CEA Critic, Volume 57Department of English, Texas A & M University, 1994 |
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Página 103
... lives . I ask them to divide their lives into stages , phases , or segments and then to label what they would now consider significant events . Throughout the semester , students are asked to refer to their time lines and to re ...
... lives . I ask them to divide their lives into stages , phases , or segments and then to label what they would now consider significant events . Throughout the semester , students are asked to refer to their time lines and to re ...
Página 13
... lives or about situations in the lives of people who , because they live in other countries or cultures , live everyday lives quite different from our own . Second , the scenarios in which we act are frequently too riddled with issues ...
... lives or about situations in the lives of people who , because they live in other countries or cultures , live everyday lives quite different from our own . Second , the scenarios in which we act are frequently too riddled with issues ...
Página 64
... lives and experiences are eerily parallel , their stories variant versions of the same story . Willa discovers that ... lives . Their words and their identities are inextricably intertwined . Read to- gether and in chronological sequence ...
... lives and experiences are eerily parallel , their stories variant versions of the same story . Willa discovers that ... lives . Their words and their identities are inextricably intertwined . Read to- gether and in chronological sequence ...
Conteúdo
REEVALUATING THE BOUNDARIES | 1 |
Who Speaks for Autobiography? | 9 |
The Oral Autobiography | 20 |
Direitos autorais | |
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action American argue arguments attempt authority autobiography Baldwin become begins called Christine College course create critical cultural David death desire discussion Douglass early effect England English essay evidence example experience fact father feel fiction figure final Giovanni's human idea identity images imagination important individual influence interest issues James John kind language later learning literary literature lives look means memory mind moved narrative nature never notes novel once phallogocentric play poem political possible practice present question readers reading relation relationship response rhetoric role seems sense slave social speak story suggests teaching tell theory things thought traditional true truth trying understand University Utopia voice Willy woman women writing written York