Blume, Lesley M. M. Everybody Behaves Badly: The True Story Behind Hemingway's Masterpiece The Sun Also Rises. Boston, MA: Houghton Mifflin Harcourt, 2016. [Biographical and historical study of EH's groundbreaking modernist classic beginning with his 1929 marriage to Hadley and subsequent departure for Europe and closing with his 1933 return visit to Paris. Blume covers the modernist milieu of 1920s Paris and Spain, the author's creation of a public persona, and meteoric rise to fame. Discusses the novels real-life models and the maelstrom of events that transpired in Paris and Pamplona, along with the novel's composition and publication history and critical reception. Nifty epilogue outlines the ensuing lives of those who inspired EH s characters. Draws on existing biographies, memoirs, correspondence, newspaper articles, and other historical documents. Includes over thirty black-and-white photographs of EH and others of the Lost Generation along with extensive endnotes and index.]
Cirino, Mark. Reading Hemingway's Across the River and into the Trees: Glossary and Commentary. Kent, OH: Kent State UP, 2016. [Annotates and comments, often line by line, upon familiar and obscure details and allusions to provide a comprehensive guide to the people, places, things, events, and other references found in ARIT. Entries are arranged chronologically as they appear in the novel and correspond to the page numbers of Scribner's 1996 paperback edition so that readers can easily consult the guide as they read the novel chapter by chapter. General readers and scholars alike will appreciate the thoroughness and helpfulness of this close reading which opens with commentary on the novels title and closes on Ronald Jacksons final words. Cirino's extensive commentary demonstrates how a deeper understanding of ARIT, with its familiar EH themes of love, war, and the role of the artist, helps us to better understand his recognized masterpieces such as SAR, FTA, and OMS. Cirinos "Introduction" surveys the novel s composition and publication history, and contemporary critical reception. Includes helpful maps and index.]
Eby, Carl R and Mark Cirino, eds. Hemingway's Spain: Imagining the Spanish World. Kent, OH: Kent State UP, 2016. [Collection of thirteen essays exploring EH's love of Spain and its influence on both his most famous works such as SAR, DIA, and FWBT and those less popular texts, including DS and his Spanish Civil War short stories. Includes index. See individual contributions arranged alphabetically by author under ESSAYS.]
Fruscione, Joseph, ed. Teaching Hemingway and Modernism. Kent, OH: Kent State UP, 2015. [Volume of fifteen pedagogically based essays squarely situating EH within the modernist movement artistically, culturally, and historically. Broadly focused for use in the high school and university classroom. Extensive appendices include useful course syllabi, study questions, model assignments, and small group activities. See individual contributions arranged alphabetically by author under ESSAYS.]
Hemingway, Ernest. Ernest Hemingway: The Last Interview and Other Conversations (The Last Interview Series). Brooklyn, NY: Melville House, 2015. [Reprints four 1950s interviews with EH: "Ernest Hemingway, The Art of Fiction, No. 21" with George Plimpton (1954); "Hemingway in Cuba" with Robert Manning (1954); "Dropping in On Hemingway" with Lloyd Lockhart (1958); and "Life in the Afternoon: The Last Interview" with Robert Emmett Ginna (1958).]
Hochschild, Adam. Spain in Our Hearts: Americans in the Spanish Civil War, 1936-1939. New York, NY: Houghton Mifflin, 2016. [Nonfiction narrative providing a detailed history of the politics, propaganda, and horrors of the war through the perspectives and experiences of American participants, including volunteers and journalists. Frequent mention of EH throughout, covering his connection with the Lincoln Brigade, journalistic efforts for
NANA, work on The Spanish Earth, and writing of FWBT. Extensive notes and index.]
Kale, Verna. Ernest Hemingway. London, England: Reaktion Books, 2016. [Concise literary biography geared to a general audience offering a balanced and sympathetic portrait of the man and artist devoted to his craft until the end. Kale describes and critically interprets the relationship between EH's unfolding life experiences and writings from Oak Park to the posthumous publications. Covers EH's influential relationships, especially with women, including his four wives, Agnes von Kurowsky, and Adriana Ivancich. Concludes with an exploration of the effects of concussion and other ailments on the author's decline. Draws on existing biographies, correspondence, newspaper articles, and other historical documents. Includes two dozen black-and-white photographs, among them a rare photo of Prudence Boulton.]
Vernon, Alex, ed. Teaching Hemingway and War. Kent, OH: Kent State UP, 2016. [Volume of sixteen essays for teaching EH's themes of war, trauma, and loss in the high school and university classroom. Explores a wide range of topics, including EH's biography, WWI, the Spanish Civil War, short stories, novels, and nonfiction. Includes index. See individual contributions arranged alphabetically by author under ESSAYS.]
Ali, Sundus Muhsin and Khalid Shakir Hussein. "The Comparative Power of Type/Token and Hapax legotnena/Type Ratios: A Corpus-based Study of Authorial Differentiation." Advances in Language and Literary Studies 5.3 (June 2014): 112-19. [Highly technical linguistic study testing the power of two statistical measurements in discerning authorial style. Samples brief passages from SAR and FTA.]
