Category Archives: My Life

Two-Thirds Book Challenge Update 3

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This is the 3rd update to the Two-Thirds book Challenge.

Sara

Themes are the structure to Sara’s Challenge so we’ll honor those here. Her comments on the following four books can be seen here: Books of 2011

Writing:

The Late American Novel, edited by Jeff Martin, “was an excellent choice.”

“Dozens of writers of various genres put in their two cents about the future of writing, reading and books. The reactions are all over the place, the styles vary dramatically, and the different voices are very strong. Out of all these essays, there were only a couple I found myself skimming through rather than reading carefully and soaking up. I took many notes and in some places laughed out loud. Ironically, I read the book in the Kindle app on my iPad. I would love to get a paper copy and read it again in a year to see how the predictions are faring. Highly recommended for personal collections and gift giving.”

I am hoping to read this so I sure hope lending is enabled on this title.

Fiction:

The Graveyard Book by Neil Gaiman

“Gaiman takes Kipling’s classic The Jungle Book and changes the setting to a graveyard. He pulls it off in a wonderful way, and without a tacky ending. I would love to see more stories with these characters.”

Perhaps this can be my entrée to Gaiman.

The Magicians AND The Magician King by Lev Grossman

“When Magician King came out, I saw all sorts of interviews and reviews on book blogs discussing the allusions and references to writers like C. S. Lewis, J. K. Rowling, J. R. R. Tolkien, Neal Stephenson, and many others. Just like my fascination with retold myths, I was intrigued by this series that admitted to so many influences. It took me a couple times to start The Magicians — Quentin is not the most sympathetic character, after all. But once I pushed through the first few chapters, the book really took off for me and the second book was even better.”

E

E found Joshua Ferris’s Then We Came to the End “an enjoyable, engaging read” that she “zipped through” in a couple of days for her book club. She found several aspects well done: “the first person plural narration, the sense of futile frenetic energy in a workplace trying to justify its existence, the disconnect between real life and work life. I loved the bits and pieces of Chicago that emerged throughout the story. The interlude at the center of the book – a meditation on a woman’s cancer diagnosis – was moving and effective.” But she also felt that on occasion it fell flat and was clichéd.

Part of the problem for her might be that it reminded her of Douglas Coupland’s Microserfs, one of her favorite books. If you are not overexposed to the workplace novel, or simply love them, then check out E’s review in its entirety and consider Then We Came to the End.

A Visit from the Goon Squad by Jennifer Egan

Another book club selection for Miss E, and a Kindle read. She thinks she may have gotten through it primarily by being stuck in a lengthy blood drive line, which gave her “time to really get hooked on the story, if not on the characters themselves.”

“I can say definitively that Egan is a master storyteller. A Visit from the Goon Squad weaves in and out of time, with a number of stories told in layers, folding and unfolding onto themselves. The reader encounters characters at different points in their lives. … Each of these stories – episodes – windows of time is deftly, though not always gracefully, presented, surrounded by music and an indelible scene, whether it is the Bay area in the 70s, New York in the early 90s, full of optimism, or New York in the near future, recovering but not recovered from 9/11.”

She certainly has some more to say so check out her review if the above intrigues you.

Jen

Jen has been ripping through books!

The Invention of Hugo Cabret by Brian Selznick. Jen almost beat the buzz around this by starting on it with her son a few years ago. He finished it but she did not. :( With the family slated to see the new movie (Hugo) and a bit of peer pressure she read it.

Her bottom line, post-movie: “To sum up: great book, great movie, just see the movie first.”

Sara and I both also read this recently. We loved it! It is a ~530-page book but with so many beautiful illustrations I read it in under 2 hours. It isn’t a graphic novel but it isn’t simply a text novel either. It is something else and, whatever that something is, it is wonderful.

Sexing the Cherry by Jeanette Winterson

Jen didn’t have a lot to say about this one directly, but we’ll chalk that up to her being under the weather. It sounds like this is a book to focus on, unlike how many of us read sometimes.

