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Teaching Modernist Poetry

  • Book
  • © 2010

Overview

Editors:
  1. Peter Middleton

    1. University of Southampton, UK

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  2. Nicky Marsh

    1. University of Southampton, UK

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Part of the book series: Teaching the New English (TENEEN)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-x
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  2. Introduction: Pedagogy and Poetics

    • Nicky Marsh
    Pages 1-9

  3. The Elusive Allusion: Poetry and Exegesis

    • Peter Nicholls
    Pages 10-24

  4. Politics and Modernist Poetics

    • Drew Milne
    Pages 25-44

  5. Science and Poetry

    • Michael H. Whitworth
    Pages 45-57

  6. ‘The New Comes Forward’: Anglo-American Modernist Women Poets

    • Harriet Tarlo
    Pages 58-76

  7. Race, Modernism, and Institutions

    • Carole Sweeney
    Pages 77-93

  8. Contemporary British Modernisms

    • Peter Barry
    Pages 94-115

  9. Modernist Pedagogy at the End of the Lecture: IT and the Poetics Classroom

    • Alan Filreis
    Pages 116-139

  10. Reading and Writing Through Found Materials: From Modernism to Contemporary Practice

    • Redell Olsen
    Pages 140-157

  11. Experiment in Practice and Speculation in Poetics

    • Robert Sheppard
    Pages 158-169

  12. Wreading, Writing, Wresponding

    • Charles Bernstein
    Pages 170-178

  13. Conclusion: the History and Interpretation of Modernist Poetry

    • Peter Middleton
    Pages 179-201

  14. Back Matter

    Pages 202-205
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Keywords

About this book

This book recognizes that modernist poetry can be both difficult and rewarding to teach. Leading scholars and poets from the UK and the US offer practical, innovative, up to date strategies for teaching the reading and writing of modernist poetry across its long diverse histories, taking in experimentation, performance, hypertext and much more.

Reviews

'This valuable collection touches on a wide range of concerns: how might individual poems be discussed productively in seminars; how can questions of form be related to historical issues; should allusions be tracked down and explicated or should they be left to resonate in readers' minds, opening interpretation up rather than closing it down; to what extent is it reasonable to speak of two "modernisms", the "break" between them being roughly marked by the Second World War; how can teachers address modernism's often reactionary politics and how might pedagogy be radicalised... All the essays published here have valuable contributions to make to these questions, but those by Peter Nicholls, Drew Milne, Harriet Tarlo and Peter Middleton are especially rewarding. This volume will not be of interest to just teachers of modernist history but also to researchers; the emphasis it places on pedagogy is especially useful, but most essays have equally valuable things to say about the history, intellectual range, linguistic complexity and political implications of modernist poetry and its continuing legacies.' - Routledge ABES June 2011

Editors and Affiliations

  • University of Southampton, UK

    Peter Middleton, Nicky Marsh

About the editors

CHARLES BERNSTEIN Donald T. Regan Professor of English and Comparative Literature, University of Pennsylvania, USA PETER BARRY Professor of English, University of Wales, Aberystwyth, UK AL FILREIS Kelly Professor, Director of the Center for Programs in Contemporary Writing, and Faculty Director of the Kelly Writers House, University of Pennsylvania, USA DREW MILNE Judith E Wilson Lecturer in Drama and Poetry, University of Cambridge, UK PETER NICHOLLS Professor of English, New York University, USA REDELL OLSEN Course Director, MA in Poetic Practice, Royal Holloway, University of London, UK ROBERT SHEPPARD Professor of Poetry and Poetics, Edge Hill University, UK CAROLE SWEENEY Lecturer in Modern Literature, Department of English and Comparative Literature, Goldsmiths, University of London, UK HARRIET TARLO Senior Lecturer in Creative Writing, Sheffield Hallam University, UK MICHAEL H. WHITWORTH Tutorial Fellow of Merton College, Oxford and University Lecturer, University of Oxford, UK

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