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Journal articles on the topic 'Finn, huckleberry'

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Published: 25 July 2024
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1

Budd, Louis, and Harold Beaver. "Huckleberry Finn." Modern Language Review 84, no. 4 (October 1989): 964. http://dx.doi.org/10.2307/3731206.

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2

Wieck, Carl F. "Huckleberry Finn." Publications of the Modern Language Association of America 117, no. 1 (January 2002): 126–27. http://dx.doi.org/10.1632/s003081290010570x.

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3

Sloane, David E. E. "Huckleberry Finn." Publications of the Modern Language Association of America 117, no. 1 (January 2002): 127–28. http://dx.doi.org/10.1632/s0030812900166933.

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4

Amare, Nicole, and Alan Manning. "Twain's Huckleberry Finn." Explicator 62, no. 4 (January 2004): 206–9. http://dx.doi.org/10.1080/00144940409597223.

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5

Wasserstein, Paulette. "Twain's Huckleberry Finn." Explicator 46, no. 1 (October 1987): 31–33. http://dx.doi.org/10.1080/00144940.1987.9935273.

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6

Thierfelder, William. "Twain's Huckleberry Finn." Explicator 48, no. 3 (April 1990): 194–95. http://dx.doi.org/10.1080/00144940.1990.9933988.

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7

Margolis, Stacey. "Huckleberry Finn - Reply." Publications of the Modern Language Association of America 117, no. 1 (January 2002): 128. http://dx.doi.org/10.1632/s0030812900166945.

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8

Browne, Ray B. "Refiguring Huckleberry Finn." Journal of American Culture 27, no. 4 (December 2004): 459–60. http://dx.doi.org/10.1111/j.1542-734x.2004.148_27.x.

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9

Hanford, Russell, and John R. Snarey. "Parenting Huckleberry Finn." Journal of Moral Education 30, no. 3 (September 2001): 293–97. http://dx.doi.org/10.1080/03057240120077309.

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10

Baker, William, and Mark Twain. "Adventures of Huckleberry Finn." Antioch Review 54, no. 3 (1996): 363. http://dx.doi.org/10.2307/4613362.

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11

Beaver, Harold, Mark Twain, Walter Blair, and Victor Fischer. "Adventures of Huckleberry Finn." Yearbook of English Studies 19 (1989): 350. http://dx.doi.org/10.2307/3508095.

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12

Quirk, Tom, Mark Twain, Walter Blair, and Victor Fischer. "Adventures of Huckleberry Finn." American Literature 62, no. 1 (March 1990): 105. http://dx.doi.org/10.2307/2926787.

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13

Margolis, Stacey. "Huckleberry Finn; or, Consequences." PMLA/Publications of the Modern Language Association of America 116, no. 2 (March 2001): 329–43. http://dx.doi.org/10.1632/pmla.2001.116.2.329.

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A long-standing debate over Mark Twain's Adventures of Huckleberry Finn turns on the question of intention. While defenders of the novel say that Huck's change of heart toward Jim represents a critique of social conformity, recent detractors claim that the novel's celebration of this change of heart represents a form of liberal bad faith. This essay argues that both readings misunderstand the novel, which works not only to highlight Huck's good intentions but also to replace this sentimental model of responsibility with one drawn from the emergent law of negligence. Having effects rather than intentions be grounds of liability, this new legal paradigm made persons responsible for the inadvertent harms they caused others. From the perspective of negligence, Huckleberry Finn is an indictment of post-Reconstruction racism—not because it offers friendship as a model of reform but because it imagines accountability even in the absence of malice.
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14

Margolis, Stacey. "Huckleberry Finn; or, Consequences." Publications of the Modern Language Association of America 116, no. 2 (March 2001): 329–43. http://dx.doi.org/10.1632/s003081290010522x.

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A long-standing debate over Mark Twain's Adventures of Huckleberry Finn turns on the question of intention. While defenders of the novel say that Huck's change of heart toward Jim represents a critique of social conformity, recent detractors claim that the novel's celebration of this change of heart represents a form of liberal bad faith. This essay argues that both readings misunderstand the novel, which works not only to highlight Huck's good intentions but also to replace this sentimental model of responsibility with one drawn from the emergent law of negligence. Having effects rather than intentions be grounds of liability, this new legal paradigm made persons responsible for the inadvertent harms they caused others. From the perspective of negligence, Huckleberry Finn is an indictment of post-Reconstruction racism—not because it offers friendship as a model of reform but because it imagines accountability even in the absence of malice.
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15

Wiegel, Paul. "Poem: Huckleberry Finn: 2016." English Journal 106, no. 2 (November 1, 2016): 110. http://dx.doi.org/10.58680/ej201628836.

