Today (yes, it took that long--it's been nearly a year), the bound copies of my dissertation arrived in the mail. It's an odd thing to see, this document long finished here anew in my hands, in a solid form suggesting something like legitimacy. In some ways, I dread looking through it--over the past year, while revising portions of the novel and revisiting sections of the scholarly preface, I have found many dozens of typos and whole paragraphs, even chapters I'd like to significantly rework--and since this new printed form has such an air of finality about it, it makes that dread all the worse. Still, I've been browsing the print version of the preface just now, and it turns out this isn't half so bad as I thought it was. Maybe it's simply because it is in print and appears authoritative for that: Also a year ago, around the time I was finishing this dissertation, I quoted in this blog a line from Dylan Thomas: "I always think typescript lends some sort of certainty: at least, if the things are bad then, they appear bad with conviction."
Which might explain the joy I get from the second document to arrive today. In placing my order for bound dissertations, I selected several copies in the traditional large, hardbound versions, as this is what those family members who'll receive them requested. My wife, too, demanded a large hardback version for our shelves, and of course she's right--it will look quite nice sitting next to our masters theses and her undergraduate thesis. But on a whim, I also ordered a single copy in paper, run in reduction on smaller pages so it looks like a trade paperback. That's the only difference really, but when I took to flipping through it this afternoon, I discovered it does indeed look quite like a published novel, and seeing it in that form has allowed me (rather giddily) to excuse all sorts of flaws and faults in the writing and start imagining it as a novel again.
I'm in the middle of adapting that story into a graphic novel, which has been an education in economy, in plot development, and in visual imagery (to say nothing of visual narrative and the totally new possibilities available in so different a format), but I'm beginning to wonder if I can take what revisions I've made and re-adapt them to the old novel format. (One of my earliest writing mentors used to compress his novels by rewriting them as screenplays and to develop his film characters by writing them into novels; I find myself in a similar process with this novel-to-comics endeavor.) I'm starting to think this novel might not be as hackneyed as I'd first considered it. And I might just shop this thing around in both forms.
9/11/2008
9/10/2008
Lost won; Fringe is frayed: a study of character vs. plot
Okay, lame title for a comparison of JJ Abrams series.
For the past several weeks I've been embroiled in an on-and-off argument with a friend of mine. It relates to how we define quality writing and how we use the terms "literary" and "genre," among other things. (I use "literary" in a positive way and until recently had been using "genre" derogatorily; she extols the virtues of "genre" and uses "literary" derogatorily, though she also considers "literary" as a kind of genre itself. This latter point I cannot disagree with and I've come to shift terms, describing the schlock I once called "genre" as "Wal-Mart fiction" or "airport novels.")
One of the issues we've hit on in our debate is the importance of plot versus the importance of character. And last night, I stumbled across an interesting comparison of the two approaches: I watched the pilot episode of Fringe, the new JJ Abrams series on Fox, and found myself comparing it to Abrams's creation Lost on ABC. Fringe, I would argue, is a plot-driven series (or, at least, the pilot was, and from what I saw of the series teaser and from what I've read in reviews, the rest of the series follows that formula). Lost, my friend and I have often agreed, is character-driven.
For the past several weeks I've been embroiled in an on-and-off argument with a friend of mine. It relates to how we define quality writing and how we use the terms "literary" and "genre," among other things. (I use "literary" in a positive way and until recently had been using "genre" derogatorily; she extols the virtues of "genre" and uses "literary" derogatorily, though she also considers "literary" as a kind of genre itself. This latter point I cannot disagree with and I've come to shift terms, describing the schlock I once called "genre" as "Wal-Mart fiction" or "airport novels.")
One of the issues we've hit on in our debate is the importance of plot versus the importance of character. And last night, I stumbled across an interesting comparison of the two approaches: I watched the pilot episode of Fringe, the new JJ Abrams series on Fox, and found myself comparing it to Abrams's creation Lost on ABC. Fringe, I would argue, is a plot-driven series (or, at least, the pilot was, and from what I saw of the series teaser and from what I've read in reviews, the rest of the series follows that formula). Lost, my friend and I have often agreed, is character-driven.
But, to return for a moment to the argument of craft and writing: My friend (who is finishing a PhD in creative writing from the same program I earned my degree from) has observed that most writing teachers avoid teaching or even refuse to teach plot. She contends that some people choose not to teach plot because they fail to understand plot beyond its basic elements. But I have to wonder if no one teaches more than the basics of plot because there is no more beyond the basics. Plot, in my experience, is a basic element, quickly understood and mimicked. I suppose one might look for ways to go about constructing complexity in plots, strategies for creating intricate patterns of action (I do--it's an area I continue to work on, usually without much success), but then we'd be teaching formula, which is a very different sort of writing, and it can be found more easily and more appropriately in books on the subject than it could in a classroom.
