Professional Documents
Culture Documents
Novels
for Students
Presenting Analysis, Context, and Criticism on
Commonly Studied Novels
Novels for Students
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V o l u m e 1 4 x i
I n t r o d u c t i o n
From these discussions, it was determined that each the novel. Each theme discussed appears in a sep-
volume should have a mix of classic novels arate subhead, and is easily accessed through the
(those works commonly taught in literature classes) boldface entries in the Subject/Theme Index.
and contemporary novels for which information is
Style: this section addresses important style el-
often hard to find. Because of the interest in ex-
ements of the novel, such as setting, point of
panding the canon of literature, an emphasis was
view, and narration; important literary devices
also placed on including works by international,
used, such as imagery, foreshadowing, symbol-
multicultural, and women authors. Our advisory
ism; and, if applicable, genres to which the work
board memberseducational professionals
might have belonged, such as Gothicism or Ro-
helped pare down the list for each volume. If a work
manticism. Literary terms are explained within
was not selected for the present volume, it was of-
the entry, but can also be found in the Glossary.
ten noted as a possibility for a future volume. As
always, the editor welcomes suggestions for titles Historical Context: This section outlines the
to be included in future volumes. social, political, and cultural climate in which
the author lived and the novel was created. This
How Each Entry Is Organized section may include descriptions of related his-
torical events, pertinent aspects of daily life in
Each entry, or chapter, in NfS focuses on one
the culture, and the artistic and literary sensi-
novel. Each entry heading lists the full name of the
bilities of the time in which the work was writ-
novel, the authors name, and the date of the
ten. If the novel is a historical work, informa-
novels publication. The following elements are
tion regarding the time in which the novel is set
contained in each entry:
is also included. Each section is broken down
Introduction: a brief overview of the novel with helpful subheads.
which provides information about its first ap-
pearance, its literary standing, any controversies Critical Overview: this section provides back-
surrounding the work, and major conflicts or ground on the critical reputation of the novel,
themes within the work. including bannings or any other public contro-
versies surrounding the work. For older works,
Author Biography: this section includes basic this section includes a history of how the novel
facts about the authors life, and focuses on was first received and how perceptions of it may
events and times in the authors life that inspired have changed over the years; for more recent
the novel in question. novels, direct quotes from early reviews may
Plot Summary: a factual description of the ma- also be included.
jor events in the novel. Lengthy summaries are
Criticism: an essay commissioned by NfS
broken down with subheads.
which specifically deals with the novel and is
Characters: an alphabetical listing of major written specifically for the student audience, as
characters in the novel. Each character name is well as excerpts from previously published crit-
followed by a brief to an extensive description icism on the work (if available).
of the characters role in the novel, as well as
discussion of the characters actions, relation- Sources: an alphabetical list of critical material
ships, and possible motivation. quoted in the entry, with full bibliographical in-
formation.
Characters are listed alphabetically by last name.
If a character is unnamedfor instance, the nar- Further Reading: an alphabetical list of other
rator in Invisible Manthe character is listed as critical sources which may prove useful for the
The Narrator and alphabetized as Narrator. student. Includes full bibliographical informa-
If a characters first name is the only one given, tion and a brief annotation.
the name will appear alphabetically by that name. In addition, each entry contains the following
Variant names are also included for each char- highlighted sections, set apart from the main text
acter. Thus, the full name Jean Louise Finch as sidebars:
would head the listing for the narrator of To Kill Media Adaptations: a list of important film and
a Mockingbird, but listed in a separate cross-ref- television adaptations of the novel, including
erence would be the nickname Scout Finch. source information. The list also includes stage
Themes: a thorough overview of how the major adaptations, audio recordings, musical adapta-
topics, themes, and issues are addressed within tions, etc.
x i i N o v e l s f o r S t u d e n t s
I n t r o d u c t i o n
Topics for Further Study: a list of potential Citing Novels for Students
study questions or research topics dealing with
When writing papers, students who quote di-
the novel. This section includes questions re-
rectly from any volume of Novels for Students may
lated to other disciplines the student may be
use the following general forms. These examples
studying, such as American history, world his-
are based on MLA style; teachers may request that
tory, science, math, government, business, ge-
students adhere to a different style, so the follow-
ography, economics, psychology, etc.
ing examples may be adapted as needed.
Compare and Contrast Box: an at-a-glance
When citing text from NfS that is not attrib-
comparison of the cultural and historical differ-
uted to a particular author (i.e., the Themes, Style,
ences between the authors time and culture and
Historical Context sections, etc.), the following for-
late twentieth century/early twenty-first century
mat should be used in the bibliography section:
Western culture. This box includes pertinent par-
allels between the major scientific, political, and Night. Novels for Students. Ed. Marie Rose
cultural movements of the time or place the novel Napierkowski. Vol. 4. Detroit: Gale, 1998. 23435.
was written, the time or place the novel was set When quoting the specially commissioned es-
(if a historical work), and modern Western cul- say from NfS (usually the first piece under the
ture. Works written after 1990 may not have this Criticism subhead), the following format should
box. be used:
What Do I Read Next?: a list of works that
Miller, Tyrus. Critical Essay on Winesburg, Ohio.
might complement the featured novel or serve Novels for Students. Ed. Marie Rose Napierkowski.
as a contrast to it. This includes works by the Vol. 4. Detroit: Gale, 1998. 33539.
same author and others, works of fiction and
nonfiction, and works from various genres, cul- When quoting a journal or newspaper essay
tures, and eras. that is reprinted in a volume of NfS, the following
form may be used:
Other Features Malak, Amin. Margaret Atwoods The Handmaids
NfS includes The Informed Dialogue: Inter- Tale and the Dystopian Tradition, Canadian Litera-
acting with Literature, a foreword by Anne Dev- ture No. 112 (Spring, 1987), 916; excerpted and
ereaux Jordan, Senior Editor for Teaching and reprinted in Novels for Students, Vol. 4, ed. Marie
Rose Napierkowski (Detroit: Gale, 1998), pp. 13336.
Learning Literature (TALL), and a founder of the
Childrens Literature Association. This essay pro- When quoting material reprinted from a book
vides an enlightening look at how readers interact that appears in a volume of NfS, the following form
with literature and how Novels for Students can may be used:
help teachers show students how to enrich their
own reading experiences. Adams, Timothy Dow. Richard Wright: Wearing
the Mask, in Telling Lies in Modern American Au-
A Cumulative Author/Title Index lists the au- tobiography (University of North Carolina Press,
thors and titles covered in each volume of the NfS 1990), 6983; excerpted and reprinted in Novels for
series. Students, Vol. 1, ed. Diane Telgen (Detroit: Gale,
1997), pp. 5961.
A Cumulative Nationality/Ethnicity Index
breaks down the authors and titles covered in each
volume of the NfS series by nationality and eth-
nicity. We Welcome Your Suggestions
A Subject/Theme Index, specific to each vol- The editor of Novels for Students welcomes
ume, provides easy reference for users who may be your comments and ideas. Readers who wish to
studying a particular subject or theme rather than suggest novels to appear in future volumes, or who
a single work. Significant subjects from events to have other suggestions, are cordially invited to con-
broad themes are included, and the entries point- tact the editor. You may contact the editor via e-
ing to the specific theme discussions in each entry mail at: ForStudentsEditors@gale.com. Or write
are indicated in boldface. to the editor at:
Each entry has several illustrations, including Editor, Novels for Students
photos of the author, stills from film adaptations (if Gale Group
available), maps, and/or photos of key historical 27500 Drake Road
events. Farmington Hills, MI 483313535
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