This first volume in the new Teaching Hemingway Series is a collection of richly nuanced, insightful, and innovative essays on teaching A Farewell to Arms from authors with varied backgrounds, including all levels of secondary and higher education. Read separately, the essays contribute to an enhanced understanding and appreciation of this master work. These seasoned instructors offer practical and creative classroom strategies, sample syllabi, and other teaching tools. Contributors include J. T. Barbarese, Brenda Gaddy Cornell, Peter L. Hays, Jennifer Haytock, Ellen Andrews Knodt, Any...

Marks a key entry in Hemingway studies, bringing the questions from the rapidly evolving field of environmental literary studies to bear on Hemingway's places, animals, and life. It not only advances scholarship on Hemingway's relationship to the natural world, but it also facilitates bringing this understanding to the classroom.

Teaching Hemingway in his time

Teaching Hemingway and Modernism presents concrete, intertextual models for using Hemingway's work effectively in various classroom settings, so students can understand the pertinent works, definitions, and types of avant-gardism that inflected his art. The fifteen teacher-scholars whose essays are included in the volume offer approaches that combine a focused individual treatment of Hemingway's writing with clear links to the modernist era and offer meaningful assignments, prompts, and teaching tools.

The essays and related appendices...

In 1925, Ernest Hemingway wrote to F. Scott Fitzgerald that "the reason you are so sore you missed the war is because the war is the best subject of all. It groups the maximum of material and speeds up the action and brings out all sorts of stuff that normally you have to wait a lifetime to get." Though a world war veteran for seven years, at the time he wrote Fitzgerald, Hemingway had barely scratched the surface of his war experiences in his writing, yet it would be a subject he could never resist. As an eyewitness to the emergence of modern warfare, through the Second World War, and as a...

Asks questions that connect Hemingway's time and our own digital era. Are there qualities of digital age life that make students more connected to Hemingway's life and writing? How can we compare the 21st-century transhumanist interest in making ourselves into 'something more than merely human' with Hemingway's characters?