Allen, E.J.F. "On the Early Letters of Ernest Hemingway: Teasing, Typewriting, Editing." Textual Cultures: Texts, Contexts, Interpretation 9.1 (Winter 2014): 95-111. [On the importance of EH's letters to Hemingway studies, focusing on his adoption of the typewriter and its effects on the shape and form of his correspondence. Allen explains the significance of retaining typographic errors and idiosyncrasies and praises the editorial practices of the editors of the new series of letters from Cambridge University Press for their transparency and minimalist approach.]
Anderson, Sarah Wood. "'In Another Country' and Across the River and into the Trees as Trauma Literature." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 172-86. [Introduces strategies for incorporating ARIT into courses on war and trauma literature, focusing on the relationship between injury and masculinity. Anderson opens with a discussion of "In Another Country" to lay the groundwork for the novel's thematic elements of dissociation, emotional repression, and emasculation. Includes topics for discussion such as Cantwell's resistance to confession, process of mental recovery, and the novel's omission of Cantwell's trauma.]
Barker, Christopher. "The Poetics of Hemingway's Death in the Afternoon: Restaging the Experience of Total War." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 157-71. [Argues for the centrality of DIA s educative purpose for "seeing" the meaning of violent death beyond the battlefield and the bullfight. Barker invites students to compare EH's treatment of death through the ritualized tragedy of the bullring with the WWI trench warfare memoirs of German writer Ernst Junger. Includes study questions for helping students explore the topics of death, suffering, trauma, and war.]
Barnes, David. "'All the People in the Ring Together': Hemingway, Performance, and the Politics of the Corrida." Modernist Cultures 11.1 (2016): 26-47. [Connects EH's fascination with bullfighting to his broader performative representations of masculinity and national identity. Linking the patriotic idealism of the soldier to the sacrifice and ritual of the corrida, Barnes concludes: "Hemingway's writing sees a continuity between the types of community fostered by war and those created within the culture of bullfighting." Locates EH's position within American modernism's preoccupation with national identity and Spain's cultural and political efforts to promote a national vision following WWI. Draws frequently on SAR, DIA and IOT.]
--. "Teaching Hemingway Beyond 'The Lost Generation: European Politics and American Modernism." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 82-91. [Classroom approach comparing expatriates EH and Ezra Pound to demonstrate the richness and complexity of American modernism within its European cultural and political contexts. Barnes concludes that while the trauma of the era "attracted and repelled them in different ways," for both authors Europe existed "as tourist ideal and arena of violence."]
Bartholomew, Jean Jespersen. "Twentieth-Century Titans: Orwell and Hemingway's Convergence through Place and Time." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 92-104. [Pedagogical approach outlining numerous strategies for pairing the two literary giants. Discussion topics include their shared interest in journalism, reliance on lived experience as source material, lean prose style, and involvement in politics and the Spanish Civil War.]
Beall, John. "Hemingway's 'Cat in the Rain': The Presence of Stein and Joyce." MidAmerica 42 (2015): 54-78. [Influence study discussing the impact of Stein's Geography and Plays and Joyce's Ulysses. Beall examines the story's rhythmic repetition, spare dialogue, ambiguous ending, and ironic position between two bullfighting chapters to show how the lessons the young EH learned from his modernist teachers were transformed to fit his own developing modernist aesthetic.]
Beard, Phillip. "Hemingway, Stevens, and the Meditative Poetry of 'Extraordinary Actuality.'" Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 30-41. [Pedagogical approach drawing on Stevens's poetry and correspondence to illuminate the poetic and meditative intensity of EH's prose, particularly IOT and THHN. Beard asserts that EH's protagonists demonstrate meditative attitudes and reflection, thus serving as constrictive counterpoints to the violence and conflict found within his writing and public persona.]
Birkenstein, Jeff. "Paris Between the Wars: Gertrude Stein, Ernest Hemingway, Hunger, and Language." American Writers in Exile (Critical Insights Series). Eds. Jeff Birkenstein and Robert C. Hauhart. Ipswich, MA: Salem P, 2015. 19-36. [Chronicles Stein's influence on the young EH during his Parisian apprenticeship. Discusses the significance of the motifs of food, hunger, and desire found in MF and their thematic exploration in SAR.] Bowers, Bradley. "The Futurist Origins of Hemingway's Modernism." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 117-27. [Pedagogical approach situating EH within the shared artistic and philosophical tenets of futurism and modernism. Bowers focuses on the futurist sensibilities of SAR's Jake Barnes and FTA's Frederic Henry expressed in their attitudes toward heroism and the amorality of war.]
Broadwell-Gulde, Anna. "Pilar's Turn Inward: Storytelling in Hemingway's For Whom the Bell Tolls!' Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 224-37. [Undergraduate essay from Alex Vernons 2012 senior seminar on EH. Reads Pilar's reliance on oral communication through Walter Ong's Orality and Literacy. Analyzes Pilar's complex position as oral storyteller, tracing her progression from exterior communication to interior monologue, signaling the isolation of the self in preparation for death.)
Broer, Lawrence R. "Bulls and Bells: Their Toll on Robert Jordan." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 192-213. [Treatise on the influence of the Spanish countryside and culture on FWBT, focusing on the inwardly conflicted and self-doubting hero, Robert Jordan. Broer traces Jordan's evolving moral sense, identifying his inner struggles against killing as the novel's moral center. Closes with a discussion of the debilitating effects of the violence of the corrida on EH's "ailing postwar spirit."]
