Emily Coit @emilycoit.bsky.social · 13/07/2025Tomorrow 5pm UK time: what makes an American "classic"? 051
Emily Coit @emilycoit.bsky.social · 06/03/2025What a warmly generous review of American Snobs: I'm grateful for Margarida Cadima's careful reading. muse.jhu.edu/article/953765 090
Emily Coit @emilycoit.bsky.social · 06/02/2025Thrilled to be a part of this timely new NASJ issue, and grateful to the editors for asking: "What Makes an American Classic?" nasjournal.org/NASJ/article...nasjournal.org What Makes a (Harvard) Classic? Filling Dr Eliot’s Five-Foot Shelf in 1909 | New American Studies Journal: A Forum The New American Studies Journal is a peer-reviewed open-access journal that provides a forum for intellectual debate about all aspects of social, cultural, and political life in the United States of ... 170
Emily Coit @emilycoit.bsky.social · 27/12/2024Edith Wharton scholars, come talk about Wharton & democracy & popular culture at ALA in Boston this May! CFP here: americanliteratureassociation.org/wp-content/u... 150
Reposted by Emily CoitEmily Coit @emilycoit.bsky.social · 18/11/2024Edith Wharton scholars: had any thoughts about democracy lately? Consider developing them for an ALA 2025 panel! CFP here: americanliteratureassociation.org/wp-content/u...americanliteratureassociation.org 083
Emily Coit @emilycoit.bsky.social · 18/11/2024Edith Wharton scholars: had any thoughts about democracy lately? Consider developing them for an ALA 2025 panel! CFP here: americanliteratureassociation.org/wp-content/u...americanliteratureassociation.org 083
Emily Coit @emilycoit.bsky.social · 31/10/2024Why is the ghost story is such a good site for thinking about technology and declines in reading? Edith Wharton knew! Grateful to the editors of the EWR for the opportunity to develop these thoughts.doi.orgReading and Attention in Wharton’s Modernity and Our OwnAbstract. How might Edith Wharton’s thoughts about readers and reading speak to anxieties about the fate of reading in our own moment? This short article places Wharton in conversation with the contem... 0100
Emily Coit @emilycoit.bsky.social · 27/10/2024What a nice surprise to find a review of my no-longer-new book in the latest HJR. I'm grateful to Ágnes Zsófia Kovács for her careful reading and generous praise. muse.jhu.edu/pub/1/articl... 0110
Reposted by Emily CoitAlexander Starre @astarre.bsky.social · 21/10/2024So happy that this is out now: "American Literary Institutions Around 1900", a special issue of College Literature I co-edited w/ @seeshespeak.bsky.social and Florian Sedlmeier. Feat. @emilycoit.bsky.social, @matthewchambers.bsky.social and many colleagues not on here (yet) muse.jhu.edu/issue/53477 193
Emily Coit @emilycoit.bsky.social · 21/10/2024Honored to be a part of this special issue on "American Literary Institutions Around 1900." Thanks to @seeshespeak.bsky.social, @astarre.bsky.social, and Florian Sedlmeier for making it happen. muse.jhu.edu/issue/53477muse.jhu.eduProject MUSE - College Literature-Volume 51, Number 4, Fall 2024 192
Emily Coit @emilycoit.bsky.social · 12/04/2024Out today, my article about Ozick's scary stories about Wharton and Woolfscholarlypublishingcollective.orgOzick’s Feminism and the Woman WriterAbstract. As Ozick herself has noted, readers have observed a contradiction between her championing of the particularity of the Jewish writer and her insistence on the human universality of the writer... 081
Reposted by Emily CoitAnna Kornbluh @annakornbluh.bsky.social · 13/03/2024NEWS YOU CAN USE “despite myths to the contrary, English majors are employed, earn good salaries, and experience satisfaction with their career paths”. www.maps.mla.org/Resources/Re...maps.mla.orgReport on English Majors’ Career Preparation and OutcomesThe ADE Ad Hoc Committee on English Majors’ Career Preparation and Outcomes was charged with reporting on career outcomes for English majors and minors; gathering case studies and other forms of evide... 814371
Emily Coit @emilycoit.bsky.social · 11/02/2024"...we can, at the very least, stop _actively preventing_ young people from developing the ability to follow extended narratives and arguments in the classroom" 181