I was glad to stumble across a similar idea in the comments of Robin McKinley, a sometimes-YA author whom many would probably label a "genre" writer, though I want to argue she manages to transcend the trappings of genre and write with a literary attention to art. I've only read the one book so far, her fascinating vampire/sci-fi novel Sunshine, but the writing was good enough that I plan to read more. I also looked her up to see what she has to say about the craft, and I discovered a handful of comments in her FAQs online.
McKinley professes to be an inspiration writer, claiming her stories "come to her" or "happen to her" as though through a muse; she barely claims ownership of her own work. But that doesn't prevent her from being aware of her process and the influence she has over the stories that happen to her. She does acknowledge what my friend is seeking--the need for instruction in how to construct plots: "One of the trickiest bits about writing a story is getting the connections to look inevitable," she writes in one section of her FAQ. "When I've managed to put a scene in the wrong place, it's not merely a question of putting it in the right place; I have to rewrite all the connections too — including checking all other scenes in the vicinity to make sure there aren't references to the newly-moved scene in its old location." But she claims to have learned how to accomplish this from exactly the sources I'd have expected: not in a classroom but in books.
Alternatively, you can drop a character in an empty white room and take away all the doors and windows, and you can still have a compelling and fascinating story. There is no plot at all--nothing to accomplish, no physical action--but there's plenty of character, and I say that's where fiction begins and ends. I'm oversimplifying, I know--to simply drop in a character and describe their situation and environment is, at best, a sketch, so if the fiction is to be successful, the plot will develop from the character, and our lonely soul in the white room will slowly go mad trying to escape or else become enlightened in the acceptance of their fate, and this would be the plot. (The film Johnny Got His Gun--source text for Metallica's epic "One"--deals with an even better scenario, in which a man is hit by a mortar shell and winds up with both arms and both legs amputated, blinded by the flash and deafened by the roar of impact, and his spine severed in such a way that he's lost all sense of touch or taste or smell. He is literally left as only a mind, alone in the dark, deprived of everything--including "plot." And yet, from this, we receive narrative.) But my point is, if we write a plot and then try to place characters into it, we have a terribly difficult time making those characters believable or interesting, whereas if we write a character and then see what happens to them, the sky's the limit plotwise and we might also stumble upon art. This, I would argue, is the mode of probably 85%, maybe 90% of all contemporary literary art.
Anne Lamott agrees, I'm happy to say. In her book Bird by Bird--a simple text on writing, famous for its often-anthologized chapter "Shitty First Drafts"--she writes a chapter on "Plot":
My friend and I are both Lost fans. (I would say "fanatics," but I've read some of the Lostpedia, and I know how obsessive the real fanatics can be, so I won't diminish their devotion to the show by claiming to be one of them.) We both love the show for similar reasons, and when we both first began geeking out over Lost, we mentioned how terrifically character-driven the show is. I've read interviews with Abrams and the other creators expressing exactly this intent: that the show was intended as a study of characters, both of individual characters and of their interactions with each other. Whatever plot developed (and until recently the writers freely admitted that there was no plot--they were just making things up as they went), the story was directly dependent on the nature of the characters. The pilot episode of Lost begins with a close-up on Jack's eye precisely to illustrate that whatever we're about to see is going to be through Jack's experience, from his perspective, focused (if you'll excuse the pun) on Jack's character. And, true to form, most of the first-season episodes begin in the same way--a close-up on a character's eyes to hint at that episode's focus on that character. The show dropped the visual device eventually, but with the exception of a few season-three missteps, it has never abandoned its focus on character. Yet it also boasts some of the most complex plotting in the history of television, and it does this not through any speculative sci-fi formulas but through following the natural developments and possible interactions (a Buddhist would say interdependence) of its characters.
Last night's pilot for Fringe, co-created by Abrams, lost all that magic and settled instead for the coincidences, conveniences, and forced developments of a plot-driven narrative. Like Lost, it begins with a plane crash, and like Lost, it relies on some vast underlying conspiracy and strange, inexplicable events to set up the situations in which the characters exist. But the characters are never characters. They're "Sort of Smart but Really Just Lucky FBI Agent," "FBI Agent's Lover Who Is Also An Agent," "Creepy Boss Who Seems At First to Be A Jerk But Who Really Has a Secret Agenda," "Mad Scientist" (I'm not making this up--it gets that cliche), "Mad Scientist's Brilliant But Edgy Son," and, of course, "The Villain." We're never expected to question these characters or really even care about them--we begin the story with "an incident" on a plane (all shock and horror, but not much substance), which thrusts our agents into the plot without more than a 30-second introduction, and the "action" (if you can call it that) railroads us through the rest of the episode. There is no concern on the part of the writers for who these people are, why they do what they do, what the implications are for them. They are tools in the story.
