Showing posts with label classics. Show all posts
Showing posts with label classics. Show all posts

25 May 2020

What Are We REALLY Doing?


Warren Zevon's song "The Hula Hula Boys" features the Polynesian refrain

"Ha'ina I'a Mai ana ka puana." It means "Sing the chorus," or maybe "Get to the point."

In other words, just tell the damn story.

A few days go, I forgot to charge my Kindle and couldn't order another book. Obviously, in the time of Covid-19, I've had lots of time to read, but some publishers are still figuring out how to get digital copies to reviewers like me.

I went to my book case and pulled out a massive short story anthology I assigned when I taught English. This was a newer edition, but I like it because it has a mix of classic (Poe, Hawthorne, Chekhov, Hemingway) and new and multi-cultural authors (Sherman Alexie, Alice Walker, Sandra Cisneros, Gish Jen, Leslie Marmon Silko). I read some stories either I'd never read before or forgotten (Yes, that does happen).

I enjoyed them all, but I'd hate to explain what a few of them said to me or "meant." Remember getting that question on standardized tests? My first reaction then was, "Hawthorne's dead. How the hell do I know what he was trying to tell me?"

Then I made a terrible mistake. I looked at a few of the questions following stories. Some of them were so esoteric I suspect they became thesis topics when the author's first 75 better ideas were either taken or got rejected by his advisor.

Teaching literature is an odd occupation. We don't teach our students to read, we force them to read "critically," and while I was accused of being good at it a long time ago, I no longer think I could explain what it means in a way that would justify it. I thought I was teaching kids to read for "ideas" and "themes" (A term I still avoid as much as possible) and techniques. Now, I think all that matters is that we have the tools to appreciate a story and can explain why that did or didn't happen. If you're a writer or potential writer, we should understand how the choices and techniques make a story more or less effective, but that's about it.

Remember Zevon's song?

Maybe that's all we should worry about.

Does the setting help bring out the story's ideas? would it work better with a different point of view or voice? What would happen if the writer changed the gender of the protagonist/narrator? What about a different time period? Would more or less humor help? I'm not sure we can really teach any of these except by wide reading and lots of experience, much of it through failure.

Last week, the University of Connecticut announced that they are abandoning the SAT as an admission requirement. In the age of Covid-19, many students don't have access to various preparation sites and workshops, which gives other applicants a big advantage.

Wouldn't it be great if we went back to reading for pleasure and a wider vision of the world without having to take multiple-choice and essay tests to pigeonhole the great works, or even the not-so-great ones? Let Shakespeare, Dickens, Alice Walker, Amy Tan, Cervantes, and Dorothy Allison stand on their own merits instead of trying to find a sometimes arcane or non-existent common denominator?

Let young people rediscover the miracle of those funny little marks on the page, like when were were younger parents and we held our kids on our laps before bedtime, watching Paddington or the Poky Little Puppy or Curious George discover how the world worked...

19 March 2018

Genre-ly Speaking


by Steve Liskow

When I retired from teaching and returned to writing after a hiatus of over twenty years, I found myself turning to crime fiction without a second's thought. My mother loved Agatha Christie, Rex Stout, Ellery Queen, Ngaio Marsh, and most of the other golden age writers, and I grew up on The Hardy Boys, so it made sense to me.

On the other hand, my theater cronies knew me only as an English teacher with three graduate degrees, and they kept asking "why mysteries?" They obviously thought I should be producing something "more serious," which I guess meant "literary."

Many people still look down at mysteries and romance as something you scrape off your shoe, but I don't know why. Keep in mind that the idea of genre or non-genre writing is a fairly new distinction. I'm too lazy to research, but I'd guess that it began either between the two world wars or after World War II. Book stores began sorting the books to guide customers to their preferences. I'm sorry about that because you never know what you'll find if you dig through everything instead of just what you'd ordinarily read. I still remember my ninth-grade teacher chiding a classmate for reading only books about basketball. With a straight face, she urged him to try football or baseball, too. Most of us got her point.

As for the larger issue, I think it was Samuel Johnson who first said that only a blockhead writes for something other than money, which means that you want to produce something that will sell enough to make your effort worthwhile. If it happens to survive beyond the first press run, that's even better. A good story will last, and those are the books that used to show up in school. We teach or taught very few books that didn't sell because if they didn't sell, they didn't survive. The Great Gatsby is a notable exception. Several years after Fitzgerald's death, his publisher found over half the original first press run sitting in a warehouse, some twenty years after the original lukewarm reviews.

