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\nigItwas adarmyt as…Short  \nlastormyStories  \nfor StudentsgIRormyItnigst8dark andIAnstormy  \nnight。  \nShortStoriforeSStudents  \nNational Advisory Board  \nJennifer Hood:Young Adult/Reference Librarian,Cumberland Public Library,Cumberland,Rhode Island.Certified teacher,Rhode Island.Member of the New England Library Asso-ciation,Rhode Island Library Association,and the Rhode Island Educational MediaAssociation.  \nChristopher Maloney:Head Reference Librarian,Ocean City Free Public Library,Ocean City,New Jersey.Member of the American LibraryAssociation and the New Jersey Library Asso-ciation.Board member of the South JerseyLibrary Cooperative.  \nKathleen Preston:Head of Reference,New CityLibrary,New City,New York.Member of theAmerican Library Association.Received B.A.and M.L.S.from University of Albany.  \nPatricia Sarles:Library Media Specialist,Canarsie  \nHigh School,Brooklyn,New York.ExpertGuide in Biography/Memoir for the web-site About.com(http://biography.about.com).Author of short stories and book reviews.Received B.A.,M.A.(anthropology),and  \nM.L.S.from Rutgers University.  \nHeidi Stohs:Instructor in Language Arts,grades10-12,Solomon High School,Solomon,Kan-sas.Received B.S.from Kansas State Univer-sity;M.A.from Fort Hays State University.  \nBarbara Wencl:Library Media Specialist,ComoPark Senior High School,St.Paul,Minne-sota.Teacher of secondary social studies andhistory,St.Paul,Minnesota.Received B.S.and M.Ed.from University of Minnesota;received media certification from Universityof Wisconsin.Educator and media specialistwith over 30 years experience.  \nTable of Contents  \nGuest Foreword  \n“Why Study Literature At All?”  \nThomas E.Barden. . . . . .. .vii  \nIntroduction. . . . . . . . .. ix  \nLiterary Chronology……………………………………xiii  \nAcknowledgments . ……………………………………XV  \nContributors. . . . . . . . . xvii  \nAfrican Passions  \nBeatriz Rivera. . . .. . . . .. 1  \nAmerica and I  \nAnzia Yezierska. . . . . . . . . 18  \nBright and Morning Star  \nRichard Wright ………………………………………………33  \nDante and the Lobster  \nSamuel Beckett . . . . . . . ..56  \nThe Dog of Tithwal  \nSaadatHasan Manto. . . . . . ..74  \nThe Green Leaves  \nGrace Ogot. ………………………………………………………87  \nThe Harvest  \nTomás Rivera. . . . . . . . . 104  \nHow to Tell a True War Story  \nTim O'Brien . .  \n. . 117  \nV  \nI Have No Mouth,and I Must ScreamThat in Aleppo Once..·Harlan Ellison.........  132Vladimir Nabokov........174To Da-duh,in Memoriam  \nThe InterlopersPaule Marshall....  .....190  \nSaki ..  .  .  ..  .  .....  151Winter Dreams  \nF.Scott Fitzgerald ........207The ReplacementThe Wives of the DeadAlain Robbe-Grillet .......  163Nathaniel Hawthorne.......226Glossary of Literary Terms ...245Cumulative Author/Title Index .257Nationality/Ethnicity Index ..263Subject/Theme Index......269  \n# Why Study Literature At All?\n\nShort Stories for Students is designed to pro-vide readers with information and discussion abouta wide range ofimportant contemporary and histori-cal works of short fiction,and it does that job verywell.However,I want to use this guest foreword toaddress a question that it does not take up.It is afundamental question that is often ignored in highschool and college English classes as well as re-search texts,and one that causes frustration amongstudents at all levels,namely—why study literatureat all?Isn't it enough to read a story,enjoy it,and goabout one's business?My answer (to be expectedfrom a literary professional,I suppose)is no.It isnot enough.It is a start;but it is not enough.Here's why.  \nFirst,literature is the only part of the educa-tional curriculum that deals directly with the actualworld of livedexperience.The philosopher EdmundHusserl used the apt German term die Lebenswelt,\"the living world,\"to denote this realm.All theother content areas of the modern American educa-tional system avoid the subjective,present reality ofeveryday life.Science(both the natural and thesoci","cbCaigH0Gec6OSU3","https://ap.wps.com/l/cbCaigH0Gec6OSU3","pdf",5916875,292,"English","# Why Study Literature At All?\n# Guest Foreword\n# Literary Purpose\n## Lived Experience and Human Questions\n## Developing Analytical and Close Reading Skills","[{\"question\":\"Why is studying literature considered uniquely valuable in education?\",\"answer\":\"Because literature directly engages the lived world (die Lebenswelt) and addresses big and small questions about what it means to be human, unlike other curricular areas that objectify or reconstruct reality.\"},{\"question\":\"How does studying literature help students practically?\",\"answer\":\"It teaches students how to explore and analyze texts. Fiction is a constructed arrangement of language, so examining it builds understanding of word associations, connotations, symbols, style, ambiguity, and the role of context and texture.\"},{\"question\":\"What are close reading skills, and why are they important?\",\"answer\":\"Close reading skills involve developing analytical reading strategies to see how a writer’s techniques work. The foreword emphasizes that these skills matter beyond literature because they transfer to other fields.\"}]","Short Stories for Students 15 - 292 | PDF",1789946608,450]