the readiness is all

For this course, you’ll need to develop the skill of expressing theme in a way that is compelling. As we’ve discussed in class, works of art–particularly substantial ones such as novels and plays–have a way of making claims about what is true. Such claims are sometimes voiced explicitly by a narrator or protagonist. Often, they’re implied throughout. As you read, be on the lookout for what the work has to say about humanity, reality, God, nature, love, language, death, and other subjects. “What the work has to say about x subject” is its theme.

When it’s time for you then to articulate the work’s theme, it’s not enough to leave it at one word: “The theme is love.” Here’s what the Bedford Introduction to Literature (9th ed., 2011) has to say:

“When you formulate the theme of a [work] in your own words, write it down in one or two complete sentences that make some point about the subject matter. Revenge may be the subject of a story, but its theme should make a statement about revenge: ‘Instead of providing satisfaction, revenge defeats the best in one’s self’ is one possibility” (297).

A satisfactory articulation of theme must be more than one word. It doesn’t have to be a complete sentence. It can be a phrase: “humanity’s desire to master nature”; “the fluidity of gender roles, despite the impression of stability.” Often, works have multiple themes.

Students sometimes struggle with articulating theme because of a sense that such claims about ultimate truths aren’t typically expected of adolescents, as if such nuggets of wisdom will sound phony. If this is your view, relax, remembering that it’s not your “wisdom”: you’re only telling us what the literary work claims to be true. Your own belief is not necessarily relevant.

The kind of literary criticism that we’ll be doing all year is known as formalism. Although it has a bit of a bad name in university English departments, it’s what the College Board’s AP Exam requires, and it’s the most pragmatic approach to making sense of literature. Essentially, it involves making claims about the relation between theme and one or more “literary elements” (symbol, imagery, style, and so on). It makes several assumptions: complexity is superior to simplicity; every element of a literary work is under the control of the author; and every literary work is a unified whole. Given these three tenets, formalism then makes arguments about how a text works.

The assumptions can certainly be attacked. Anyone who’s ever created art knows that not everything is under the author’s control; sometimes, a work produces certain effects that the author didn’t deliberately design. But we will assume, following formalist convention, authorial control.

Formalism has a “bad name” in university English departments due to its assumptions, of course, but also for political reasons, having to do with the question of the scope of any thematic statement’s truth claim. In order to get the most of this course (and on the AP Exam), you’ll need to adopt the assumptions of formalism.

I’ll be posting periodically, and I’d like you to read. But I also want you to comment on any or all of my posts. Sometimes, I’ll specify which one to address. Always, be sure to write with care. Remember that your potential audience is vast–anyone might find your blog via Google, for instance. Don’t work up a sweat trying to sound like a genius. Be clear, as precise as you know how, and straightforward. Pose questions. Take intellectual risks.

You might start by commenting, here, on your Moby-Dick blog page or analysis essay as you develop it. You might be able to help each other.

For your first major assignment, you have a choice:

1. Develop a Moby-Dick page within your course blog. (Note: a “page” is not simply a post on your blog. A page is separate from your main blog. It is, in effect, a linked second blog.) Write an appreciative commentary on the novel, focusing on its redeeming features, even its hipness. With an audience of educated, culturally-attuned web-surfers in mind, knowing that few humans are out there who have read this book, make the case that the novel not only isn’t that bad but that it’s actually pretty cool in some ways. Employ a style that’s suitable for this audience. What about this novel makes it (ironically?) timely, despite its age? Use images or video (or both) to complement writing on the following subdivisions: thematic weight (what is it about, ultimately?), narrative structure (how is the story told, from beginning to middle to end?), and style (a broad category, which can include symbolism, tone, diction, figurative language, syntax, imagery). Use a quotation as your main title; use Reflections on Moby-Dick as your subtitle. I expect all of your conclusions to be your own. If you borrow someone else’s idea, give credit in MLA format. You ought to write no fewer than 800 words total. Any post dated later than Sept 8, 2011 will not be accepted.

OR

2. Write a traditional, analytical argument on Moby-Dick which you’ll print and hand in. Look for a complex pattern that’s thematically significant. Devise a thesis statement, and then support it with textual references and commentary/interpretation that proceeds logically. Write as if you’re in a college English class, employing an “academic” style. Avoid research. See me if you are worried about plagiarism. Cite and document sources (including the novel) in MLA format. Write at least 900 words. Give me a hardcopy in class Sept 9, and upload to turnitin.com.

This Monday, Aug 29, class time will be devoted to getting each of your blogs set up. You’ll start gathering materials for this assignment at least by Friday, Aug 26.

AP Lit is a study of literary art. As such, it is also an attempt to make sense of what may or may not be trans-historical, trans-cultural human truths. Our primary, shared source for our conversations will be novels, poems, and plays, mainly American and British, that have “serious” or “literary” status. One meaning for “serious” in this context is “intellectually ambitious, rather than commercially so.” (Some works are both, of course.) You will write a blog and respond to mine. You will write two kinds of essays: analytical-academic and personal-reflective. You will write frequent responses to the reading homework. In the end, you will have done some intellectual work in exploring meaning as it relates to language, love, humor, death, beauty, and Truth (or, if you prefer, “truth”). Oh, and you’ll also be amply ready to do well on the College Board’s AP English Literature Exam in May.

I mention this last item so briefly because the exam’s scope is frankly quite narrow compared to that of the PDS course. Devote yourself to the course, and the AP Exam will take care of itself.