Cain, William E. "Going Nowhere: Desire and Love in The Sun Also Rises" South Carolina Review 48.2 (Spring 2016): 154-67. [Draws on manuscripts in his analysis of the hopeless nature of Jake and Brett's relationship. Cain concludes that unlike lovers found in EH's later fiction where sexual consummation leads to death, Jake and Brett survive because their relationship is sexless.]
--. "Hemingway Presents Himself: The Writer in Green Hills of Africa!' Prose Studies 37.2 (2015): 128-48. [Explores EH's complex authorial presence in his experimental work of memory interweaving fact with fiction. Cain distinguishes the narrator-character whom the writer portrays from the tortured writer himself to show the author's disturbing preoccupation with death, fear, anger, desperation, and despair. Concludes that the book's devastating self-portrait is "visceral and relentless."]
Carothers, James B. "Our Greatest American Modernists: Teaching Hemingway and Faulkner Together." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 42-50. [Outlines his syllabus, learning objectives, and classroom activities for teaching the two literary titans in conjunction to demonstrate to students that EH is not as simple a writer as they assume, and that Faulkner is not as difficult.]
Cohen, Milton. A. "Hemingway and the Spanish Civil War: The Writers Maturing View." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 92-106. [Provides historical and political contexts for teaching EH s works, including the short stories, FC, and FWBT. Cohen stresses the importance of the moral complexities of the conflict in relation to EH's own evolving attitudes towards the war.]
Curnutt, Kirk. "The Battle over the Battlefield: Gertrude Stein, Ernest Hemingway, and How They Saw the War They Saw." LGBTQ Literature (Critical Insights Series). Ed. Robert C. Evans. Ipswich, MA: Salem P, 2015. 74-91. [Comparison study focused on how their differing portrayals of war were shaped by both their disparate experiences with war and notions of sexuality. Curnutt contrasts Steins more emotionally nuanced expression with EH's dramatic and unadorned prose, concluding that their fundamental aesthetic and personal differences resulted in a riff too wide to mend. Draws on MF, IOT, FTA, DIA, and Stein's Autobiography of Alice B. Toklas, Geography and Plays, Bee Time Vine, and Wars I Have Seen.]
--. "The Early Years of the Hemingway Review (1981-1992): An Interview with Charles M. ('Tod') Oliver." The Hemingway Review 35.2 (Spring 2016): 1016.
--. "'So Now We Are Thirty-Five': Imaginary Letters on a Milestone." The Hemingway Review 35.2 (Spring 2016): 17-38.
Daiker, Donald A. "T Think Dad Probably Waited for Me': Biography, Intertextuality, and Hemingway's 'Ten Indians.'" MidAmerica 42 (2015): 36-53. [Refutes critics' claims of Nick's father as a villain, arguing instead that reading the story biographically and intertexually with other Nick Adams stories shows a warm and affectionate bond between Nick and his father. Daiker rejects widely held criticism that Mr. Adams is racist, unsympathetic, and cruel, pointing to his sensitivity in breaking the news about Prudence and symbolic association with light. Concludes that Prudences harsh treatment by critics too is unwarranted, citing her young age.]
--. "In Defense of Hemingway's Doctor Adams: The Case for 'Indian Camp.'" The Hemingway Review 35.2 (Spring 2016): 55-69.
De Roche, Linda. "The Sun Also Rises (Ernest Hemingway, 1926)." The Jazz Age: A Historical Exploration of Literature (Historical Explorations of Literature Series). Santa Barbara, CA: Greenwood P, 2015. 131-87. [Guide geared to high school and college students situating the novel within its cultural, historical, and social contexts of the 1920s. Opens with a brief plot summary and biography of familiar elements of EH's life and literary accomplishments before moving into a discussion of the novel's characters and themes in relation to WWI, the Lost Generation, race, and gender. Includes excerpts of primary works by such well known fellow expatriates as Malcom Cowley, Janet Flanner, and Robert McAlmon. Concludes with a list of additional readings.]
DeGuzman, Maria. "Hemingway in the Dirt of a Blood and Soil Myth." Hemingway's Spain: Imagining the Spanish World. Eds. Carl R Eby and Mark Cirino. Kent, OH: Kent State UR 2016. 9-27. [Treats EH's identification of his Anglo-American heroes, Jake Barnes of SAR and Robert Jordan of FWBT, with the ideologically fascist infused "blood and soil" myth of 1920s and 1930s Spain. While Jake the tourist represents the instability of the first stage of the myth, Robert is the fully rooted and earth infused non-impotent version of Jake in the second stage of the myth. Discusses at length the anti-Semitism and myth of the wandering Jew found in SAR.] del Gizzo, Suzanne. "'It was all there ... but he could not see it': What's Dangerous about The Dangerous Summer." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UR 2016. 128-45. [Reads DS as a reversal work of nostalgia in which EH's 1959 return trip to Spain only increased his professional and personal anxieties. Del Gizzo discusses the role of two psychological defense mechanisms, disavowal and displacement, used by EH to cope with his fears over his mental and physical decline, celebrity status, and the changes he observed in Spain. Explores the impact of these anxieties on the content and structure of DS, particularly EH's identification with the young matador, Antonio Ordonez.]