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16

Shannon, Edward A. "“Trash of the Veriest Sort”: Huck Finn's Missing Sex Life." Mark Twain Annual 19, no. 1 (November 1, 2021): 176–95. http://dx.doi.org/10.5325/marktwaij.19.1.0176.

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Abstract Themes of marriage and family animate The Adventures of Tom Sawyer and its immediate sequel, Adventures of Huckleberry Finn, as well as later tales featuring these characters. While race remains a major point of interest in scholarship of Huckleberry Finn, it is also as a novel about children, childhood, and growing up. This essay traces a pattern of desexualizing Huck in Adventures of Huckleberry Finn and subsequent stories. This picture of Huckleberry Finn, a “poor white” boy in the slaveholding South, reflects views then current in late nineteenth-century America. And to an extent, it reflects hesitation that Twain, the father of three daughters, may have felt in setting Huck on a path toward marriage and reproduction. Reading Huckleberry Finn in this context reveals a rich discourse on race and class distinct from (although related to) the issues of slavery and racism expressed in the novel.
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17

Arac, Jonathan. "Nationalism, Hypercanonization, and Huckleberry Finn." boundary 2 19, no. 1 (1992): 14. http://dx.doi.org/10.2307/303449.

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18

Carey, William B. "The Significance of Huckleberry Finn." Journal of Developmental & Behavioral Pediatrics 26, no. 3 (June 2005): 223. http://dx.doi.org/10.1097/00004703-200506000-00011.

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19

Sloan, Karen. "Twain's Adventures of Huckleberry Finn." Explicator 63, no. 3 (January 2005): 159–64. http://dx.doi.org/10.1080/00144940509596926.

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20

Hurt, Matthew. "Twain's ADVENTURES OF HUCKLEBERRY FINN." Explicator 64, no. 1 (January 2005): 41–44. http://dx.doi.org/10.1080/00144940509604811.

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21

Alan Goldman. "Huckleberry Finn and Moral Motivation." Philosophy and Literature 34, no. 1 (2010): 1–16. http://dx.doi.org/10.1353/phl.0.0075.

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22

Gehrman, Kristina. "The Character of Huckleberry Finn." Philosophy and Literature 42, no. 1 (2018): 125–44. http://dx.doi.org/10.1353/phl.2018.0007.

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23

Wahab, Abdurrahman A. "The Controversy over Huckleberry Finn." International Journal of Pedagogical Innovations 1, no. 1 (January 1, 2013): 47–51. http://dx.doi.org/10.12785/ijpi/010107.

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24

Taylor, Craig. "Moral Incapacity and Huckleberry Finn." Ratio 14, no. 1 (March 2001): 56–67. http://dx.doi.org/10.1111/1467-9329.00144.

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25

Puspasari, Ni Kadek Riska, Ni Wayan Suastini, and Desak Putu Eka Pratiwi. "The directives speech act found in the adventures of huckleberry finn novel." Journal of Language and Applied Linguistics 3, no. 2 (July 31, 2022): 295–305. http://dx.doi.org/10.22334/traverse.v3i2.161.

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This study is concerned with analyzing the research entitled The Directives Speech Act Found in The Adventures of Huckleberry Finn novel. This research is concerned with identifying the directives speech act used by the characters, how often the types of directives speech act occurred, and which types appeared most frequently in the novel. This research utilized a qualitative method, which is the data were achieved by reading the novel attentively. Five types of directives speech act were discovered in the utterance of the characters in The Adventures of Huckleberry Finn novel as a result of this analysis. Those are: warning, forbidding, asking, requesting and telling. The qualitative method was applied to find out the frequency and the types of directive speech act used in The Adventures of Huckleberry Finn novel. The researcher found five types: warning 8 data or 10%, forbidding 6 data or 9% , asking 45 data or 57%, requesting 8 data or 10%, and telling 11 data or 14% used in The Adventure of Huckleberry Finn novel. The most frequent type used was asking acts ( 45 utterances or 57% from total data).
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26

Shuhao, Pan. "Crises Alongside the River: An Ecological Interpretation of Huck’s Rebellion in Adventures of Huckleberry Finn." International Journal of English Literature and Social Sciences 8, no. 1 (2023): 280–85. http://dx.doi.org/10.22161/ijels.81.38.

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Adventures of Huckleberry Finn, one of Mark Twain’s “Mississippi Trilogy”, can be acclaimed as an ecological novel as far as its rich ecological thoughts and insightful reflection on ecological crises are concerned. Based on Lu Shu-yuan’s “Ecological Trichotomy”, this essay is about to excavate ecological ideas manifested in Adventures of Huckleberry Finn from three dimensions of Lu’s trichotomic ecology, namely natural ecology, social ecology, and spiritual ecology, and examine the internal connections between Huckleberry Finn’s rebellion against society and ecological thoughts contained in this novel.
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27

Zirker, Angelika. "Huckleberry Finn: Aktuelle Zensur eines Klassikers?" Volume 60 · 2019 60, no. 1 (November 14, 2019): 299–315. http://dx.doi.org/10.3790/ljb.60.1.299.