This is why Fringe failed for me as a show, and it serves as an interesting example of my problem with formulaic, plot-driven narrative as opposed to the introspective, character-driven narrative exemplified by Lost. Even though they're from the same creator.
McKinley professes to be an inspiration writer, claiming her stories "come to her" or "happen to her" as though through a muse; she barely claims ownership of her own work. But that doesn't prevent her from being aware of her process and the influence she has over the stories that happen to her. She does acknowledge what my friend is seeking--the need for instruction in how to construct plots: "One of the trickiest bits about writing a story is getting the connections to look inevitable," she writes in one section of her FAQ. "When I've managed to put a scene in the wrong place, it's not merely a question of putting it in the right place; I have to rewrite all the connections too — including checking all other scenes in the vicinity to make sure there aren't references to the newly-moved scene in its old location." But she claims to have learned how to accomplish this from exactly the sources I'd have expected: not in a classroom but in books.
You can also learn a lot by sheer plagiarism, so long as you recognise that that is what it is and that it's only a writing exercise. I wrote an awful lot of very bad Tolkien pastiche when I was younger — I didn't realise what I was doing at first, but even when I began to, later on, I could see that I was learning a lot about characterisation and plot development, how you get people from one place to another, how much background you need, how to slip in information your story is going to need later, how to lay a good ambush for the innocent reader — and so I kept on with it, when I couldn't think of any stories of my own.I love McKinley's comments because (and I suspect this is true for most writers) they sound familiar to me. I was writing great plots when I was 14 years old. Really fascinating, action-packed narratives, stories about drug dealers and alien races and genetic experiments gone wrong. But they were cartoony, with broad outlines and only four colors. I needed the attention to detail and the nuances of a nearly psychological focus on character to make my fiction live, to make it real. I'll grant you, I'd have liked more concrete suggestions on how to go back and recombine those things, but then, I don't believe it's always necessary. John Irving does--he says fiction begins and ends with plot, and to hell with anyone who says otherwise. But I disagree. I can pick up a textbook on natural science and read about the formation of the planet, and it'll be rife with plot--the world is full of conflict and action and resolution and even narrative arcs, and we don't need people to create those. But it's not story--it's science.
Alternatively, you can drop a character in an empty white room and take away all the doors and windows, and you can still have a compelling and fascinating story. There is no plot at all--nothing to accomplish, no physical action--but there's plenty of character, and I say that's where fiction begins and ends. I'm oversimplifying, I know--to simply drop in a character and describe their situation and environment is, at best, a sketch, so if the fiction is to be successful, the plot will develop from the character, and our lonely soul in the white room will slowly go mad trying to escape or else become enlightened in the acceptance of their fate, and this would be the plot. (The film Johnny Got His Gun--source text for Metallica's epic "One"--deals with an even better scenario, in which a man is hit by a mortar shell and winds up with both arms and both legs amputated, blinded by the flash and deafened by the roar of impact, and his spine severed in such a way that he's lost all sense of touch or taste or smell. He is literally left as only a mind, alone in the dark, deprived of everything--including "plot." And yet, from this, we receive narrative.) But my point is, if we write a plot and then try to place characters into it, we have a terribly difficult time making those characters believable or interesting, whereas if we write a character and then see what happens to them, the sky's the limit plotwise and we might also stumble upon art. This, I would argue, is the mode of probably 85%, maybe 90% of all contemporary literary art.
Anne Lamott agrees, I'm happy to say. In her book Bird by Bird--a simple text on writing, famous for its often-anthologized chapter "Shitty First Drafts"--she writes a chapter on "Plot":
Plot grows out of character. If you focus on who the people in your story are, if you sit and write about two people you know and are getting to know better day by day, something is bound to happen.Which brings me back to JJ Abrams.
Characters should not, conversely, serve as pawns for some plot you've dreamed up. Any plot you impose on your characters will be onomatopoetic: PLOT. I say don't worry about plot. Worry about the characters.
My friend and I are both Lost fans. (I would say "fanatics," but I've read some of the Lostpedia, and I know how obsessive the real fanatics can be, so I won't diminish their devotion to the show by claiming to be one of them.) We both love the show for similar reasons, and when we both first began geeking out over Lost, we mentioned how terrifically character-driven the show is. I've read interviews with Abrams and the other creators expressing exactly this intent: that the show was intended as a study of characters, both of individual characters and of their interactions with each other. Whatever plot developed (and until recently the writers freely admitted that there was no plot--they were just making things up as they went), the story was directly dependent on the nature of the characters. The pilot episode of Lost begins with a close-up on Jack's eye precisely to illustrate that whatever we're about to see is going to be through Jack's experience, from his perspective, focused (if you'll excuse the pun) on Jack's character. And, true to form, most of the first-season episodes begin in the same way--a close-up on a character's eyes to hint at that episode's focus on that character. The show dropped the visual device eventually, but with the exception of a few season-three missteps, it has never abandoned its focus on character. Yet it also boasts some of the most complex plotting in the history of television, and it does this not through any speculative sci-fi formulas but through following the natural developments and possible interactions (a Buddhist would say interdependence) of its characters.