Diedrich, Carlee, Alexis Gaither, E.L. Grondahl, and Meghan D. Heitkamp. "Current Bibliography." The Hemingway Review 35.2 (Spring 2016): 147-58.
Earle, David M. "The Modernist Genre Novel." A History of the Modernist Novel. Ed. Gregory Castle. New York, NY: Cambridge, 2015. 345-68. [Explores the modernist genre novel as a hybrid of experimental style and formulaic conventions of popular fiction appealing to both literary critics and the mass audience. Earle teases out the complex, conflicted, and complicit relationship between modernist authors and the commercial marketplace, contending that despite their canonization as modernists, both EH and Faulkner relied upon generic forms in their pursuit of economic success. Earle details the influence of the rise of American magazines on the composition of several of their novels. Includes discussions of SAR, THHN, FTA, and Faulkner's If I Forget Thee, Jerusalem, and Sanctuary.]
Eby, Carl P. and Mark Cirino, eds. "Introduction: Imagining Spain." Hemingway's Spain: Imagining the Spanish World. Kent, OH: Kent State UP, 2016. 1-8. [Chronicles EH's time spent in his adopted homeland, highlighting the writers connection of Spain with Michigan.]
Fletcher, Andrew. "Chasing New Horizons: Considerations for Teaching Hemingway and Modernism in a Digital Age." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 158-68. [Pedagogical approach pairing EH with the lesser-known Thornton Wilder, outlining the use of primary source materials such as letters, memoirs, and interviews to provide students with a richer and more meaningful understanding of each author's works and contributions to the various forms of modernism. Focuses on "Wine of Wyoming" as his teaching model]
Fruscione, Joseph. "Hail Faulkner? A Fable, Competitive Modernism, and 'the Nobelist' in the 1950s." Fifty Years after Faulkner. Eds. Jay Watson and Ann J. Abadie. Jackson, MS: UP of Mississippi, 2016. 79-94. [Examines the influence of EH and Faulkner's literary rivalry on their work and professional identities as they competed for literary prominence in the last stages of their careers. Fruscione argues that the marketing and publication of Faulkner's much heralded A Fable may have elevated EH's professional anxieties, evidenced in his correspondence and fictional references to Faulkner and his works in his posthumously published IIS and "The Last Good Country" written about the time of A Fable.]
--. "Introduction." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 1-9. [Explains his goal to advance understanding of EH's modernist position through this intertextual-contextual collection of pedagogical essays connecting EH to the key people, places, and politics that impacted his writing. Surveys the variety of student centered approaches included in the collection, from close reading to the theoretical.]
Gillette, Meg. "The Sun Also Rises and the 'Stimulating Strangeness' of Paris." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015.62-71. [Discusses the richness of teaching the novel as part of a study abroad course in Paris, including daily topics for discussion, journal writing assignments, site visits, and secondary readings. Gillette encourages students to engage with the discontinuities and uncertainties of the novel in connection with their own experiences abroad to expand their global understanding.]
Goodspeed-Chadwick, Julie. "Modernist Style, Identity Politics, and Trauma in Hemingway's 'Big Two-Hearted River' and Stein's 'Picasso.'" Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015.10-20. [Pedagogical approach examining and comparing the two texts as literary artifacts of and responses to the modernist moment. Finds that EH surpasses his mentor's work through his treatment of masculinity and trauma, capturing the violence and chaos of the modern world.]
Grody, Ian. "Hemingway and Franklin: Men without Women." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 65-76. [Biography focused on EH's nine-year friendship and literary collaboration with the much celebrated American matador Sidney Franklin. Begins with EH's 1929 interview of Franklin in Madrid and closes with the disintegration of their complex relationship during the Spanish Civil War. Grody covers their shared definition of masculinity and Franklin's assistance with the writing of DIA and other projects.]
Guerriero, Alfonso, Jr. "A Preliminary Study of ELL College Students and their Development of Academic Literacy through Ernest Hemingway's Journalistic Style." Plurilingual Perspectives in Geolinguistics. Eds. Wayne Finke and Hikaru Kitabayashi. Raleigh, NC: Lulu P, 2016. 73-91. Guerriero surveys EH's current status as a popular culture icon before discussing his research on teaching EH's short stories, particularly "The Old Man at the Bridge" and "The End of Something" to college level English Language Learners struggling to meet academic literacy standards. Concludes that EH's deceptively simple journalistic style engages ELL students and fosters greater comprehension during independent reading.]
Guill, Stacey. '"General Fat Ass Franco' and the 'Spanish Issue' in Ernest Hemingway's Across the River and Into the Trees" The Hemingway Review 35.2 (Spring 2016): 110-19.
Hamilton, Sharon. "Teaching Hemingway's Modernism in Cultural Context: Helping Students Connect His Time to Ours." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 137-48. [Pedagogical approach to teaching EH's cultural context through concrete and memorable classroom activities such as actual and virtual fieldtrips and student-delivered cultural reports on topics ranging from Prohibition to fashion and sports. Also provides suggestions for pairing EH's stories with secondary readings and other stories by contemporary authors such as Fitzgerald and Cather.]
