ironies in an Hour”</li> <li>Revising an Argument</li> <li>Outlining an Argument</li> <li>Soliciting Peer Review, Thinking about Counterarguments</li> <li>From Reading to Writing to Revising: Finalizing an Analytical Essay</li> <li>Sample Final Draft of a Student’s Analytical Essay: “Ironies of Life in Kate Chopin’s ‘The Story of an Hour’”</li> <li>The Analytical Essay: The Final Draft Analyzed</li> <li>From Reading to Writing to Revising: Finalizing an Analytical Essay</li> <li><strong>KATE CHOPIN • Désirée’s Baby</strong></li> <li>Sample Student Analytical Essay: “Race and Identity in ‘Désirée’s Baby’”</li> <li>From Reading to Writing to Revising: Drafting a Comparison Essay</li> <li><strong>KATE CHOPIN • The Storm</strong></li> <li>Sample Student Work: Comparison Notes</li> <li>Sample Student Comparison Essay: “Two New Women”</li> <li>The Comparison Essay: Organization Analyzed</li> <li>Your Turn: Additional Stories for Analysis</li> <li><strong>DAGOBERTO GILB • Love in L.A.</strong></li> <li><strong>ELIZABETH TALLENT • No One’s a Mystery</strong></li> <li><strong>JUNOT DIAZ • How to Date a Browngirl, Blackgirl, Whitegirl, or Halfie</strong></li> <li><strong>T. CORAGHESSAN BOYLE • Greasy Lake</strong></li> <li><strong>MARY ANNE HOOD • How Far She Went</strong></li> </ul></li> <li><strong>The Pleasures of Reading, Writing and Thinking about Literature</strong> <ul> <li>The Pleasures of Literature</li> <li><strong>ALLEN WOODMAN • Wallet</strong></li> <li>The Pleasures of Analyzing the Texts that Surround Us</li> <li>The Pleasures of Authoring Texts</li> <li>The Pleasures of Interacting with Texts</li> <li>Interacting with Fiction: Literature as Connection</li> <li><strong>JAMAICA KINCAID • Girl</strong></li> <li>Sample Student Personal Response Essay: “The Narrator in Jamaica Kincaid’s ‘Girl’: Questioning the Power of Voice”</li> <li>Interacting with Graphic Fiction: Literature as (Making and Breaking) Rules</li> <li><strong>LYNDA BARRY • Before You Write</strong></li> <li>Interacting with Poetry: Literature as Language</li> <li><strong>JULIA BIRD • 14: a txt msg pom.</strong></li> <li>Interacting with Drama: Literature as Performance</li> <li><strong>OSCAR WILDE• excerpt from The Importance of Being Ernest</strong></li> <li>Interacting with Essays: Literature as Discovery</li> <li><strong>ANNA LISA RAYA • It’s Hard Enough Being Me</strong></li> <li>Your Turn: Additional Stories, Poems, Plays and Essays for Pleasurable Analysis</li> <li><strong>Poems</strong></li> <li><strong>ALBERTO RIOS • Nani</strong></li> <li><strong>JIMMY SANTIAGO BACA • Green Chili</strong></li> <li><strong>HELEN CHASIN • The Word Plum</strong></li> <li><strong>WILLIAM CARLOS WILLIAMS • This Is Just to Say</strong></li> <li><strong>GARY SOTO • Oranges</strong></li> <li><strong>SARAH N. CLEGHORN • The Golf Links</strong></li> <li><strong>STEVIE SMITH • Not Waving but Drowning</strong></li> <li><strong>Stories</strong></li> <li><strong>MARGARET ATWOOD • Happy Endings</strong></li> <li><strong>AMBROSE BIERCE • An Occurrence at Owl Creek Bridge</strong></li> <li><strong>Play</strong></li> <li><strong>MICHAEL GOLAMCO • The Heartbreaker</strong></li> <li><strong>Essay</strong></li> <li><strong>GEORGE SAUNDERS Commencement Speech on Kindness</strong></li> </ul></li> </ol> <h3> II: WRITING ARGUMENTS ABOUT LITERATURE</h3> <ol start="6"> <li><strong>Close Reading: Paraphrase, Summary, and Explication</strong> <ul> <li>What Is Literature?