The last few lines of the previous CFP should have read:
---- Or email abstracts (but *no* attachments please) to:bjoh2452@postoffice.uri.edu ----
>To:cfp@english.upenn.edu >From:bjoh2452@postoffice.uri.edu (Bruce Johnson) >Subject:CFP:Major American Authors: William Faulkner (7/1; CNYCLL, 10/3-10/5) > >Call for papers for session on William Faulkner as a major American author >at the 9th Annual Central New York Conference on Language and >Literature--SUNY Cortland, October 3-5, 1999. Presentations should be 15 >minutes in length. > >While this is an open call, special consideration will be given to papers >that address the following issues: > >* Constructing "Faulkner": Responses to the following statement by Michael >Kreyling regarding the function of Faulkner as Southern writer: "William >Faulkner unwittingly left to southern literary history and criticism a >'perfect exemplar' that goes by the same name as the writer but is not the >actual person: 'Faulkner' rather than William Cuthbert Fa(u)lkner...Inside >the quotation marks differences succumb to an orderly achievement, 'the >all-pervasive, dominating presence' that rolls the rough places flat and >paves the way smooth for the critical project. If the 'South' is a >cultural entity, then 'Faulkner' is its official language." > >* Gothic Faulkner: How does Faulkner (re)congigure the American Gothic >tradition in his fiction? How does his work influence contemporary gothic >writers (or does it)? > >* Faulkner and Race: While the majority of race/ethnicity criticism >concerning Faulkner's work stresses black/white relations, what can we >learn from his constructions of the 'other' Others: American Indians, >Asian-Americans, Italian-Americans, Jewish-Americans, etc. ? What about >his conceptualizations of "white trash"? How do these representations >inform current scholarship on "Whiteness"? For example, is Faulkner, in >Noel Ignatiev's words, a "race traitor"? Or is he just "playing in the >dark"? > >*Teaching Faulkner: What pedagogical strategies >complement/complicate/undermine contemporary cultural studies approaches >to Faulkner and his work? What are the strengths/weaknesses of these >approaches? What might be some reading/writing assignments that allow >students to move beyond strict hermeneutic interpretations of Faulkner's >work and into lines of inquiry that Steve Mailloux and others refer to as >"rhetorical hermeneutics"? > > >Please send 300-400 word abstracts by July 1 to: > >Bruce G. Johnson >Department of English >Independence Hall >University of Rhode Island >Kingston, RI 02881 > > >Address *inquiries only* (no abstracts, please) to: > >bjoh2452@postoffice.uri.edu
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