Hartman, James. "The Defamiliarization of Death in Hemingway's 'The Snows of Kilimanjaro."' The Hemingway Review 35.2 (Spring 2016): 120-23.
Hausle, Zack. "A Farewell to the Armed Hospital: Military-Medical Discourse in Frederic Henry's Italy." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 209-23. [Undergraduate essay from Alex Vernon's 2012 senior seminar on EH. Reads EH's themes of health and medicine through the lens of Michel Foucault's notion of biopower, the politics of the body. Hausle analyzes the power structures hidden beneath the novel's surface, covering the function of the hospital, role of geographical space, the military-health complex's shaping of attitudes towards sexual activity and Catherine's pregnancy.]
Hays, Peter L. "Hemingway, PTSD, and Clinical Depression." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 133-42. [Links EH's bipolar disorder with his WWI wounding and subsequent PTSD, noting autobiographical elements in a number of his works including "Soldier's Home," "Big Two-Hearted River," "Now I Lay Me," and "A Way You'll Never Be."]
Hediger, Ryan. "'Shot...crippled and gotten away': Animals and War Trauma in Hemingway." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 143-56. [Discusses EH's treatment of animals for understanding the meaning of trauma and death and as companions for overcoming life's difficulties. Focuses on "Get a Seeing-Eyed Dog," FTA, and FWBT.]
Herlihy-Mera, Jeffrey. "On Teaching 'Homage of Switzerland' as an Introduction to Postmodern Literature." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 149-57. [Outlines his strategies for introducing students to modernism/postmodernism through an examination of EH's experimentation with standard literary tropes. Herlihy-Mera discusses postmodernism's connections to the physical sciences and psychology as a way of helping students to delve into EH's postmodernist sensibilities and devices.]
Hollenberg, Alexander. "The Violence of Story: Teaching In Our Time and Narrative Rhetoric." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 15-29. [Pedagogical approach introducing students to the rhetorical effects of IOTs narrative form and the ethics of writing and reading. Focuses on the structural complexity of the narrative in relation to EH's themes of violence and the senselessness of war. Hollenberg outlines his methods for contextualizing the text's war experiences along with an overview of modules on structure and style designed to encourage students to interpretatively preserve the integrity of the text's plurality.]
Hollihan, Kerrie Logan. "The Kid: Ernest Hemingway." In the Fields and the Trenches: The Famous and the Forgotten on the Battlefields of World War I. Chicago, IL: Chicago Review P, 2016. 118-34. [Biography of familiar elements of EH's adventures during the Great War. Hollihan covers the authors wounding, recovery in a Milan hospital, affair with his nurse Agnes von Kurowsky, friendship with fellow American soldier Henry Villard, and eventual return home to Oak Park.]
Juncker, Clara. "After You, Baroness!' Ernest Hemingway and Karen Blixen (Isak Dinesen)." The Hemingway Review 35.2 (Spring 2016): 87-109.
Keyser, Catherine. "An All-Too-Moveable Feast: Ernest Hemingway and the Stakes of Terroir." Resilience 2.1 (Winter 2014): 10-23. [On EH's stylistic and thematic treatment of regional food in light of contemporary developments in the global food industry. Keyser draws on key passages from SAR, FTA, MF, and "Out of Season," arguing that EH's descriptions of place and particular food traditions associated with those places "mourn the erosion of situatedness in modern global food culture."]
Knodt, Ellen Andrews. "Toward a Better Understanding of Nicholas Adams in Hemingway's 'A Way You'll Never Be.'" The Hemingway Review 35.2 (Spring 2016): 70-86.
Kocic, Aleksandra Zezelj. "Ernest Hemingway's (In)articulate Silence and the Modernist Suspicion of Words." Narrative Being vs. Narrating Being. Ed. Armela Panajoti. Newcastle upon Tyne, England: Cambridge Scholars, 2016. 121-39. [Surveys examples of communication and miscommunication patterns between characters throughout EH's oeuvre. Discusses the author's minimalist style in relation to modernism's concern with the inadequacy of language to express meaning.]
Lahti, Ruth A.H. "Connective Gestures: Mulk Raj Anand, Ernest Hemingway, and the Transnational Worlds of World War I." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 41-59. [Classroom approach comparing FTA with Indian modernist Mulk Raj Anand's Across the Black Waters. Lahti outlines her activities for encouraging students to understand the shared dimensions of war found in the two novels, including the representation of the body during battle, presence of women near the front, and masculinity and male bonding.]
Lillios, Anna. "From Paris to Eatonville, Florida: Hemingway's The Sun Also Rises and Hurstons Their Eyes Were Watching God." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 5161. [Discusses her pairing of the two seemingly disparate novels within a unit on modernism. Lillios outlines her pedagogical methods, including daily topics for discussion and writing assignments linking the two texts thematically and contextually. Pays particular attention to their treatment of moral values, race, and gender.]