Last night's pilot for Fringe, co-created by Abrams, lost all that magic and settled instead for the coincidences, conveniences, and forced developments of a plot-driven narrative. Like Lost, it begins with a plane crash, and like Lost, it relies on some vast underlying conspiracy and strange, inexplicable events to set up the situations in which the characters exist. But the characters are never characters. They're "Sort of Smart but Really Just Lucky FBI Agent," "FBI Agent's Lover Who Is Also An Agent," "Creepy Boss Who Seems At First to Be A Jerk But Who Really Has a Secret Agenda," "Mad Scientist" (I'm not making this up--it gets that cliche), "Mad Scientist's Brilliant But Edgy Son," and, of course, "The Villain." We're never expected to question these characters or really even care about them--we begin the story with "an incident" on a plane (all shock and horror, but not much substance), which thrusts our agents into the plot without more than a 30-second introduction, and the "action" (if you can call it that) railroads us through the rest of the episode. There is no concern on the part of the writers for who these people are, why they do what they do, what the implications are for them. They are tools in the story.
This is why Fringe failed for me as a show, and it serves as an interesting example of my problem with formulaic, plot-driven narrative as opposed to the introspective, character-driven narrative exemplified by Lost. Even though they're from the same creator.
9/09/2008
An assignment for me
My students are busily typing away at an assignment I've given them. Which surprises me. Ordinarily, when I bring my classes to a computer lab, I have to all but beat students away from IM, Facebook, YouTube, or any of the other distractions I, too, would ordinarily have open in side windows. But either they're getting better at hiding their in-class extracurricular activities, or they're genuinely interested in getting some writing done. Better in class than at home, which is why I'm offering them the opportunity in the first place.
But it creates a kind of onus, I think, that I should write alongside them, and so here I am.
Worse, I once joked that I should tackle their assignments in order to set an example, and though I'm reluctant to do so while they're still working on a piece (I wouldn't want anyone to feel even subconsciously beholden to imitate me), I do believe in modeling as an educational tool. The good news: They've already turned in a much shorter version of this same assignment, so I will tackle it.
The assignment: To write a short credo about my views related to community. (I'm basing these assignments on suggestions from curriculum offered by the This I Believe series on NPR, but I've tailored it to my particular classroom project.)
Yesterday, I was writing in my online classroom site about the origins of the word community, because a student had made some guesses about the etymology and the intentions of "the founder of the word community." I promised I'd look into it, because I'm a geek and enjoy such investigations, and I did so that very evening. I discovered (thank you, OED) that the word stems from an early Latin noun communis, an abstraction meaning "fellowship, community of relations or feelings."
But this word in turn developed from the Latin roots that form our contemporary word "common." There are differing theories about how these roots originally combined, but I prefer the combination of com ("together") and munis ("bound" or "under obligation"), because it reinforces my belief that a community holds certain communal or social obligations, whether the whole is somehow obligated to assist its individual members or each of the members is obligated to assist the whole (why not both?).
And this is what I believe about community: that it is a group of people who, for whatever reason (and these are myriad) come together for mutual support and compassion, who understand each other to the best of their capacity and seek to help each other for the common good.
Or, this is what it should be.
But it creates a kind of onus, I think, that I should write alongside them, and so here I am.
Worse, I once joked that I should tackle their assignments in order to set an example, and though I'm reluctant to do so while they're still working on a piece (I wouldn't want anyone to feel even subconsciously beholden to imitate me), I do believe in modeling as an educational tool. The good news: They've already turned in a much shorter version of this same assignment, so I will tackle it.
The assignment: To write a short credo about my views related to community. (I'm basing these assignments on suggestions from curriculum offered by the This I Believe series on NPR, but I've tailored it to my particular classroom project.)
Yesterday, I was writing in my online classroom site about the origins of the word community, because a student had made some guesses about the etymology and the intentions of "the founder of the word community." I promised I'd look into it, because I'm a geek and enjoy such investigations, and I did so that very evening. I discovered (thank you, OED) that the word stems from an early Latin noun communis, an abstraction meaning "fellowship, community of relations or feelings."
But this word in turn developed from the Latin roots that form our contemporary word "common." There are differing theories about how these roots originally combined, but I prefer the combination of com ("together") and munis ("bound" or "under obligation"), because it reinforces my belief that a community holds certain communal or social obligations, whether the whole is somehow obligated to assist its individual members or each of the members is obligated to assist the whole (why not both?).
And this is what I believe about community: that it is a group of people who, for whatever reason (and these are myriad) come together for mutual support and compassion, who understand each other to the best of their capacity and seek to help each other for the common good.