“Most books I can easily drop in and out of and not lose my place, as it were, but I had trouble with this book. That aside, the book is both as fantastical in parts as it is earthbound and realistic in others. Since the voice changes between characters, I was sometimes lost if I went too long without reading or was waiting to hear the voice from someone in another book (the problem mentioned above). I don’t think that these characters will haunt me in the ways that other ones do, but I will carry with me some of the observations they made along the way. I wish I had marked pages and passages that touched me, but I didn’t.”

Between Jen’s comments and looking at the book at amazon (gorgeous covers on her books!) this one sounds intriguing as hell.

Black Like Me (50th anniversary ed.) by John Howard Griffin

“This is a wonderful book about racial inequalities, laid about as bare as possible. While the writing isn’t eloquent, it doesn’t need to be. The author used medicine to change the color of his skin from white to black and lived for ~6 weeks as a black man. Nothing else changed about him–he kept his name, profession, history, etc. While I found the whole of the book to be enlightening in many unexpected ways, I found the last part and the afterward the most intriguing.”

This is one of those books I need to read. Many others, I suspect, do to.

My Lucky Life in and Out of Show Business: A Memoir by Dick Van Dyke

A memoir in the man’s own words. Nothing shocking here, Jen says. But would one expect shocking from Dick Van Dyke?

“He did smoke for a long time, and was an alcoholic and that’s as scandalous as it gets. If you’re looking for something disreputable, stay away from this book. Instead, it’s a happy walk down a fantastic memory lane.”

Mark (me)

I called Pale Fire by Vladimir Nabokov an “odd text” and that it is. Nowadays there are more things like it but for its time it was pretty groundbreaking. I had a fair bit to say about it in my post but the gist is that:

“I did enjoy Pale Fire although I doubt that I yet appreciate it as much as a few trusted recommenders do. I will need to reread it some day to better appreciate it in all its nuances: hidden, overt, and otherwise. Nabokov is a master of indirection as Rorty points out in his introduction.”

Transformations by Anne Sexton

“Brutal. Unflinching. Caustic. Anne Sexton let loose on fairy tales.”

“Sex and death. The never-ending story. Incest. (Real or contrived.) Old aunt. Father. Mixed in with the typical fare of lust, greed, hate, pride, and all of the other human foibles.”

Not, as I say, for the uninitiated. Sexton is quite powerful: pulls no punches, spares no sacred cows.

Beware.

That does it for this installment in the Two-Thirds Book Challenge. Stay tuned.

Sexton, Transformations

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Brutal. Unflinching. Caustic. Anne Sexton let loose on fairy tales.

This is another book in my Two-Thirds Book Challenge.

There isn’t a lot to say here unless one is a fan of Sexton. We read a few of these along with many other Sexton poems (and those of Sylvia Plath) in the Madwomen Poets class I took in fall of 2010. I found an excellent copy of this in a lovely used bookstore (Defunct Books) in Iowa City sometime after the class was over so I bought it.

There is a forward by Kurt Vonnegut, Jr. but I honestly don’t know what role it is supposed to play. From a purely mercenary capitalistic perspective I guess it was even better than a blurb by a “name.” ::sigh::

These are not accessible poems to the uninitiated. Clearly, most adults brought up on the Disney-fied versions of fairy tales can appreciate some of what is going on here. But Sexton pulls no punches and, as she is a confessional poet, one needs to know her story.

Sex and death. The never-ending story. Incest. (Real or contrived.) Old aunt. Father. Mixed in with the typical fare of lust, greed, hate, pride, and all of the other human foibles.