Maiwald, Michael. "Foreign Bodies: Documenting Expatriate Involvement in 'Night Before Battle and 'Under the Ridge."' Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 174-91. [Reads the political messages undergirding "Night Before Battle" and "Under the Ridge" in light of EH's work on The Spanish Earth and writing of FC, both works confident in their realistic representation of Republican Spain. Maiwald investigates how the stories critique the limitations of the documentary form, question the activities of the Republican forces, and reject foreign involvement in the Republican cause.]
Maxwell, Lauren Rule. "Hemingway, His Contemporaries, and the South Carolina Corps of Cadets: Exploring Veterans' Inner Worlds." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 128-36. [Explains her intertextual approach to teaching modern American fiction within the military environment of the Citadel. Maxwell draws on EH's portraits of veterans' experiences as a lens for reading the modernist concerns of identity and otherness in Fitzgerald's The Great Gatsby and other works. Uses "Soldier's Home," "Now I Lay Me," "A Way You'll Never Be," "In Another Country," and "Big Two-Hearted River" to demonstrate how WWI shaped modernist constructions of identity.]
McKee, Adam R. "Teaching the Avant-Garde Hemingway: Early Modernism in Paris." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 72-81. [Provides strategies for contextualizing EH's early experimental writings within the Parisian art scene and avant-garde movements. Focusing on the "Paris 1922" sketches, IOT, "Up in Michigan," and "On Writing," McKee examines the influence of Stein, Joyce, and Cezanne on the young writer's artistic aesthetic, writing style, and content.]
Meredith, James H. "Hemingway's Spain in Flames, 1937." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 146-51. [Biographical and historical study of the dramatic changes occurring in both EH's life and Spain in 1937. Meredith chronicles EH's visits to Spain, affair with Martha Gellhorn, first hand observation of fighting at the Spanish front and its impact on his later writings, and the changing tide of the Republican cause.]
Messent, Peter. "Character Construction and Agency: Teaching Hemingway's 'A Way You'll Never Be.'" Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 60-74. [Structuralist approach empowering students to critically analyze EH's construction of Nick Adams by drawing on Shlomith Rimmon-Kenan's characterization of action schema found in Narrative Fiction: Contemporary Poetics. Brings in examples from SAR, FTA, and ARIT to further illustrate Rimmon-Kenan's approach.]
Meyers, Jeffrey. "Hemingway and Goya." Sewanee Review 123.4 (Fall 2015): 668-74. [Analyzes how EH transforms the visual qualities of the Spanish painter into verbal images, especially the influence of Goya's etchings from The Disasters of War on "A Natural History of the Dead" and EH's theme of the futility of humanism.]
Nardi, Steven A. '"What you were fighting for': Robert Jordan On Trial in the Classroom." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 107-21. [Interactive classroom exercise inviting students to conduct a mock trial to determine Robert Jordan's guilt regarding crimes against humanity in FWBT. Includes useful appendices for structuring the trial such as character lists, pertinent scenes, and a schedule of events.]
Ott, Mark P. "Tanks, Butterflies, Realists, Idealists: Hemingway, Dos Passos, and the Imperfect Ending in Spain of 1937-1938." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 152-61. [Reads "The Butterfly and the Tank" as an allegory of the breakup of EH's twenty-five-year friendship with John Dos Passos over the execution of Jose Robles, characterizing Dos Passos as the naive idealist and EH as the cynical realist. Ott discusses the challenges EH faced in finding a suitable ending for the story drawing on typescript versions in his analysis.]
Owens-Murphy, Katie. "'Miss Stein Instructs': Revisiting the Paris Apprenticeship of 1922." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 21-29. [Looks at Stein's influence on EH's iconic prose style, focusing on his adoption of her experimental use of repetition at the word, phrase, and sentence level. Draws examples from Steins "Picasso" and Three Lives and EH's "Soldier's Home," "Mr. and Mrs. Elliot," and FTA.]
Penas Ibanez, Beatriz. "A Creative Spiral: From Death in the Afternoon (1932) to The Dangerous Summer (1960)." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 77-97. [Comparison study of EH's treatment of bullfighting and social change in DIA with its sequel, DS. Penas Ibanez explores the changes in the country and within the writer himself beginning with his 1953 return visit to Spain following his lengthy exile after the civil war. Examines how a number of past and present intertextual recurrences of events and places inspire the postmodernist construction of EHs later memoirist text.]
Perrin, Tom. "The Old Men and the 'Sea of Massculf: T.S. Eliot, Ernest Hemingway, and the Middlebrow Aesthetic." The Aesthetics of Middlebrow Fiction: Popular US Novels, Modernism, and Form, 1945-75. New York, NY: Palgrave Macmillan, 2015.19-36. [Reprint of American Literature 84.1 (2012): 151-74.]
Pottle, Russ. "Allegories of Travel and Tourism in 'Hills Like White
Elephants.'" Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 44-64. [Draws on the original 1925 manuscript version to illustrate the importance of the setting of northern Spain to the story's allegorical differentiation between artificial tourism and authentic travel.]
Reece, Josephine. "Perceptions of Pain in The Sun Also Rises!' Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 195-208. [Undergraduate essay from Alex Vernon's 2012 senior seminar on EH. Reads EHs preoccupation with pain, both physical and emotional, through the lens of Elaine Scarry's The Body in Pain. Looks at how the experience of pain, mimicked in the authentic arena of the bullfight, is transferred through Jake's narrative.]