Or, this is what it should be.
9/04/2008
"The Bullet Surprise," courtesy of "beta amphetamine"
My friend Beth Ann Fennelly has a new book of of poetry out, Unmentionables, which I've been salivating for since I finished her nonfiction book Great with Child a year ago. I haven't ordered it yet, but I've been thinking about the book, so to whet my yearning I've picked up an old favorite, her book Tender Hooks, to browse the poems there. If "browse" is possible--it's accidentally apt, her title, because while there's nothing "tender" about her poems (they are sweet, but sweet the way of baker's chocolate, sharp and honest and un-sugared), they do tend to reel me into them, to snare me so I have little choice but to read the next poem, and the next poem, and the next. She's a hell of an angler, Beth Ann.
Anyway, in reading the next poem tonight, I found all over again a section that reminded me that this is my first week back in the classroom, teaching--what else?--freshman comp. It's the second section of her disjointed but delicious poem "A Study of Writing Habits":
***
This afternoon, before I indulged in a Beth Ann Fennelly fix, I finished reading Robin McKinley's Sunshine, a fascinating and well-written sci-fi/vampire novel. I liked her prose and her imagination enough to look her up online (my wife's a HUGE fan, but I'm new to McKinley), and as I was browsing her FAQs, I found a neat little paragraph about what Anne Lamott famously calls "shitty first drafts":
Anyway, in reading the next poem tonight, I found all over again a section that reminded me that this is my first week back in the classroom, teaching--what else?--freshman comp. It's the second section of her disjointed but delicious poem "A Study of Writing Habits":
2. It's a Doggy-Dog World
for poets who grow up to be comp teachers
because our spelling is recked forever
so are our idioms and old wise tales
a student writes of the novel
that won "the Bullet Surprise"
it drives her "out of my mime"
It's good to keep a sense of humor
if your name sounds like "beta amphetamine"
and you find yourself thinking
when you're supposed to be sleeping
a bullet surprise would be fine
***
This afternoon, before I indulged in a Beth Ann Fennelly fix, I finished reading Robin McKinley's Sunshine, a fascinating and well-written sci-fi/vampire novel. I liked her prose and her imagination enough to look her up online (my wife's a HUGE fan, but I'm new to McKinley), and as I was browsing her FAQs, I found a neat little paragraph about what Anne Lamott famously calls "shitty first drafts":
And you don't have to think you've got it all right and perfect to be proud of what you've done. If you come to the end of a story or any piece of writing you've sweated and bled over, and you can look at it and say, I've done the best I know how to do, and really, it's not at all bad — then you've done very well indeed. Give yourself a pat on the back — and then get on with the next story, the next thing.If any of my students are reading this right now--this is what I mean by permission to screw up, permission to revise, and permission to move on.
9/02/2008
New journey, no map
I've been neglecting this blog nearly all summer. That doesn't mean I've been neglecting my writing, of course: I've written reviews of the books I've read, I've typed up my journals from my trip to Scotland (and written a 20,000-word photodocumentary of the trip for friends and family), I've worked on stories and even started adapting my novel into a graphic novel. And since this blog is, presumably, for my students, I suppose I can excuse myself for writing elsewhere these past few months. But then, when I started this last September, I claimed I wanted to demonstrate writing practice, and when I end each academic year in the spring, I send my students away with the reminder that writing doesn't adhere to a calendar, so I also suppose, if I'm being honest, that I ought to extend this visible means of writing practice into the summer months myself. But I chose to write elsewhere.
So be it.
I'm back now, is all I know--here to begin anew, to rediscover Natalie Goldberg's "beginner's mind," to remember that "each time [I sit down to write] is a new journey with no maps." After a long and meandering hiatus, here I've wandered into this blog again. So I write on.
Mapless or not, I've been thinking of setting myself certain goals this semester, at least related to this blog. So, for myself, here's what I hope to do:
So be it.
I'm back now, is all I know--here to begin anew, to rediscover Natalie Goldberg's "beginner's mind," to remember that "each time [I sit down to write] is a new journey with no maps." After a long and meandering hiatus, here I've wandered into this blog again. So I write on.
Mapless or not, I've been thinking of setting myself certain goals this semester, at least related to this blog. So, for myself, here's what I hope to do:
- I'll try to post at least once a week.
- I'll try to keep tabs on the writing I'm doing, even if I'm not doing that writing here.
- I'll occasionally comment on the teaching craft, perhaps as a means of developing an idea I've had for a book on teaching.
- And, because I enjoy the stupid things, I'll keep tossing in any meme I find related to reading or writing or creativity in general, because, well, why not.
6/27/2008
Books meme
How can I resist? Some friends of mine in another blog site have been passing this around, and though it's nothing new, I can't help but participate:
1) Look at the list and bold those you have read.