The poems are:

  • The Gold Key
  • Snow White and the Seven Dwarfs
  • The White Snake
  • Rumpelstiltskin
  • The Little Peasant
  • Godfather Death
  • Rapunzel
  • Iron Hans
  • Cinderella
  • One-Eye, Two-Eyes, Three-Eyes
  • The Wonderful Musician
  • Red Riding Hood
  • The Maiden Without Hands
  • The Twelve Dancing Princesses
  • The Frog Prince
  • Hansel and Gretel
  • Briar Rose (Sleeping Beauty)

Some excerpts to whet your appetite (or not):

From “Iron Hans” p. 50

“Without Thorazine
or benefit of psychotherapy
Iron Hans was transformed.
no need for Master Medical;
no need for electroshock—
merely bewitched all along.
Just as the frog who was a prince.
Just as the madman his simple boyhood.”

Opening to “Cinderella” p. 53

“You always read about it:
the plumber with twelve children
who wins the Irish Sweepstakes.
From toilets to riches.
That story.

Or the nursemaid,
some luscious sweet from Denmark
who captures the oldest son’s heart.
From diapers to Dior.
That story.

…”

From “One-Eye, Two-Eyes, Three-Eyes” p. 60-61

“The unusual needs to be commented upon…
…
The idiot child,
a stuffed doll who can only masturbate.
The hunchback carrying his hump
like a bag of onions…
Oh how we treasure
their scenic value.”

One group I can recommend this book of transformed fairy tales to, besides Sexton fans who have yet to read this, is those interested in critiques of the “traditional” Disney-fied, male-centered fairy/folk tale.

Sexton, as usual, is quite powerful.

Beware.

Books Read in 2011

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Having learned from the painful construction of last (and previous) year’s list here are the links to assorted places to find good first approximations of which books I read in 2011:

And I must say that this is far easier. There was still a lot of effort to get good entries into Zotero, to add or fix records at Open Library and/or goodreads. But that all had to be done previously and then there was still all of the HTML/CSS wrangling to be done, which I skipped this year.

2011

In 2011, based on other data, it appears I read 96 books, am currently still reading 9 books (some far more actively than others), and have given up on 6 books.

Assorted breakdowns

Fiction: 15
Nonfiction: 29
Poetry: 33 + 2 about poetry
Graphic novels: 17

Continued from 2010: 1 (poetry)
Read & Reread: 2 (2nd reading not counted in total: Dickens’ Hard Times; Brontë’s, Jane Eyre)
Ebooks: 6 Finished (1 poetry, 4 fiction, 1 nonfiction), 2 Not finished (1 about poetry, 1 nonfiction), 2 Quit (both nonfiction)

Still reading (9): 7 nonfiction, 1 poetry, 1 about poetry
Gave up (6): 3 nonfiction, 1 fiction, 1 poetry, 1 about poetry

Male authors: 47 different
Female authors: 25 different
2 Male authors: 2 books
2 Female authors: 2 books
1 each: 4 books

Same author, multiple books

Robert Kirkman (The Walking Dead): 13
Karen Armstrong: 2
Alan Jacobs: 2
John Maynard Smith: 2

Poetry:
Lee Ann Roripaugh: 3
Pablo Neruda: 2
Billy Collins: 2
Kristen McHenry: 2
Tomas Tranströmer: 2

I reviewed many of these books either here or at goodreads, and in the case of LibraryThing Early Reader books also at LibraryThing. If interested, the easiest way to find my comments would be to use the category Books here at the blog. I did, however, make a few shorter comments on some books at goodreads that I did not post here. I believe that any review I posted at LibraryThing was also posted at goodreads.

A few that I would highly recommend:

  • Rachel Maines, The Technology of Orgasm
  • Brown & Duguid, The Social Life of Information
  • Erwitt, Personal Exposures (photographs) – wrote about this book for my summer Digital Photography class
  • Abbas, Structures for Organizing Knowledge
  • Bauer, jeni’s splendid ice creams at home
  • Scholes, English After the Fall
  • Selznick, The Invention of Hugo Cabret

 Previous Books Read posts

Scholes, English After the Fall

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Disclaimer: I received an uncorrected proof copy of this book as part of the Library Thing Early Reviewer Program.