Richter, David F. "'At Five in the Afternoon': Toward a Poetics of Duende in Bataille and Hemingway." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 113-27. [Comparison study exploring the importance of death and pure emotion to the Spanish culture, and its implications for artistic creation in the writings of Spanish poet Federico Garcia Lorca, French thinker Georges Bataille, and EH, particularly in DIA and DS. Richter discusses the importance of duende, a Spanish spirit associated with anguish and death to the authors' passionate representations of death in the bullring in which death heightens the experience of living.]
Robinson, David. "More than a Period Piece: Hemingway's For Whom the Bell Tolls as a Reflection of the Spanish Civil War." English Academy Review 32.2 (2015): 88-100. [Argues against famed critic Harold Bloom's judgment of the novel's failure to transcend time and place, pointing to its insights on human experience and the human condition as still relevant for modern readers. Robinson focuses on key passages to illustrate EH's thematic engagement with universal matters such as civil war, sacrifice, betrayal, and reconciliation.]
Rogers, Gayle. "'Spanish Is a Language Tu: Hemingway's Cubist Spanglish." Novel 48.2 (2015): 224-42. [Examines EH's linguistic experimentation with cubist structure in FWBT by reading the novel as an exploration of translation, including mistranslation and miscommunication. Rogers analyzes EH's radical cross-linguistic collisions in English and Spanish, concluding that "to read Hemingway as a late modernist in literary history is to read him as a transitional figure who is commenting on both high modernism's multilingual architectonics and on his own reputation in novel history."]
Ross, Fiona. "Ernest Hemingway." Dining with the Famous and Infamous. Lanham, MD: Rowman & Littlefield, 2016. 154-58. [Brief overview of EH's food and drink preferences in 1920s Paris and other Lost Generation haunts. Includes recipes for "Jugged Hare" and "Alpine Goose."]
Ross, Lillian. "Ernest Hemingway." The 50s: The Story of a Decade. Ed. Henry Finder. New York, NY: Random House, 2015. 379-81. [Reprinted from "How Do You Like It Now, Gentlemen?" The New Yorker 26 (13 May 1950): 36-62.]
Sardi, Krisztina. '"There's never any ending to Paris': Creating a Literary Myth: Geocritical Aspects of the Works of the Lost Generation." Vestnik za tuje jezike Ljubljana: Znanstvena zalozba Filozofske fakultete, 2009 7.1 (2015): 17-26. [Not Seen. Worldcat.]
Spanier, Sandra, with Rena Sanderson and Robert Trodgon. "From the Hemingway Letters Project." The Hemingway Review 35.2 (Spring 2016): 124-34.
Stoltzfus, Ben. "Bulls, Art, Mithras, and Montherlant." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 98-112. [Links the artistry of the writer with the artistry of the matador and spectacle of the corrida. Stoltzfus focuses on EH's desire in DIA and DS to give permanency to the impermanent artistry of performance in the bullring. Compares EH's treatment of the bullfight with Henry de Montherlants bullfighting works. Identifies the French writer's incorporation of the ancient Roman cult of Mithraism which engaged in the ritual killing of bulls as notably absent in EH's writings on the same topic.]
Strychacz, Thomas. "Seeing Through Fracture: In Our Time, For Whom the Bell Tolls, and Picassos Guernica." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 77-91. [Explains his methods for introducing students to EHs evolving attitude toward war by comparing the fractured and confused narrative form of IOT with the controlled and ordered narration of FWBT. Strychacz uses Picassos Guernica as a lens through which to view the senselessness of war portrayed in IOT and the morality of warfare found in FWBT.]
Sullivan, Hannah. "Excision and Textual Waste: The Sun Also Rises!' The Work of Revision. Cambridge, MA: Harvard UP, 2013. 113-20. [Discusses EH's anxieties about verbosity and the reworking of his manuscript. Focuses on the author's excision during the revision process to create submerged meaning and recounts F. Scott Fitzgerald's critique advocating further deletions which EH by and large followed.]
Twomey, Lisa. "Ernest Hemingway-?Amigo de Espana?" Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016. 28-43. [Reception study drawing on Spanish periodicals from the 1920s through the 1970s to assess EH's evolving reputation in Spain. While praised by aficionados for DIA, EH's reception by critics and journalists following the publication of FWBT was largely negative until the 1950s when the Spanish press positively covered his visits and the Spanish translation of OMS was published. Concludes that EH was welcomed as a friend of Spain in his closing years despite his civil war politics.]
Tyler, Lisa. "Cultural Conversations: Woolf's 1927 Review of Hemingway." Journal of Modern Periodical Studies 6.1 (2015): 44-59. [Historical/biographical approach to Woolf's New York Herald Tribunes unfavorable review of Men Without Women and its likely influence on each author's developing literary aesthetic articulated in DM and Woolf's A Room of One's Own. Tyler reveals Woolf's uneasiness in her role as critic and EH's frustration with her review in his correspondence with Maxwell Perkins and later jabs at her in GHOA and ARIT.]