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Mark Twain’s novel Adventures of Huckleberry Finn, first published in England in 1884 and a year later in the US, is paradoxical in that it is one of most frequently censored books of world literature – and, concurrently, one of the most frequently read and praised. The following article will try to explain this paradox and, in a first step, address the history of the novel’s censorship and the (various) reasons given for it. Adventures of Huckleberry Finn has undergone censorship since its first publication, and even today it is included in the list of »Banned and Challenged Books« of ALA (American Library Association). What are, in fact, reasons for banning the book? And how are these reasons questioned by defenders of the book? Which strategies are used? Since the novel’s publication, those who have completely dismissed the book and those who have appreciated it as a »masterpiece« have opposed each other. An overview of these controversies will result in a close reading of one of the most debated chapters in the novel, with a focus on the autodiegetic narrator Huck, who has been characterized as a naïve child that simply does not know any better, as a »fallible narrator«, or as a liar. But it remains doubtful whether the narrator’s weakness is the answer to the question of Huck’s alleged racism. The paper will offer alternative roads into the novel that consider both the text and the context of its origin.
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28

Gonçalves, Davi, and Ana Carolina De Sousa Mendes. "Huckleberry Finn e a crítica social." Revista de Estudos Universitários - REU 48 (September 20, 2022): e022006. http://dx.doi.org/10.22484/2177-5788.2022v48id4956.

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No presente artigo, analisamos o romance As Aventuras de Huckleberry Finn, de Twain, levando em conta as questões políticas e sociais que o permeiam. Discutimos como a escravidão e a branquitude se manifestam na narrativa. O artigo é importante devido ao fato de considerarmos as aventuras vividas pelos personagens Huck e Jim como uma fonte de reflexão rica para quem queira se debruçar sobre questões de costume, crenças, moralismos e escravidão do século XIX, nos Estados Unidos. O narrador de Twain desenvolve com destreza temas polêmicos, mas muito relevantes ainda na atualidade – seja naquilo que toca as relações entre classes e raças, bem como naquilo que concerne ao divisionismo norte-sul estadunidense.
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29

Hunt, Alan, and Carol Hunt. "The Practical Joke in "Huckleberry Finn"." Western Folklore 51, no. 2 (April 1992): 197. http://dx.doi.org/10.2307/1499366.

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30

Asselineau, Roger. "A Transcendentalist Poet Named Huckleberry Finn." Studies in American Fiction 13, no. 2 (1985): 217–26. http://dx.doi.org/10.1353/saf.1985.0018.

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31

Carter, Everett. "The Modernist Ordeal of Huckleberry Finn." Studies in American Fiction 13, no. 2 (1985): 169–83. http://dx.doi.org/10.1353/saf.1985.0030.

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32

Carpenter, Scott. "Demythification in Adventures of Huckleberry Finn." Studies in American Fiction 15, no. 2 (1987): 211–17. http://dx.doi.org/10.1353/saf.1987.0001.

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33

Springer, David W. "Runaway Adolescents: Today's Huckleberry Finn Crisis." Brief Treatment and Crisis Intervention 1, no. 2 (September 1, 2001): 131–51. http://dx.doi.org/10.1093/brief-treatment/1.2.131.

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34

Anderson, Douglas. "Huckleberry Finn and Emerson's "Concord Hymn"." Nineteenth-Century Fiction 40, no. 1 (June 1, 1985): 43–60. http://dx.doi.org/10.2307/3044835.

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35

Vranken, Thomas. "A Century’s Worth of Huckleberry Finn." Nineteenth-Century Contexts 40, no. 2 (February 19, 2018): 165–81. http://dx.doi.org/10.1080/08905495.2018.1439266.

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36

Anderson, Douglas. "Huckleberry Finn and Emerson's "Concord Hymn"." Nineteenth-Century Fiction 40, no. 1 (June 1985): 43–60. http://dx.doi.org/10.1525/ncl.1985.40.1.99p0468r.

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37

唐, 诗婷. "The Self-Construal of Huckleberry Finn." World Literature Studies 11, no. 06 (2023): 492–99. http://dx.doi.org/10.12677/wls.2023.116083.

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38

Foreman, Robert Long. "Whatever Happened to Huckleberry Finn?: Four Recent Huck Finn Sequels." Missouri Review 40, no. 4 (2017): 175–86. http://dx.doi.org/10.1353/mis.2017.0077.

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39

Schulten, Katherine. "Huck Finn: Born to Trouble." English Journal 89, no. 2 (November 1, 1999): 55–60. http://dx.doi.org/10.58680/ej1999518.