I read this book from 23 Nov – 13 Dec 2011 and the bottom line is that I enjoyed it and recommend it.

Contents:

  • Prologue: English after the fall
  • Ch. 1: Literature and its others
  • Ch. 2: The limiting concept of literature
  • Ch. 3: Textuality and the teaching of reading
  • Ch. 4: Textual power—sacred reading
  • Ch. 5: Textual pleasure—profane reading
  • Epilogue: A sample program in textuality
  • A Note on Sources
  • Works Consulted
  • Index [missing in this uncorrected proof copy]

This book is a follow-on to his previous book, The Rise and Fall of English, which he claims “came about because of the alluring but ultimately fatal choice of literature as the central object of the English curriculum” (xiii). I have not read that book but will probably do so now; I will certainly be looking into other books and writings by Robert Scholes.

I have included a fair few quotes from the book to give you an idea of his style.

Prologue: English After the Fall

The Prologue gives us an overview of how the book came about, what the Fall of English is, provides a quick overview of the argument for “textuality,” provides Scholes’ qualifications and interests in this arena, and outlines the rest of the book.

“This book is simply a profession of faith in that fallen field of studies and an attempt to suggest a direction for its future” (xiii).

“The fall of English is actually part of the fall of all the humanities in a world that is driven by technological progress and the bottom line” (xiv-xv).

“In the case of English, the more obviously useful features of the field have been relegated to the bottom of the reward system, …. What is needed, as I understand the situation, is a broader reconsideration of the purpose of English studies. We need to see the main function of English departments as helping students become better users of the language—basically, better readers and writers. Literary works have a role to play in this function, but they are a means to, not the end of, studies in English, though they have often been treated as the end. In this book, I want to make the case for a shift in the field—from privileging literature to studying a wide range of texts in a wide range of media—so that what I call “textuality” can become the main concern of English departments” (xv, emphasis mine).

English as an academic field and the rise of such departments is about a century old. They replaced departments of rhetoric and took students from classical studies (xv-xvi) and this change coincided with the rise of modernism in literature and other arts (xvi).

Outline:

  • history of ‘literature’
  • how a constricted notion of literature contributes to the fragmentation of the field
  • expanded field of textuality
  • illustration 1: the sacred
  • illustration 2: the profane

The prologue is quite understandable and provided me a bit of enthusiastic anticipation for what followed.

Ch. 1: Literature and Its Others

This chapter provides a rapid-fire intellectual/conceptual history of the concept of ‘literature.’ While it was interesting, it was not at all as clear as I had hoped it would be. This is definitely the weakest link in the book and its argument. Thankfully, it really isn’t required for the argument in any serious way; although it could certainly strengthen the argument if done well.

Intellectual history, and its close kin conceptual history (Begriffsgeschichte), are my favorite kinds of history and I was highly interested in learning about the concept and idea of ‘literature’ as it has developed. Sadly, I am still pretty much in the dark after reading this romp of a chapter. I do understand Scholes giving just under 10% of the text to this chapter, seeing as it isn’t really fundamental to his argument, but I am still disappointed. Thankfully, this is really my only disappointment with the book.

Ch. 2: The Limiting Concept of Literature

Discusses the limits put on the concept of ‘literature’ within English departments and how that constrains what is taught.

“At the simplest level, as we have seen, this literary designation may rule excellent written texts out of consideration in our basic courses in reading, writing, and thinking. And that is one reason why we need to free ourselves from a restricted notion of literature” (23).

“We would not deny that certain kinds of texts, like instructions, are usually very low on the literary scale, but we all believe that there is a scale, and that there are poems, plays, stories, and expository texts all along that scale. This scale is a measure of a quality we may call “literariness” (which I would define as a combination of textual pleasure and power), but it is neither easy nor right to draw a line across the scale at some point and call everything on one side of the line literature” (24-5).

Provides a couple examples of the literary used for other forms of teaching and of the ‘nonliterary’ as examples of the literary.

