We are reprinting this interview with Tod Oliver, which appeared in the Spring 2016 issue of The Hemingway Review to commemorate the thirty-fifth anniversary of the Review . In this interview, Tod ...reminisces about the early years of the journal. He recalls its evolution from Hemingway notes , the “technologies” available for producing an issue, the founding of the Hemingway Society, and important relationships and issues along the way.
A new and provocative analysis of "The Snows of Kilimanjaro" Hemingway's short story, "The Snows of Kilimanjaro," has secured a place among the greatest works in that genre-the story is widely ...considered Hemingway's greatest. To explore the richness of this work, David L. Anderson returns to a somewhat unusual approach, that of archetypal criticism, which allows us to examine the story in more universal, rather than strictly historical, ways. Anderson emphasizes the story's theme of hospitality, which dramatizes topics of community and human interdependency, and notes that this illuminates a fundamental human impulse to shelter or aid those in need. Borrowing from Jack London, Anderson relates this to the archetype of the "man on trail": one who is being pursued, ultimately by death, and is in need of hospitality, a friend. The motif is older than London, as Anderson notes, guiding us to Jung, Campbell, and a whole body of archetypal criticism-from ancient literature to Bob Dylan. Anderson explores the man-on-trail archetype extensively in the Italicized Memory sections of the story, in the drama of Harry's last day, and in the unforgettable ending section as Harry takes his flight to Kilimanjaro. Noteworthy is this sustained attention to the Italicized Memory sections, all the stories that Harry might have written but had not. Analysis of Harry's memories-that is, analysis without due attention to the recurrent elements of plot, character, and setting and of how those memories interact with each other and interact with the overall narrative framework-can no longer purport to be complete, definitive, or even useful without considering Anderson's astute analysis.
It is, I think, the collective hope of us involved with this volume that-through its authors' collective experience, intellectual rigor, practical advice, conversational tone, sample syllabi, and ...enthusiastic encouragement-it inspires future generations of teachers to return to this iconically modernist novel so that students once again have the opportunity to understand its artistry for themselves. -from the IntroductionThis first volume in the new Teaching Hemingway Series is a collection of richly nuanced, insightful, and innovative essays on teaching A Farewell to Arms from authors with varied backgrounds, including all levels of secondary and higher education. Read separately, the essays contribute to an enhanced understanding and appreciation of this master work. These seasoned instructors offer practical and creative classroom strategies, sample syllabi, and other teaching tools.
Teaching Hemingway and Race provides a practicable means for teaching the subject of race in Hemingway’s writing and related texts—from how to approach ethnic, nonwhite international, and tribal ...characters to how to teach difficult questions of racial representation. Rather than suggesting that Hemingway’s portrayals of cultural otherness are
incidental to teaching and reading the texts, the volume brings them to the fore.
Included in the collection are Marc
Dudley’s instruction on how students may recognize “multiple selves at work in a text”; Margaret E. Wright-Cleveland’s approach to In Our Time , informed by American studies and women’s studies; and Ross Tangedal’s discussion of imperialism in Hemingway’s two nonfiction books.
Other topics addressed include
questions of developing vigorous learning
outcomes when teaching Hemingway,
Hemingway’s fascination with Latin America, teaching the Harlem Renaissance through Hemingway, discussing Hemingway’s “Soldier’s Home” and Langston Hughes’s “Home” in tandem, discussing the black presence in The Sun Also Rises , and a means for comparing how Jean Toomer, Ernest Gaines, and Hemingway deal with the issue of race.
This latest volume in the Teaching Hemingway series includes ten essays by leading scholars that place racial markers in their historical context, while also illuminating those connections for scholars, classroom teachers, and students. Readers will find it refreshing and enlightening to encounter essays that juxtapose Hemingway’s work alongside Alain Locke’s The New Negro and explore Hemingway’s influence on Jean Toomer, Langston Hughes, Ralph Ellison, Ernest Gaines, and other black writers.
DLT Dateline: Toronto: The Complete "Toronto Star" Dispatches, 19201924. FWBT- HLE For Whom the Bell Tolls: The Hemingway Library Edition. SAR-HLE The Sun Also Rises: The Hemingway Library Edition.
En este artículo se analiza la adaptación de la novela Adiós a las armas de Ernest Hemingway producida por David O. Selznick en 1957. Al tratar de comprender el contexto histórico e ideológico en el ...que fue producida la película, se tiene en cuenta que Selznick parte de una adaptación anterior de la misma realizada por Frank Borzage en 1932. Así, en este trabajo se hace hincapié en el deseo de Selznick de emular y superar la versión de Borzage. Sin embargo, la comparación entre las dos películas pone de manifiesto que la obra de Borzage permanece como una constante referencia en el remake de Selznick, el cual se apoya en la estructura melodramática de la primera adaptación cinematográfica. Finalmente, la producción de Selznick se puede considerar como un ejemplo del papel que desempeña la deshistorización en el remake cinematográfico.
The collection revisits Hemingway's experiences in Cuba through critical views from scholars in Cuba and Puerto Rico. Carlos Peón Casas's "Hemingway in Cuban Contexts" reflects on Hemingway's popular ...image in Cuba and on how work has influenced Cuban writers. Enrique Cirules's "Ernest Hemingway and the Faded Fame of Antonio Gattorno" examines Hemingway's role in the life of Cuban artist Antonio Gattorno. "El Picador and the Prisoner," by Raúl Villarreal and Michael Curry, delivers new context to Hemingway's relationship with the people of San Francisco de Paula, including two previously unpublished incidents that occurred at the Finca Vigía. The final piece, "Fathering Under the Influence" by Gregory Stephens, delves into how alcoholism and loss of parental custody, in a specifically Cuban context, shaped Hemingway's approach to fatherhood.
In this study, Ronald Berman examines the work of the critic/novelist Edmund Wilson and the art of F. Scott Fitzgerald and Ernest Hemingway as they wrestled with the problems of language, experience, ...perception and reality in the "age of jazz." By focusing specifically on aesthetics - the ways these writers translated everyday reality into language - Berman challenges and redefines many routinely accepted ideas concerning the legacy of these authors. Fitzgerald is generally thought of as a romantic, but Berman shows that we need to expand the idea of Romanticism to include its philosophy. Hemingway, widely viewed as a stylist who captured experience by simplifying language, is revealed as consciously demonstrating reality's resistance to language. Between these two renowned writers stands Wilson, who is critically influenced by Alfred North Whitehead, as well as Dewey, James, Santayana and Freud. By patiently mapping the correctness of these philosophers, historians, literary critics and writers, Berman aims to open a gateway into the era. This work should be of interest to scholars of American literature, philosophy and aesthetics; to academic libraries; to students of intellectual history; and to general readers interested in Fitzgerald, Hemingway and Wilson.
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