</li> <li>Literature and Form</li> <li>Form and Meaning</li> <li><strong>ROBERT FROST • The Span of Life</strong></li> <li>Close Reading: Reading in Slow Motion</li> <li>Exploring a Poem and Its Meaning</li> <li><strong>LANGSTON HUGHES • Harlem</strong></li> <li>Paraphrase</li> <li>Sample Student Work: Paraphrase</li> <li>Summary</li> <li>Sample Student Work: Summary</li> <li>Explication</li> <li>Working Toward an Explication</li> <li>Sample Student Work: Annotation</li> <li>Sample Student Work: Journal Entries</li> <li>Sample Student Work: Listing</li> <li>Sample Student Explication Essay: “Langston Hughes’s ‘Harlem’”</li> <li>Explication as Argument</li> <li><strong>CATHY SONG • Stamp Collecting</strong></li> <li>Sample Student Argumentative Explication Essay: “Giving Stamps Personality in ‘Stamp Collecting’”</li> <li>Checklist: Drafting an Explication</li> <li>Your Turn: Additional Poems for Explication</li> <li><strong>WILLIAM SHAKESPEARE • Sonnet 73</strong></li> <li><strong>JOHN DONNE • Holy Sonnet XIV</strong></li> <li><strong>EMILY BRONTË • Spellbound</strong></li> <li><strong>LI-YOUNG LEE • I Ask My Mother to Sing</strong></li> <li><strong>RANDALL JARRELL • The Death of the Ball Turret Gunner</strong></li> </ul></li> <li><strong>Analysis: Inquiry, Interpretation and Argument</strong> <ul> <li>Analysis</li> <li>Understanding Analysis as a Process of Inquiry, Interpretation, Argument</li> <li>Analyzing a Story from the Hebrew Bible: The Judgment of Solomon</li> <li><strong>The Judgment of Solomon</strong></li> <li>Developing an Analysis of the Story</li> <li>Opening Up Additional Ways to Analyze the Story</li> <li>Analyzing a Story from the New Testament: The Parable of the Prodigal Son</li> <li><strong>The Parable of the Prodigal Son</strong></li> <li>Asking Questions that Trigger an Analysis of the Story</li> <li>From Inquiry to Interpretation to Argument: Developing an Analytical Paper</li> <li><strong>ERNEST HEMINGWAY • Cat in the Rain</strong></li> <li>Close Reading</li> <li>Sample Student Work: Annotations</li> <li>Inquiry Questions</li> <li>Sample Student Work: Inquiry Notes</li> <li>Interpretation Brainstorming</li> <li>Sample Student Work: Journal Writing</li> <li>The Argument-Centered Paper</li> <li>Sample Student Argument Paper: “Hemingway’s American Wife”</li> <li>From Inquiry to an Analytical Paper: A Second Example</li> <li>Sample Student Work: Inquiry Notes</li> <li>Sample Student Work: Journal Writing</li> <li><strong>JAMES JOYCE • Araby</strong></li> <li>Sample Student Analytical Essay: “‘Araby’s’ Everyday and Imagined Setting”</li> <li>From Inquiry to Interpretation to Argument: Maintaining an Interpretation in an Analytical Paper</li> <li><strong>APHRA BEHN • Song: Love Armed</strong></li> <li>Maintaining Interpretive Interest</li> <li>Sample Student Work: Inquiry Notes</li> <li>Sample Student Work: Journal Writing</li> <li>Sample Student Essay: “The Double Nature of Love”</li> <li>Checklist: Editing a Draft</li> <li>Your Turn: Additional Short Stories and Poems for Analysis</li> <li><strong>EDGAR ALLAN POE • The Cask of Amontillado</strong></li> <li><strong>LESLIE MARMON SILKO • The Man to Send Rain Clouds</strong></li> <li><strong>BILLY COLLINS • Introduction to Poetry</strong></li> <li><strong>ROBERT FROST • The Road Not Taken</strong></li> <li><strong>JOHN KEATS • Ode on a Grecian Urn</strong></li> <li><strong>MARTIN ESPADA • Bully</strong></li> <li><strong>Pushing Analysis Further: Re-Interpreting and Revision</strong></li> <li>Interpretation and Meaning</li> <li>Is the Author’s Intention a Guide to Meaning?</li> <li>What Characterizes a Sound Interpretation?