Ch. 3: Textuality and the Teaching of Reading

(Some) problems with the restricted notion of reading:

  • “you can read it but you can’t write it”
  • “led to the separation of the study of reading/literature … from the study of writing/composition”
  • led to hierarchical structure of faculty
  • “further split between those kinds of writing that can be designated as ‘creative’ and those that cannot.”
  • “now have programs claiming creative status for certain sorts of writing not included in the restricted notion of literature, like the personal essay.”
  • “tied too tightly to the book”
  • “tied to a narrow view of what makes a text creative or literary”
  • “prevents us from demonstrating in our classrooms the relevance of the texts we cherish to the actual lives of our students” (33-34)

“To solve these problems we need to redefine English as the study of textuality rather than literature. Such a redefinition has a number of aspects, but it begins with the recognition that English is all about teaching—not research—and that this teaching has two main branches: reading and writing. That is, the business of English departments is to help students improve as readers and writers, to become better producers and consumers of texts” (34, emphasis mine).

Scholes claims that “textuality has two aspects:”

  1. “broadening of the objects we study and teach to include all of the media and modes of expression.”
  2. “changing the way we look at texts to combine the perspectives of creator and consumer, writer and reader” (35).

“The basic purpose of humanistic education is to give students perspectives on their own cultural situation, opening the past so that they can connect it to the present” (35-6).

“…, we must find ways to make what students actually want and need more rewarding for their teachers, and we must find ways of making what teachers wish to teach more interesting and useful for those who may come to them for instruction. The solution, in my view, is to put these two aspects of English education back together. That is, teachers must not simply advise students how to consume texts but help them understand how these texts were constructed in the first place. The study of textuality involves looking at works that function powerfully in our world, and considering both what they mean and how they mean” (37).

“Cultural studies have actually been a part of the English curriculum for a while now. I am suggesting that English departments move these studies to the center of the historical dimension of their enterprise, using the connections between contemporary audiovisual media and the earlier print media as a way into our cultural past. This action also means historicizing cultural studies, …” (47).

“If English teachers can accept the responsibility to teach all aspects of textuality—the production, consumption, and history of texts in English—we will have a curriculum that can be competitive in an academic world in which the humanities have been marginalized.
In what follows in this book I take up some of these issues and pursue them to greater depths, concluding with some attempts to illustrate the kind of cultural work I think we should be doing, using the full range of texts available to us in the realm of textuality” (48).

He lays out and considers 3 levels or phases of reading, which are also further considered in rest of the book:

  1. Reaction – personal response
  2. Interpretation
  3. Criticism (50-2)

Ch. 4: Textual Power—Sacred Reading

“… we should treat all texts held to be sacred with interpretational respect. That is, we must see them as attempts to present a true version of events or a valid way of life, even if they seem to contradict our own views. Which does not mean that we need to believe any of them—even our own. Respect is different from belief” (53, emphasis mine).

Sacred reading includes both main sources of sacred texts: religions and governments.

Several sections are included in this chapter:

  • The Nature of Sacred Texts
  • A Fundamental Problem
  • A Failure to Communicate
  • Lots of Folks Forget That Part of It

Nature:

“To simply make sense of it [notion of 'sacredness'] in a basic way, however, we must perform an imaginative act, which tells us, I believe, that no text can be perfectly sacred in actuality—precisely because it is a text” (57)

US political sacred documents are “ideal for the study of interpretation” because we do know a lot about who wrote them and how they were composed (59).

Fundamental:

“One of the main functions of textual education is to help people learn how to see things from more than one perspective, and to understand that these perspectives are not exactly matters of choice for many people, but ways in which they have been conditioned to see the world. ‘To see ourselves as others see us’ is important, but so is the ability to see others as they see themselves” (61).

“The textualist reader, then, must acknowledge the seriousness of fundamentalist readings, while resisting and criticizing the zeal that often results in interpretive leaps to an unearned certainty of meaning, achieved by turning a deaf ear to the complexity of the texts themselves, their histories, and their present situations” (63).