2) Italicise those you intend to read (as in the book is bought and sitting on my shelf).
3) Underline the books you LOVE.
4) Strike out the ones you thought SUCKED.
1. Pride and Prejudice - Jane Austen
2. The Lord of the Rings - JRR Tolkien
3. Jane Eyre - Charlotte Bronte
4. Harry Potter series - JK Rowling
5. To Kill a Mockingbird - Harper Lee
6. The Bible (also, may I please add The Dhamapada? the Tao Te Ching? the Bhagavad-Gita? the Qur'an, which, though I've not yet finished it, is so far glorious?)
7. Wuthering Heights - Emily Bronte
8. Nineteen Eighty Four - George Orwell
9. His Dark Materials - Philip Pullman
10. Great Expectations - Charles Dickens
11. Little Women - Louisa M Alcott
12. Tess of the D'Urbervilles - Thomas Hardy
13. Catch 22 - Joseph Heller
14. Complete Works of Shakespeare (most of the plays)
15. Rebecca - Daphne Du Maurier
16. The Hobbit - JRR Tolkien
17. Birdsong - Sebastian Faulks
18. Catcher in the Rye - JD Salinger
19. The Time Traveller's Wife - Audrey Niffenegger
20. Middlemarch - George Eliot
21. Gone With The Wind - Margaret Mitchell
22. The Great Gatsby - F Scott Fitzgerald
23. Bleak House - Charles Dickens
24. War and Peace - Leo Tolstoy
25. The Hitch Hiker's Guide to the Galaxy - Douglas Adams
26. Brideshead Revisited - Evelyn Waugh
27. Crime and Punishment - Fyodor Dostoyevsky
28. Grapes of Wrath - John Steinbeck
29. Alice in Wonderland - Lewis Carroll
30. The Wind in the Willows - Kenneth Grahame (I need to re-read it)
31. Anna Karenina - Leo Tolstoy
32. David Copperfield - Charles Dickens
33. Chronicles of Narnia - CS Lewis
34. Emma - Jane Austen (Why are the Austens separate?)
35. Persuasion - Jane Austen
36. The Lion, The Witch and The Wardrobe (how is this distinct from the entire series?--see #33)
37. The Kite Runner - Khaled Hosseini
38. Captain Corelli's Mandolin - Louis De Bernieres
39. Memoirs of a Geisha - Arthur Golden
40. Winnie the Pooh - AA Milne
41. Animal Farm - George Orwell
42. The Da Vinci Code - Dan Brown [I'm proud I haven't read this!]
43. One Hundred Years of Solitude - Gabriel Garcia Marquez
44. A Prayer for Owen Meaney - John Irving
45. The Woman in White - Wilkie Collins
46. Anne of Green Gables - LM Montgomery
47. Far From The Madding Crowd - Thomas Hardy
48. The Handmaid's Tale - Margaret Atwood
49. Lord of the Flies - William Golding
50. Atonement - Ian McEwan
51. Life of Pi - Yann Martel
52. Dune - Frank Herbert
53. Cold Comfort Farm - Stella Gibbons
54. Sense and Sensibility - Jane Austen
55. A Suitable Boy - Vikram Seth
56. The Shadow of the Wind - Carlos Ruiz Zafon
57. A Tale Of Two Cities - Charles Dickens
58. Brave New World - Aldous Huxley
59. The Curious Incident of the Dog in the Night-time - Mark Haddon
60. Love In The Time Of Cholera - Gabriel Garcia Marquez
61. Of Mice and Men - John Steinbeck (I've forgotten most of it--I should read it again)
62. Lolita - Vladimir Nabokov
63. The Secret History - Donna Tartt
64. The Lovely Bones - Alice Sebold--part of my dissertation!
65. Count of Monte Cristo - Alexandre Dumas
66. On The Road - Jack Kerouac
67. Jude the Obscure - Thomas Hardy
68. Bridget Jones' Diary - Helen Fielding
69. Midnight's Children - Salman Rushdie
70. Moby Dick - Herman Melville
71. Oliver Twist - Charles Dickens
72. Dracula - Bram Stoker
73. The Secret Garden - Frances Hodgson Burnett
74. Notes From A Small Island - Bill Bryson
75. Ulysses - James Joyce
76. The Bell Jar - Sylvia Plath
77. Swallows and Amazons - Arthur Ransome
78. Germinal - Emile Zola
79. Vanity Fair - William Makepeace Thackeray
80. Possession - AS Byatt
81. A Christmas Carol - Charles Dickens
82. Cloud Atlas - David Mitchell
83. The Color Purple - Alice Walker
84. The Remains of the Day - Kazuo Ishiguro
85. Madame Bovary - Gustave Flaubert
86. A Fine Balance - Rohinton Mistry
87. Charlotte's Web - EB White
88. The Five People You Meet In Heaven - Mitch Albom (should I really admit to having read this? oh well--it was almost part of my dissertation, but I found a way to get rid of it)