Between 1970 and 2003, I taught all levels of tenth, eleventh, or twelfth grade English at two high schools and a community college. We updated the curriculum at least three times during that stint, and all these books appeared in classes at one time or another. We generally called them classics then even though some were contemporary. Look how many are really mysteries, sci-fi, romance, or westerns.



A good story is always a good story. So there.

Sherman Alexie:  Reservation Blues                       Jane Austen: Pride and Prejudice
John Ball:  In the Heat of the Night                         Charlotte Bronte: Jane Eyre
Ray Bradbury: The Martian Chronicles, Something Wicked This Way Comes, Dandelion Wine
Emily Bronte: Wuthering Heights                            Albert Camus: The Stranger
Truman Capote:  In Cold Blood                              Geoffrey Chaucer: The Canterbury Tales
Anton Chekhov: The Sea Gull                                Alice Childress: Wedding Band
Kate Chopin:  The Awakening                               Agatha Christie: Murder on the Orient Express
Sandra Cisneros: The House on Mango Street
Walter Van Tilburg Clark: The Ox-Bow Incident
Robert Cormier: After the First Death, The Chocolate War
Joseph Conrad: Lord Jim, Heart of Darkness
Stephen Crane: The Red Badge of Courage, "The Bride Comes to Yellow Sky," "The Open Boat"
Charles Dickens: David Copperfield, A Tale of Two Cities, Great Expectations
Fyodor Dostoyevsky: Crime and Punishment, The Brothers Karamazov
Theodore Dreiser: An American Tragedy, Sister Carrie
Ralph Ellison: Invisible Man
Euripides: The Bacchae                                           F. Scott Fitzgerald: The Great Gatsby
William Faulkner: The Reivers, Intruder in the Dust, "A Rose for Emily"
Charles Fuller: A soldier's Play, Zooman and the Sign
Edith Hamilton: Mythology                                   Joseph Heller: Catch-22
Thomas Hardy: The Return of the Native, The Mayor of Castorbridge
Nathaniel Hawthorne: The Scarlet Letter, The House of the 7 Gables, "Young Goodman Brown"
Zora Neale Hurston: Their Eyes Were Watching God
Aldous Huxley: Brave New World
Shirley Jackson: We Have Always Lived in the Castle, The Haunting of Hill House
Henry James: The Turn of the Screw, Daisy Miller          Franz Kafka: The Trial, "Metamorphosis"
Ken Kesey: One Flew Over the Cuckoo's Nest
Stephen King: Carrie, The Shining
Jerzy Kosinski: Steps, The Painted Bird, Being There
Harper Lee: To Kill a Mockingbird                       Sir Thomas Malory: Le Morte D'Arthur
Jerome Laurence & Robert E. Lee: Inherit The Wind, The Night Thoreau Spent in Jail
Sinclair Lewis: Arrowsmith, Babbitt
Carson McCullers; The Member of the Wedding, The Heart is a Lonely Hunter
Arthur Miller: Death of a Salesman, The Crucible
Toni Morrison: Beloved, The Bluest Eye            George Orwell: 1984, "Politics & English Language"
Alan Paton: Cry the Beloved Country               Mario Puzo: The Godfather
Eric Maria Von Remarque: All Quiet on the Western Front
Jack Schaeffer: Shane                                      Sophocles: Oedipus Rex, Antigone
William Shakespeare: Othello, Hamlet, Macbeth, King Lear, Julius Caesar, A Midsummer Night's             Dream, Much Ado About Nothing, As You Like It, The Tempest, Twelfth Night, The Merchant of       Venice  (During my theater career, I acted in productions of Hamlet, Midsummer, Much Ado,             Twelfth Night, As You Like It, The Tempest, and Directed versions of Dream, Much Ado,         Merchant, 12 Night, and ran lights for a production of Macbeth)
John Steinbeck: The Grapes of Wrath, Of Mice & Men, Tortilla Flat, The Pearl
Jonathan Swift: Gulliver's Travels              Dalton Trumbo: Johnny Got His Gun
Mark Twain: Huckleberry Finn, Pudd'nhead Wilson
Kurt Vonnegut, Jr.: Slaughterhouse-5, Cat's Cradle, Welcome to the Monkey House
Robert Penn Warren: All the King's Men             Evelyn Waugh: The Loved One
H. G. Wells: The Time Machine
Edith Wharton: Ethan Frome, The Age of Innocence
August Wilson: Fences                                    Owen Wister: The Virginian
Richard Wright: Black Boy, Native Son

For good measure, we had the Bible in a history of religions course, too, and that covers pretty much every genre all by itself. People who look down their noses at genre miss the point. I wonder how much enjoyment they really get from reading...if they actually do any of it.