“them, there, then” ==> “us, here, now” “… “we must try to determine the text’s proper bearing on our own values and our conduct in the world” (71).

Ch. 5: Textual Pleasure—Profane Reading

“All texts that are not accorded sacred status may be considered profane—especially if we can do away with the semi-sacred category of literature” (89).

Focuses on musical drama and, in particular, opera in this chapter.

“Because performative works depend on audiences, the question of what they mean to “us, here, now” gains in importance. We live in a performative world, which is another reason why we should pay special attention to enacted stories in our classrooms” (92).

This chapter also has several sections:

  • Sacred versus Profane on Screen and Stage in the Twenties
  • Can’t Help It
  • Nobody’s Perfect
  • I’ve Become Lost to the World
  • The Pleasurable Pains of Opera
  • Send in the Clowns
  • Put on the Clown Suit
  • It Ain’t Over ‘Till the Fat Lady Sings

This chapter focused a lot on performance and roles.

Epilogue: A Sample Program in Textuality

“The essential matter for teachers of textuality is to get the interpretation of sacred texts into the curriculum, and to help students take pleasurable texts seriously—and to care about both the texts and the students” (142).

He ends with a “suggestion for a core of courses to be followed by advanced work drawn from whatever curriculum is already in a given institution” (142).

Most of these courses probably already exist, at least in title and with some applicable content. They would need to be restructured to focus on the textuality of the, hopefully, broadened range of texts used to comprise the content. I do see this as a totally doable venture, though.

Recommended! In particular, I feel that, at a minimum, the following folks could benefit from reading and thinking about this text: Lit majors [all languages], writing majors, and humanists of all stripes including digital humanists. This includes everyone from undergrads and their parents, through grad students on up to professors, department chairs and anyone else involved with or concerned with curriculum of literature(s) and writing.

This is a short but, nonetheless, important book. It is a quick read but supplies plenty to think about and act on.

Reading One to Ten (meme)

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Cribbed from Angel at The Itinerant Librarian.

1 The book I am currently reading. Like Angel, I usually have more than one book going. I am currently reading the following: The Complete Poems of Marianne Moore; Joseph Campbell’s The Hero with a Thousand Faces; Hermann Melville’s Billy Budd and other stories; and about a half dozen others that I have been stopped on for a while now.

2 The last book I finished. Vladimir Nabokov’s Pale Fire. Last night. My comments are here.

3 The next book I want to read. Again, ditto Angel, “there are all sorts of books I want to read next.” There are two books from the Library Thing Early Reviewer Program that need to be read so that I can write reviews: Delavier’s Stretching Anatomy and Gerhard Klosch’s Sleeping Better Together. I will probably take the stretching book with me on our trip to DC to visit family for Christmas. Then there are the books on my Two-Thirds Book Challenge list: Transformations (poems) by Anne Sexton is near the top of the list due to my Grimm’s Fairytales class starting in early January. Not on that list but recently purchased is Voltaire’s A Pocket Philosophical Dictionary, which I’d like to read prior to Enlightenment Lit in the Spring term. I could go on and on here but I’ll stop. My goodread’s to read shelf would give you a small inkling of possibilities.

4 The last book I bought. On the 10th I bought Voltaire’s A Pocket Philosophical Dictionary (Oxford World’s Classic ed) in a Kindle ed. and I ordered a used copy of Tzvetan Todorov’s A Defence of the Enlightenment from England via abebooks. I have been wanting that book for quite a while now and it is already out of print. I foresee wanting/needing it for Enlightenment Lit for whatever paper topic I choose. I adore Todorov even though I don’t always agree with him. And Voltaire is simply delectable!

5 The last book I was given. Not counting Library Thing Early Reviewer books or books weeded from the collection at BCU, it appears the last book I was given was a copy of Jeni Bauer’s Jeni’s Splendid Ice Creams by my daughter for Father’s Day. Eat Jeni’s ice cream! Support Jeni’s! Buy this book and make your own Jeni’s! Did I mention you should eat Jeni’s ice cream? It is beyond awesome!