89. Adventures of Sherlock Holmes - Sir Arthur Conan Doyle
90. The Faraway Tree Collection - Enid Blyton
91. Heart of Darkness - Joseph Conrad (are you reading this, Grey!?!?!)
92. The Little Prince - Antoine De Saint-Exupery--and in French, no less!
93. The Wasp Factory - Iain Banks
94. Watership Down - Richard Adams
95. A Confederacy of Dunces - John Kennedy Toole
96. A Town Like Alice - Nevil Shute
97. The Three Musketeers - Alexandre Dumas (I started it; I need to finish it)
98. Hamlet - William Shakespeare (again, how is this distinct from the complete works?--see #15)
99. Charlie and the Chocolate Factory - Roald Dahl
100. Les Miserables - Victor Hugo
1) Look at the list and bold those you have read.
2) Italicise those you intend to read (as in the book is bought and sitting on my shelf).
3) Underline the books you LOVE.
4) Strike out the ones you thought SUCKED.
1. Pride and Prejudice - Jane Austen
2. The Lord of the Rings - JRR Tolkien
3. Jane Eyre - Charlotte Bronte
4. Harry Potter series - JK Rowling
5. To Kill a Mockingbird - Harper Lee
6. The Bible (also, may I please add The Dhamapada? the Tao Te Ching? the Bhagavad-Gita? the Qur'an, which, though I've not yet finished it, is so far glorious?)