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Describes the process by which Cherry Hill, New Jersey teachers, in cooperation with parents, administrators, and other professionals, developed a curriculum for teaching “Huckleberry Finn” that successfully explores the controversial issues by embedding traditional teaching in a rich, historical, and cultural framework. Provides the “Huck Finn in Context” curriculum.
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40

O'Shea, José Roberto. "TRADUZINDO HUCKLEBERRY FINN: AVENTURAS DA VARIEDADE LINGUÍSTICA." Revista Scripta Uniandrade 16, no. 3 (2018): 31–42. http://dx.doi.org/10.5935/1679-5520.20180044.

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41

Derwin, Susan. "Impossible Commands: Reading Adventures of Huckleberry Finn." Nineteenth-Century Literature 47, no. 4 (March 1, 1993): 437–54. http://dx.doi.org/10.2307/2933783.

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Adventures of Huckleberry Finn begins with a notice cautioning against readings that attempt to find motive, moral, or meaning in the narrative, in short, with a proscription that contest the grounds of reading itself. Such a command is only intelligible in light of the relation elaborated in the text between, on the one hand, conscience or mortality, and on the other hand, cognition, as embodied by the formal requirements of plot. The novel suggests that the strictures of morality are as necessary to human identity as plot structure is to narrative. Moreover, both morality and plot are indebted to a process of narcissistic projection that produces meaning by generating distorting images of self and other. Morality is an ambivalent force, both aggressive and constitutive in its effects, while plot, in its capacity to control the disclosure of information, is manipulative and strategically exclusionary. The structure of Huckleberry Finn observes the requirements of plot, but Twain's complex use of irony complicates the novel's formal linearity and affords a critical perspective on the process of narcissistic projection underwriting both plot and mortality.
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42

Stoneley, Peter. "Children, futurity, and value:Adventures of Huckleberry Finn." Textual Practice 30, no. 1 (June 25, 2015): 169–84. http://dx.doi.org/10.1080/0950236x.2015.1046909.

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43

Weinandy, Thomas G. (Thomas Gerard). "Huckleberry Finn and the Adventures of God." Logos: A Journal of Catholic Thought and Culture 6, no. 1 (2003): 41–62. http://dx.doi.org/10.1353/log.2003.0016.

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44

Robinson, Forrest G. "The Characterization of Jim in Huckleberry Finn." Nineteenth-Century Literature 43, no. 3 (December 1, 1988): 361–91. http://dx.doi.org/10.2307/3044898.

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45

Robinson, Forrest G. "The Characterization of Jim in Huckleberry Finn." Nineteenth-Century Literature 43, no. 3 (December 1988): 361–91. http://dx.doi.org/10.1525/ncl.1988.43.3.99p0182d.

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46

Derwin, Susan. "Impossible Commands: Reading Adventures of Huckleberry Finn." Nineteenth-Century Literature 47, no. 4 (March 1993): 437–54. http://dx.doi.org/10.1525/ncl.1993.47.4.99p0477u.

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47

Thomas, Ebony Elizabeth. "Is Huck Finn Still Relevant? Revisiting “The Case for Conflict”." English Journal 106, no. 2 (November 1, 2016): 85–87. http://dx.doi.org/10.58680/ej201628833.

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48

Gorlewski, Julie, and David Gorlewski. "Editors’ Introduction:Teaching Adventures of Huckleberry Finn: Essays in Conversation." English Journal 106, no. 2 (November 1, 2016): 74. http://dx.doi.org/10.58680/ej201628830.

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Julie and David Gorlewski introduce this special section in which four experienced English language arts teachers discuss and debate the controversies involved with teaching Adventures of Huckleberry Finn.
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49

Zima, Dustin. "Where the Huck is Finn? The Hunt for Huckleberry Finn in Hannibal, Missouri." Pacific Coast Philology 47, no. 1 (January 1, 2012): 93–111. http://dx.doi.org/10.2307/41851036.

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ABSTRACT Missouri's Visitor's Bureau and Chamber of Commerce have dubbed the Mississippi River town to be "America's Hometown" in honor of its most famous citizen, Samuel Langhorne Clemens, better known as Mark Twain. In Hannibal, Tom Sawyer, with what are believed to be his endearing shenanigans and humorous pranks, is presented to tourists, as well as residents, as the ideal boy. Huckleberry Finn, on the other hand, is swept under the rug so as not to burden visitors and/or townspeople with Hannibal's true slaveholding past, and the racism still lingering in the present.
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50

Kiruthika, P., and D. Sivabalaselvamani. "Moral Development in Huckleberry Finn - A Cognitive Interpreatation." Asian Journal of Research in Social Sciences and Humanities 7, no. 3 (2017): 1470. http://dx.doi.org/10.5958/2249-7315.2017.00254.4.

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