6 The last book I borrowed from the library. Public: Stephen Fry’s The Ode Less Traveled, which I did not finish but put on my wish list. University: Nobel Prize winner Tomas Tranströmer’s Selected Poems, and Truth Barriers.

8 The last translated book you read. Lysistrata, and the Tranströmers just before that, in November.

9 The book at the top of my Christmas list. Like Angel, the list is not exactly specific to one title but the short list I culled from my Amazon wish list for the more immediate family included: Barbara McAfee’s Full Voice: The Art and Practice of Vocal Presence (seen in GradHacker); James Attlee’s Nocturne: A Journey in Search of Moonlight; Sarah Bakewell’s How to Live: Or A Life of Montaigne in One Question and Twenty Attempts at an Answer; Douglas Thomas’ A New Culture of Learning: Cultivating the Imagination for a World of Constant Change; Gloria Ambrosia’s The Complete Muffin Cookbook: The Ultimate Guide To Making Great Muffins; Borges’ Selected Non-Fictions; Tolkien on Fairy-Stories; Mircea Eliade’s Myths, Dreams and Mysteries. These are all titles both Sara and I would like to read. If I were compiling that list today instead of just a couple of weeks ago it might be quite different as we both have added several (or more) titles to our wish lists. ::sigh::

10 The so-far unpublished book I am most looking forward to reading. Normally, I rarely know about books before they are published unless Amazon manages to send me a timely pre-order email. But. Kickstarter! We helped fund a book on Kickstarter recently so we are looking forward to Kio Stark’s, Don’t Go Back to School: A handbook for learning anything.

Two-Thirds Book Challenge Update 2

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This is the 2nd update to the Two-Thirds book Challenge.

This time of year is always busy and for one of us facing a big move it is especially so. Thus, not many of us were able to finish reading and/or write up any of our books.

Helen read Steve Martin’s An Object of Beauty.

As a rule, Helen says, she loves Steve Martin’s books. Although she had been warned that she might not “really get or enjoy this story” as she has no specific interest in the art world, she found that it provided “a glimpse into a world I will never be a part, giving it a sense of fantasy while referencing things I know are real having lived in New York.”

She adds:

Steve Martin is gifted at laying out spans of life in a effortless way, showing the through lines of a persons life so subtly that it’s as if you’re going through it with them. In the case of this story, we follow the rise and fall of an intrepid, sometimes devious, always ambitious, woman in the high powered art world of New York.

She found it a little forced at the end but forgivable in light of the rest and considering how authentic it seemed.

I finished William Stafford’s The Way It Is which I quite enjoyed.

I’ll start with the negatives and finish on a more upbeat note as I do like Stafford’s poetry. One drawback of this book was that there are simply too many poems here to digest at once. That, though, could easily be handled by reading it in a different manner, which I mentioned in my review post.

More important as a true negative, in my opinion, is the ridiculous way the poems are arranged throughout the book. I did not follow that ordering but that also provided its own drawbacks. This is also explained more fully in my post.

More positively, here is some of what I said:

These poems accompany one as well as would a wise, world-observant, loquacious, and avuncular (but frequently solitary) companion who knows how to give one all the space and time one needs to grow just as wise and world-observant. He never gets in your way, never obstructs your view, doesn’t tell you what to think or even what to observe. The Way It Is is not a prescription but a description, and it winds its way through the whole volume and not simply the single short poem that bears that title. In fact, lines and phrases quite similar to “the way it is” are peppered throughout the poems of this volume.

Jen, along with her daughter, read Adam Gidwitz’s A Tale Dark and Grimm. [And, yes Jen, it does count even if she read part of it to you. Sara and I read books to each other and then we both consider them read. If it was an audio book it would count. Seems like the best kind of audio book to have a loved one read to you!]

