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Bridges to Fantasy
Essays from the Eaton Conference on Science Fiction and Fantasy Literature
George E Slusser
Southern Illinois University Press, 1982

Thirteen original essays written specifically for the second Eaton Conference on Science Fiction and Fantasy Literature, held February 23–24, 1980, at the University of California, Riverside.

These essays demonstrate the variety of fantasy forms and their pervasiveness throughout the ages and will stimulate further study of this complex and elusive mode. The essays—by Harold Bloom, writer and DeVane Professor of the Humanities at Yale University; Larry McCaffery, Assistant Professor of En­glish at San Diego State University; Marta E. Sánchez, Instructor of English at the University of California, San Diego; Arlen J. Hansen, Professor of English at the University of the Pacific, Stockton; David Clayton, Instructor of Comparative Literatureat the University of California, San Diego; Robert Sale, writer and Professor of English at the University of Washington; G. Richard Thompson, Professor of English at Purdue Univer­sity, West Lafayette; Robert A. Collins, Coordinator of the an­nual Swann Conference on the Fantastic and Instructor at Flor­ida Atlantic University, Boca Raton; John Gerlach, Associate Professor of English at Cleveland State University; David Ket­terer, writer and Professor of English at Concordia University, Montreal; George R. Guffey, Professor of English at the Univer­sity of California, Los Angeles; Jack P. Rawlins, Associate Pro­fessor of English at California State University, Chico; and Gary Kern, writer and translator of early Soviet literature—examine fantasy on many levels of interest: as an element of human thought, as a constant factor in the social and intellectual environment, and as a generator of form in art and literature.

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Coordinates
Placing Science Fiction and Fantasy
George E Slusser
Southern Illinois University Press, 1983

These thirteen original essays were written specifically for the Third J. Lloyd Eaton Conference on Science Fiction and Fantasy Literature, held February 21–22, 1981, at the University of California, Riverside.

Leslie Fiedler sets the tone of this volume by fixing a basic set of coordinates—that of “elitist” and “popular” standards.

Those replying to his charge are: Eric S. Rabkin, Professor of English at the Univer­sity of Michigan and author of The Fantasticin Literature, “The Descent of Fantasy”; Gerald Prince, Professor of French at the University of Pennsylvania, “How New is New?”; Mark Rose, Professor of English at the University of California at Santa Barbara, author of Alien Encounters, “Jules Verne: Journey to the Cen­ter of Science Fiction”; Joseph Lenz, who teaches English Literature at the University of Michigan, “Manifest Destiny: Science Fic­tion Epic and Classical Forms”; Michelle Massé, of the English Department at the George Mason University, “‘All you have to do is know what you want’: Individual Ex­pectations in Triton”;Gary K. Wolfe, who teaches English at Roosevelt University, au­thor of The Known and the Unknown, “Autoplastic and Alloplastic Adaptations in Science Fiction: ‘Waldo’ and ‘Desertion’”; Robert Hunt, an editor with Glencoe Press, “Sci­ence Fiction for the Age of Inflation: Reading Atlas Shrugged in the 1980s”; George R. Guffey, Professor of English at UCLA, “Fahr­enheit 451and the ‘Cubby-Hole Editors’ of Ballantine Books”; H. Bruce Franklin, Pro­fessor of English and American Literature at Rutgers University at Newark, “America as Science Fiction: 1939”; Sandra M. Gilbert, Professor of English at the University of Cal­ifornia at Davis, and coauthor with Susan Gubar of Madwoman in the Attic, “Rider Hag­gard’s Heart of Darkness”; the aforemen­tioned Susan Gubar, Professor of English at Indiana University, “She in Her/and: Femi­nism as Fantasy”; and George R. Slusser, Cu­rator of the Eaton Collection, “Death and the Mirror: Existential Fantasy.”

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English after the Fall
From Literature to Textuality
Robert Scholes
University of Iowa Press, 2011
Robert Scholes’s now classic Rise and Fall of English was a stinging indictment of the discipline of English literature in the United States. In English after the Fall, Scholes moves from identifying where the discipline has failed to providing concrete solutions that will help restore vitality and relevance to the discipline.
With the self-assurance of a master essayist, Scholes explores the reasons for the fallen status of English and suggests a way forward. Arguing that the fall of English as a field of study is due, at least in part, to the narrow view of “literature” that prevails in English departments, Scholes charts how the historical rise of English as a field of study during the early twentieth century led to the domination of modernist notions of verbal art, ultimately restricting English studies to a narrow cannon of approved texts.
After tracing the various meanings attached to the word “literature” since the Renaissance, Scholes argues that the concept of it that currently shapes the work of English departments excludes both powerful sacred documents (from the Declaration of Independence to the Bible) and pleasurable, profane works that involve the performance of roles like those of clown and teacher in many media (including popular musicals, opera, and film)—and that both sorts of works should be studied in English courses. English after the Fall is a bold manifesto for the replacement of literature with what Scholes calls textuality—an expansive and ecumenical notion of what we read and write—as the primary object of English instruction. This concise and persuasive work is destined to become required reading for anyone who cares about the future of the humanities.
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front cover of Reading and Writing Instruction in the Twenty-First Century
Reading and Writing Instruction in the Twenty-First Century
Recovering and Transforming the Pedagogy of Robert Scholes
Ellen C. Carillo
Utah State University Press, 2021
Robert Scholes passed away on December 9, 2016, leaving behind an intellectual legacy focused broadly on textuality. Scholes’s work had a significant impact on a range of fields, including literary studies, composition and rhetoric, education, media studies, and the digital humanities, among others. In Reading and Writing Instruction in the Twenty-First Century contemporary scholars explore and extend the continued relevance of Scholes’s work for those in English and writing studies.
 
In this volume, Scholes’s scholarship is included alongside original essays, providing a resource for those considering everything from the place of the English major in the twenty-first century to best practices for helping students navigate misinformation and disinformation. Reading and Writing Instruction in the Twenty-First Century not only keeps Scholes’s legacy alive but carries it on through a commitment, in Scholes’s (1998) own words, to “offer our students . . . the cultural equipment they are going to need when they leave us.”
 
Contributors:
Angela Christie, Paul T. Corrigan, Lynée Lewis Gaillet, Doug Hesse, Alice S. Horning, Emily J. Isaacs, Christopher La Casse, Robert Lestón, Kelsey McNiff, Thomas P. Miller, Jessica Rivera-Mueller, Christian Smith, Kenny Smith
 
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