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This teaching note considers the benefits of including very short stories or "flash fiction" in the (Canadian) literature classroom. Because the genre is relatively new and favors brevity, it can be attractive to students. Teachers can be sure the students will have read the story, or even find the time to have them read entire stories in class. As well, choosing very short works lets us introduce a variety of Canadian authors to our students. We begin by questioning the dominance of context-hunting and theme-searching among young readers, and point out that this mode of reading comes at the expense of an appreciation or serious consideration of form and language. While historical context and themes are of course important to understanding any story, students often privilege the extra-textual over the literary merits of fiction; they are not necessarily reading literature as literature. The latter part of the note zeroes in on classroom experiences we have had while teaching stories by John Gould, Carin Makuz and Douglas Glover. [ABSTRACT FROM AUTHOR]

Diaries imply true confessions, and readers wish to believe Daisy Flett’s life story in Carol Shields’s Pulitzer Prize-winning novelThe Stone Diaries(1994), but her layered narration, alternating first- and third-person narrative, proves problematic. “Death,” the final chapter, is particularly puzzling, as third-person accounts of Daisy’s demise are punctuated by her comments, such as, “I’m still in here” (320). But how does a first-person narrator relate her own death? The secret to Daisy’s death narrative, as David Williams observes, is the correspondence between Shields’s postmodernist gem,The Stone Diaries, and Laurence’s modernist masterpiece,The Stone Angel(1964), published three decades earlier, as Shields’s title clearly references Laurence’s. Two decades after Williams’s insightful essay, we can extend the parallels (and delineate the differences) between the two—and explore their implications. Such intertextual resonance illustrates Shields challenging the borders between fiction and biography and parodying canonical texts. [ABSTRACT FROM PUBLISHER]

Focuses on the literature in Western Canada. Distinction between fictions of the Canadian West by Canadian and British writers; Analysis on the construction of work; Construction of masculinist vision texts.