7. Wuthering Heights - Emily Bronte
8. Nineteen Eighty Four - George Orwell
9. His Dark Materials - Philip Pullman
10. Great Expectations - Charles Dickens
11. Little Women - Louisa M Alcott
12. Tess of the D'Urbervilles - Thomas Hardy
13. Catch 22 - Joseph Heller
14. Complete Works of Shakespeare (most of the plays)
15. Rebecca - Daphne Du Maurier
16. The Hobbit - JRR Tolkien
17. Birdsong - Sebastian Faulks
18. Catcher in the Rye - JD Salinger
19. The Time Traveller's Wife - Audrey Niffenegger
20. Middlemarch - George Eliot
21. Gone With The Wind - Margaret Mitchell
22. The Great Gatsby - F Scott Fitzgerald
23. Bleak House - Charles Dickens
24. War and Peace - Leo Tolstoy
25. The Hitch Hiker's Guide to the Galaxy - Douglas Adams
26. Brideshead Revisited - Evelyn Waugh
27. Crime and Punishment - Fyodor Dostoyevsky
28. Grapes of Wrath - John Steinbeck
29. Alice in Wonderland - Lewis Carroll
30. The Wind in the Willows - Kenneth Grahame (I need to re-read it)
31. Anna Karenina - Leo Tolstoy
32. David Copperfield - Charles Dickens
33. Chronicles of Narnia - CS Lewis
34. Emma - Jane Austen (Why are the Austens separate?)
35. Persuasion - Jane Austen
36. The Lion, The Witch and The Wardrobe (how is this distinct from the entire series?--see #33)
37. The Kite Runner - Khaled Hosseini
38. Captain Corelli's Mandolin - Louis De Bernieres
39. Memoirs of a Geisha - Arthur Golden
40. Winnie the Pooh - AA Milne
41. Animal Farm - George Orwell
42. The Da Vinci Code - Dan Brown [I'm proud I haven't read this!]
43. One Hundred Years of Solitude - Gabriel Garcia Marquez
44. A Prayer for Owen Meaney - John Irving
45. The Woman in White - Wilkie Collins
46. Anne of Green Gables - LM Montgomery
47. Far From The Madding Crowd - Thomas Hardy
48. The Handmaid's Tale - Margaret Atwood
49. Lord of the Flies - William Golding
50. Atonement - Ian McEwan
51. Life of Pi - Yann Martel
52. Dune - Frank Herbert
53. Cold Comfort Farm - Stella Gibbons
54. Sense and Sensibility - Jane Austen
55. A Suitable Boy - Vikram Seth
56. The Shadow of the Wind - Carlos Ruiz Zafon
57. A Tale Of Two Cities - Charles Dickens
58. Brave New World - Aldous Huxley
59. The Curious Incident of the Dog in the Night-time - Mark Haddon
60. Love In The Time Of Cholera - Gabriel Garcia Marquez
61. Of Mice and Men - John Steinbeck (I've forgotten most of it--I should read it again)
62. Lolita - Vladimir Nabokov
63. The Secret History - Donna Tartt
64. The Lovely Bones - Alice Sebold--part of my dissertation!
65. Count of Monte Cristo - Alexandre Dumas
66. On The Road - Jack Kerouac
67. Jude the Obscure - Thomas Hardy
68. Bridget Jones' Diary - Helen Fielding
69. Midnight's Children - Salman Rushdie
70. Moby Dick - Herman Melville
71. Oliver Twist - Charles Dickens
72. Dracula - Bram Stoker
73. The Secret Garden - Frances Hodgson Burnett
74. Notes From A Small Island - Bill Bryson
75. Ulysses - James Joyce
76. The Bell Jar - Sylvia Plath
77. Swallows and Amazons - Arthur Ransome
78. Germinal - Emile Zola
79. Vanity Fair - William Makepeace Thackeray
80. Possession - AS Byatt
81. A Christmas Carol - Charles Dickens
82. Cloud Atlas - David Mitchell
83. The Color Purple - Alice Walker
84. The Remains of the Day - Kazuo Ishiguro
85. Madame Bovary - Gustave Flaubert
86. A Fine Balance - Rohinton Mistry
87. Charlotte's Web - EB White
88. The Five People You Meet In Heaven - Mitch Albom (should I really admit to having read this? oh well--it was almost part of my dissertation, but I found a way to get rid of it)
89. Adventures of Sherlock Holmes - Sir Arthur Conan Doyle
90. The Faraway Tree Collection - Enid Blyton
91. Heart of Darkness - Joseph Conrad (are you reading this, Grey!?!?!)
92. The Little Prince - Antoine De Saint-Exupery--and in French, no less!
93. The Wasp Factory - Iain Banks
94. Watership Down - Richard Adams
95. A Confederacy of Dunces - John Kennedy Toole
96. A Town Like Alice - Nevil Shute
97. The Three Musketeers - Alexandre Dumas (I started it; I need to finish it)
98. Hamlet - William Shakespeare (again, how is this distinct from the complete works?--see #15)
99. Charlie and the Chocolate Factory - Roald Dahl
100. Les Miserables - Victor Hugo
5/13/2008
My eyes, they are strained
I've been going through my students' online discussion posts this semester, looking at the statistics, and I think I'm about ready to collapse.
So far this semester, I've written 276 discussion posts. Many of them are short replies to questions or comments on other posts, but several have been lengthy essays. But that's not the part that hurts my brain.
I have also read 1,218 posts this semester.
Of those, a full 999 were formal response essays, and while the average of all my classes was well below the required 600 words per essay, the posts did average around 400 words a pop, which is roughly a single typed page, double-spaced. That means, had I been reading these on paper, as if my students had turned them in during class, I'd have read almost 1,000 pages this semester.
And that's only counting response essays. It doesn't count the slew of questions, workshop group discussions, and pop-culture commentary my students also posted. It also doesn't count their formal research papers.
If I count only the papers I received and read, and I assume an average of 3 pages per short paper and 8 pages per long paper (which is about what the averages were), I also read 1,124 pages of research.
And then there were my students' research portfolios, full of abstracts and outlines and bibliographies and notes.
And their e-mails, sometimes as many as a dozen a day.
On top of all that, I also judged our campus Creative Writing contest, which added another 400 pages or so of reading, and I've been working with a student creative writing group (though I admit, I don't always find time to read all their work), which has added another few dozen pages.
With all this, somehow I've managed to also stay on top of my New Yorkers, half my Shambhala Suns, and a few of my issues of One Story; squeeze in three books this semester; and regularly read several blogs and news articles, as well as every word of every issue of our student newspaper.
No wonder I've finally had to start wearing reading glasses once in a while.
So far this semester, I've written 276 discussion posts. Many of them are short replies to questions or comments on other posts, but several have been lengthy essays. But that's not the part that hurts my brain.
I have also read 1,218 posts this semester.
Of those, a full 999 were formal response essays, and while the average of all my classes was well below the required 600 words per essay, the posts did average around 400 words a pop, which is roughly a single typed page, double-spaced. That means, had I been reading these on paper, as if my students had turned them in during class, I'd have read almost 1,000 pages this semester.
And that's only counting response essays. It doesn't count the slew of questions, workshop group discussions, and pop-culture commentary my students also posted. It also doesn't count their formal research papers.
If I count only the papers I received and read, and I assume an average of 3 pages per short paper and 8 pages per long paper (which is about what the averages were), I also read 1,124 pages of research.
And then there were my students' research portfolios, full of abstracts and outlines and bibliographies and notes.
And their e-mails, sometimes as many as a dozen a day.
On top of all that, I also judged our campus Creative Writing contest, which added another 400 pages or so of reading, and I've been working with a student creative writing group (though I admit, I don't always find time to read all their work), which has added another few dozen pages.
With all this, somehow I've managed to also stay on top of my New Yorkers, half my Shambhala Suns, and a few of my issues of One Story; squeeze in three books this semester; and regularly read several blogs and news articles, as well as every word of every issue of our student newspaper.
No wonder I've finally had to start wearing reading glasses once in a while.
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