</li> <li>Interpreting Pat Mora’s “Immigrants”</li> <li><strong>PAT MORA • Immigrants</strong></li> <li>Checklist: Writing an Interpretation</li> <li>Strategy #1: Pushing Analysis by Rethinking First Responses</li> <li><strong>JEFFREY WHITMORE • Bedtime Story</strong></li> <li>Sample Student Work: Response Writing Revisited</li> <li><strong>DOUGLAS L. HASKINS • Hide and Seek</strong></li> <li>Sample Student Work: Response Writing Revisited</li> <li><strong>MARK PLANTS • Equal Rites</strong></li> <li>Sample Student Work: Response Writing Revisited</li> <li>Strategy #2: Pushing Analysis by Exploring Literary Form</li> <li><strong>LANGSTON HUGHES • Mother to Son</strong></li> <li>Sample Student Work: Annotation Exploring Form</li> <li>Sample Student Work: Inquiry Notes Exploring Form</li> <li>Sample Student Analytical Essay: “Accepting the Challenge of a Difficult Climb in Langston Hughes’ ‘Mother to Son’”</li> <li>Strategy #3: Pushing Analysis by Emphasizing Concepts and Insights</li> <li><strong>ROBERT FROST • Stopping by Woods on a Snowy Evening</strong></li> <li>Sample Student Analytical Essay: “Stopping by Woods–and Going On”</li> <li>Analyzing the Analytical Essay’s Development of a Conceptual Interpretation</li> <li>Sample Student Analytical Essay: “‘Stopping by Woods on a Snowy Evening’ as a Short Story”</li> <li>Strategy #4: Pushing Analysis Through Revision</li> <li>Revising for Ideas vs. Mechanics</li> <li>Revising Using Instructor Feedback, Peer Feedback, and Self-Critique</li> <li>Examining a Preliminary Draft with Revision in Mind</li> <li><strong>HA JIN • Saboteur</strong></li> <li>Sample Student Preliminary Draft of an Analytical Essay: “Individual and Social Morals in Ha</li> <li>Jin’s ‘Saboteur’”</li> <li>Developing a Revision Strategy: Thesis, Ideas, Evidence, Organization, Correctness</li> <li>Sample Student Final Draft of an Analytical Essay: “Individual and Social Morals in Ha</li> <li>Jin’s ‘Saboteur’”</li> <li>Your Turn: Additional Poems and Stories for Interpretation</li> <li><strong>T. S. ELIOT • The Love Song of J. Alfred Prufrock</strong></li> <li><strong>JOHN KEATS • Ode on a Grecian Urn</strong></li> <li><strong>THOMAS HARDY • The Man He Killed</strong></li> <li><strong>ANNE BRADSTREET • Before the Birth of One of Her Children</strong></li> <li><strong>CHRISTINA ROSSETTI • After Death</strong></li> <li><strong>FRED CHAPELLE • Narcissus and Echo</strong></li> <li><strong>JOYCE CAROL OATES • Where Are You Going, Where Have You Been?</strong></li> <li><strong>RAYMOND CARVER • Cathedral</strong></li> <li><strong>Comparison and Synthesis</strong></li> <li>Comparison and Critical Thinking</li> <li>Organizing a Comparison Paper</li> <li>Comparison and Close Reading</li> <li>Comparison and Asking Questions</li> <li>Comparison and Analyzing Evidence</li> <li>Sample Student Work: Comparison Arguments</li> <li>Comparison and Arguing with Yourself</li> <li><strong>E. E. CUMMINGS • Buffalo Bill ’s</strong></li> <li>Checklist: Developing a Comparison</li> <li>Synthesis Through Close Reading: Analyzing a Revised Short Story</li> <li><strong>RAYMOND CARVER • Mine</strong></li> <li><strong>RAYMOND CARVER • Little Things</strong></li> <li>Sample Student Writing: Innovative Listing</li> <li>Synthesis Through Building a Concept Bridge: Connecting Two Poems</li> <li><strong>THYLIAS MOSS • Tornadoes</strong></li> <li><strong>KWAME DAWES • Tornado Child</strong></li> <li>Sample Student Writing: Innovative Response Writing</li> <li>Synthesis Using Theme</li> <li><strong>SANDRA CISNEROS • Barbie-Q</strong></li> <li><strong>MARYANNE O’HARA •Diverging Paths and All That</strong></li> <li><strong>JAYNE ANNE PHILLIPS • Sweethearts</strong></li> <li>Sample Student Writing: Innovative Mapping</li> <li>Synthesis Using Form</li> <li><strong>WILLIAM SHAKESPEARE • Sonnet 18:Shall I Compare Thee to a Summer’s Day?