Cynthia richards and mary ann o-donnell eds. 2014. approaches to teaching behn-s oroonoko. new york: modern language association of america Report as inadecuate




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SEDERI Yearbook 2015, 25

Author: Ángeles Tomé Rosales

Source: http://www.redalyc.org/articulo.oa?id=333543052016


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SEDERI Yearbook ISSN: 1135-7789 sederiyearbook@yahoo.es Spanish and Portuguese Society for English Renaissance Studies España Tomé Rosales, Ángeles Cynthia Richards and Mary Ann ODonnell eds.
2014.
Approaches to Teaching Behns Oroonoko.
New York: Modern Language Association of America SEDERI Yearbook, núm.
25, 2015, pp.
213-217 Spanish and Portuguese Society for English Renaissance Studies Valladolid, España Available in: http:--www.redalyc.org-articulo.oa?id=333543052016 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Cynthia Richards and Mary Ann ODonnell eds.
2014 Approaches lo Teaching Behns Oroonoko New York: Modern Language Association of America Ángeles Tomé Rosales Centro de Linguas, Fundación Uniuersid17de de Vigo, Spain Like the other volumes in the MLA series Approaches to Teaching World Literature, Approaches lo Teaching Behns Oroonoko also develops frOlTI a questiOlu1aire which was completed by a great number of accomplished scholars and experienced teachers who have been using Beluls novel in an incredibly wide variety of caUIses.
Therefore, taking this starting paint ¡nta account, this volume was clearly conceived to meet the requirements of those instructors in charge of designing and- ay teaching a COUIse 011, ay at least including, the above-mentioned novel.
Richards and ODonnells volume is split up into Part One, which gathers lhe information relating to the full range of materials available for both instructors and students; and Part Two, which comprises five different sections: Fonnal and Thelnatic Contexts, Cultural Contexts, Pedagogical Contexts, Comparative Contexts, and Authorial Contexts.
These two lllain parts of the volume are preceded by a preface where the authors state the reason...





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