A Companion to the Literatures of Colonial America
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This broad introduction to Colonial American literatures brings out the comparative and transatlantic nature of the writing of this period and highlights the interactions between native, non-scribal groups, and Europeans that helped to shape early American writing.
Situates the writing of this period in its various historical and cultural contexts, including colonialism, imperialism, diaspora, and nation formation.
Highlights interactions between native, non-scribal groups and Europeans during the early centuries of exploration.
Covers a wide range of approaches to defining and reading early American writing.
Looks at the development of regional spheres of influence in the seventeenth and eighteenth centuries.
Serves as a vital adjunct to Castillo and Schweitzer's 'The Literatures of Colonial America: An Anthology' (Blackwell Publishing, 2001).
222) It is commonly thought that colonial Mexico can be properly understood by studying the relaciones (official reports or depositions), histories, and chronicles written by Herna´n Corte´s, Bernal Dı´az del Castillo, Bartolome´ de Las Casas, Bernardino de Sahagu´n, and Francisco Lo´pez de Go´mara, among others. Rosario Castellanos was Refocusing New Spain and Spanish Colonization 179 FIGURE 11.2 America. Engraving by Theodor Galle after a drawing by Jan van der Straet [Stradanus], ca.
Cambridge University Press. Toward a Cultural Geography Young, Eric van (1983). ‘‘Mexican Rural History since Chevalier: The Historiography of the Colonial Hacienda.’’ Latin American Research Review 18 (3): 5–61. 59 Zelinsky, Wilbur (1973). The Cultural Geography of America. Princeton, NJ: Princeton University Press. 4 Textual Investments: Economics and Colonial American Literatures Michelle Burnham The first letter written from America to Europe centers around its writer’s determination
have linguistically displaced another colonial sensation – the experience of horror – which often erupts in the (broken) silences of colonial writing, from Diego de Landa’s account of the Mayas, to William Bradford’s description of the Pequot massacre, to Isaac Jogues’ narrative of Iroquois captivity. In his account, in La Florida, of the captivity of Juan Ortiz, for example, Garcilaso de la Vega remarks that Ortiz’s captor never ceased to remember that the Spanish ‘‘had thrown his mother to the
necessary, revise their mode of serving; and even have a clearer standard for evaluating discussion board contributions. So how does one ‘‘return’’ a serve? What makes a good return to someone else’s discussion board post? What keeps the game going? One thing I have been experimenting with is a hierarchical list of response options. The idea is that the students will be conscious of a range of ways to add value to a conversation, that they practice this range over the course of a semester, and
that they strive for a reasonable percentage of higher level responses. For instance, a student could return the serve of another by agreeing (ok), enhancing (better), or building (best). To agree is to simply repeat, reword, or summarize; to enhance is to add additional evidence or support; and to build is to take a previous point to a new level or in a new direction. Again, since discussion board posts are permanently available for review, unlike class commentary, I am easily able to model good