</strong></li> <li><strong>HOWARD MOSS • Shall I Compare Thee to a Summer’s Day</strong></li> <li>Sample Student Comparison Essay: “A Comic Re-Writing of a Shakespeare Sonnet”</li> <li>Checklist: Revising a Comparison</li> <li>Your Turn: Additional Poems and Stories for Comparison and Synthesis</li> <li><strong>Poetry</strong></li> <li><strong>“Carpe diem” poems</strong></li> <li><strong>ROBERT HERRICK • To the Virgins, to Make Much of Time</strong></li> <li><strong>CHRISTOPHER MARLOWE • The Passionate Shepherd to His Love</strong></li> <li><strong>SIR WALTER RALEIGH • The Nymph’s Reply to the Shepherd</strong></li> <li><strong>ANDREW MARVELL • To His Coy Mistress</strong></li> <li><strong>JOHN DONNE • The Bait</strong></li> <li><strong>“blackberry” poems</strong></li> <li><strong>GALWAY KINELL •Blackberry Eating</strong></li> <li><strong>SYLVIA PLATH • Blackberrying</strong></li> <li><strong>SEAMUS HEANEY •Blackeberry-Picking</strong></li> <li><strong>YUSEF KOMUNYAKAA •Blackberries</strong></li> <li><strong>“America” poems</strong></li> <li><strong>WALT WHITMAN • I Hear America Singing</strong></li> <li><strong>LANGSTON HUGHES • I, Too [Sing America]</strong></li> <li><strong>Stories</strong></li> <li><strong>Stories about reading and writing</strong></li> <li><strong>JULIO CORTAZAR • Continuity of Parks</strong></li> <li><strong>A.M. HOMES • Things You Should Know</strong></li> <li><strong>Stories about grandmothers</strong></li> <li><strong>LAN SAMANTHA CHANG • Water Names</strong></li> <li><strong>KATHERINE ANNE PORTER • The Jilting of Granny Weatherall</strong></li> <li><strong>Research: Writing with Sources</strong></li> <li>Creating a Research Plan</li> <li>Enter Research with a Plan of Action</li> <li>What Does Your Own Institution Offer?</li> <li>Plan the Type of Research You Want to Do</li> <li>Selecting a Research Topic and Generating Research Questions</li> <li>Use Close Reading as Your Starting Point</li> <li>Select Your Topic</li> <li>Skim Resources Through Preliminary Research</li> <li>Narrow Your Topic and Form a Working Thesis</li> <li>Sample Student Work: Digital Research Folder Assignment and Research Plan Notes</li> <li>Sample Student Work: Digital Research Folder “Working Thesis” Notes</li> <li>Generate Key Concepts as Keywords</li> <li>Create Inquiry Questions</li> <li>Sample Student Work: Digital Research Folder “Research Keywords” and “Inquiry Questions” Notes</li> <li>Locating Materials Through Productive Searches</li> <li>Generate Meaningful Keywords</li> <li>Checklist: Creating Meaningful Keywords for a Successful Search</li> <li>Using Academic Databases to Locate Materials</li> <li>Search Full-Text Academic Databases</li> <li>Search the MLA Database</li> <li>Perform Advanced Keyword Searches</li> <li>Sample Student Work: Searching the Academic Database</li> <li>Using the Library Catalog to Locate Materials</li> <li>Locate Books and Additional Resources</li> <li>Sample Student Work: Searching the Library Catalog</li> <li>Using the Internet to Perform Meaningful Research</li> <li>Sample Student Work: Searching the Internet</li> <li>Evaluating Sources for Academic Quality</li> <li>Checklist: Evaluating Web Sites for Quality</li> <li>Sample Student Work: Evaluating Sources for Academic Quality</li> <li>Evaluate Sources for Topic “Fit”</li> </ul></li> </ol> </div>