--. "'Our Fathers Lied': The Great War and Paternal Betrayal in Hemingway's In Our Time." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 30-40. [Introduces students to EH's thematic treatment of betrayal by previous generations in their unrealistic depiction of warfare, relying mainly on British literature to contextualize the tradition. Tyler discusses a number of EH's literal and metaphorical fathers, connecting the violence of war with the violence found in Nick's home, and concludes that EH's goal was to break the cycle of violence and betrayal by writing honestly about war.]
Vernon, Alex. "Introduction." Teaching Hemingway and War. Ed. Alex Ver-r non. Kent, OH: Kent State UP, 2016. 1-11. [Vernon discusses EH's wartime experiences and works with his own classroom experience introducing EH to resisting students with preconceived ideas about the author and his writing.]
--. "Introduction (Ernest Hemingway Seminar)." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 189-94. [Details the structure of his EH seminar for senior undergraduates, including his primary and secondary readings, writing assignments, and site visit to the Hemingway-Pfeiffer Home and Education Center in Piggott, Arkansas.]
--. "Teaching The Spanish Earth in a War Film Seminar." Teaching Hemingway and War. Ed. Alex Vernon. Kent, OH: Kent State UP, 2016. 122-29. [Details his teaching of The Spanish Earth. Vernon includes a list of the course's films, secondary reading materials, and practical advice for balancing the teaching of film with course readings and class discussion. Concludes with reflections on his own connections between the film and course readings, characterizing this closing portion as "a hybrid of an article and my in-class riffing."]
Wright-Cleveland, Margaret E. "The Developing Modernism of Toomer, Hemingway, and Faulkner." Teaching Hemingway and Modernism. Ed. Joseph Fruscione. Kent, OH: Kent State UP, 2015. 105-16. [Detailed description of an upper level course for majors examining EH's IOT, Toomer's Cane, and Faulkner's These 13 as part of one cultural and historical moment. Wright-Cleveland surveys her classroom strategies for delving into the cultural concerns underpinning American identity of the 1920s and 1930s in relation to the development of American modernism. Includes discussion topics, secondary reading materials, and assignment prompts geared to uncovering artistic and structural intersections within these early short story cycles.]
Wyatt, David. "More Time: Reading Hemingway's Across the River and Into the Trees!' The Hemingway Review 35.2 (Spring 2016): 39-54.
Yarbrough, Scott D. "The Education of Henry: Politics and Context in Hemingway." Hemingway's Spain: Imagining the Spanish World. Eds. Carl P. Eby and Mark Cirino. Kent, OH: Kent State UP, 2016.162-73. [Reads the political messages undergirding EH's stories of the Spanish Civil War, including "Under the Ridge," "The Butterfly and the Tank," and "The Denunciation," as complex and paradoxical. Yarbrough contends that a deeper reading belies EH's commitment to the Republican cause and instead demonstrates the dangers of ideological extremism and zealotry. Considers the autobiographical nature of the stories and reads passages within the contexts of FT A and FWBT]
Graden, Dale T. '"The Earth Endureth Forever': Hemingway in Spain." The Volunteer (10 June 2016): http://www.albavolunteer.org/2016/the-earth-endureth-forever-ernest-hemingway-and-the-spanish-civil-war/. [Biographical approach focused on EH's lifelong love affair with the people and culture of Spain. Graden recounts the author's frequent travels through the country and reminds readers that the aging, deteriorating celebrity who attended the bullfights in the last decade of his life was much different from the dedicated activist and journalist of the Spanish Civil War whose first-hand observations alerted the world to the threat of fascism.]
Heng, Tan Teck. "Glamorous (Pre)occupations on the Left Bank: Hemingway and his Contemporaries." DAI-A 77/06(E), 2015.
[Books are arranged alphabetically by author. Reviews are also arranged alphabetically by author and follow the book's bolded citation.]
Chamberlin, Brewster S. The Hemingway Log: A Chronology of His Life and Times. Lawrence, KS: UP of Kansas, 2015.
Mellette, Justin. "Book Reviews." The Hemingway Review 35.2 (Spring 2016): 138-41.
Grissom, Candace Ursula. Fitzgerald and Hemingway on Film: A Critical Study of the Adaptations, 1924-2013. Jefferson, NC: McFarland, 2014.
Knodt, Ellen Andrews. "Book Reviews." The Hemingway Review 35.2 (Spring 2016): 143-46.
Hemingway, Mariel. Out Came the Sun: Overcoming the Legacy of Mental Illness, Addiction, and Suicide in My Family. New York, NY: Regan Arts, 2015.
Hays, Peter L. "Book Reviews." The Hemingway Review 35.2 (Spring 2016): 141-43.
Hotchner, A. E. Hemingway in Love: His Own Story. A Memoir. New York, NY: St. Martin's P, 2016.
Miller, Linda Patterson. "Book Reviews." The Hemingway Review 35.2 (Spring 2016): 135-38.
Sanderson, Rena, Sandra Spanier, and Robert Trogdon, eds. The Letters of Ernest Hemingway Volume 3, 1926-1928. New York: Cambridge UP, 2015.
Meyers, Jeffrey. "Holy Bedlock." University of Toronto Quarterly 85.2 (Spring 2016): 114-27.
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|Author:||Larson, Kelli A.|
|Publication:||The Hemingway Review|
|Date:||Sep 22, 2016|
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