Enthusiasm and amazing characterizations by her daughter helped Jen succumb to the story.

Hansel and Gretel weave their way through several story lines, most of them quite tragic (as traditional fairy tales are wont to be) and prove once and for all that children (at least these children–Hansel and Gretel) should be adulated and obeyed by adults. (I might have a bone or two to pick with that assertion.) Written by a teacher, the author humorously breaks in to the story line repeatedly to warn the reader to send small children away when horrible things are about to happen.

For a while Sara and I had an advanced reader copy of this but I think we weeded it without either of us reading it. This (now) makes me sad! I’ll be taking a very short, 3-week, 1-credit class on Grimm’s Fairy Tales this coming J-Term in January. Sadly, we did that round of weeding before I knew there would be a Grimm’s course [Ah, early Sep 2010 it was weeded].

Well, that is it for this installment of the Two-Thirds Book Challenge. Keep reading and next time we’ll hear about some more enticing sounding books.

Note: In the last couple days of writing and proofing this I see that Jen has finished another book. I also know that Sara has finished something that she should be including but she hasn’t had a chance to write it up. We’ll save these for next time. :D

Stafford, The Way It Is

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This is the first book I have finished for My Two-Thirds Book Challenge.

Sara picked this book up at the lovely Defunct Books in Iowa City. It is a nice used book store that sits atop The Red Avocado vegan restaurant. Two great places in such proximity!

At 268 pages, there are a lot of poems in this book, which cover a 36-year publication history (1960-1996). It even includes the poem he wrote on the day he died.

I quite enjoyed this book, copied out several poems and a handful or two of great lines to use as prompts, read several to Sara, and generally pondered what Mr. William Stafford was like as a human being.

The one possible drawback to these poems is that there are simply too many of them to digest at once. The reader can discern one or more minor shifts in Stafford’s work across time* which makes it a bit more difficult to get a grasp on him at any specific time. But honestly, this is a very small thing as his shifts are never very large and have more to do with his moving across parts of the country and with the normal shifts in theme and voice that a poet encounters as they age.

These poems accompany one as well as would a wise, world-observant, loquacious, and avuncular (but frequently solitary) companion who knows how to give one all the space and time one needs to grow just as wise and world-observant. He never gets in your way, never obstructs your view, doesn’t tell you what to think or even what to observe. The Way It Is is not a prescription but a description, and it winds its way through the whole volume and not simply the single short poem that bears that title. In fact, lines and phrases quite similar to “the way it is” are peppered throughout the poems of this volume.

Love, the land, family, community, death, aging, historical events, nature, academia, and writing are only some of the many topics of these hundreds of poems.

In many ways I wish that I had taken a bit more time with these poems, that I had let them sink in more. Although, I am envisioning rereading them in the not-so-distant future as a one-poem-a-day meditation over the course of a year plus (there are approx. 400 poems). My version of a bible chapter a day, if you will.

*My biggest gripe with this book is its arrangement. The approximately 400 poems were selected from “some three thousand poems published by William Stafford in either journals or in the sixty-seven volumes from West of Your City (1960) to Even in Quiet Places (1996), and from the poet’s Daily Writings, with special attention to those of the last year of his life” (253). Great so far, but then:

“The volume is organized as follows: recent poems in the first section; a second section selected from the six volumes collected by HarperCollins in Stories That Could Be True (1977); a third section of poems published by other publishers, mostly in limited editions; and a fourth section selected from the poet’s last three HarperCollins volumes, A Glass Face in the Rain, An Oregon Message, and Passwords” (253).

Who does that kind of crap? Oh, yes. Poetry editors. Idiots! To show you the order in which I read these poems, as chronological as possible, here is the listing we constructed to do so:

p. 60 1960
p. 77 1962
p. 103 1966
p. 120 1970
p. 131 1973
p. 49 1977
p. 187 1982
p. 149 1983
p. 208 1987
p. 231 1991
p. 155 1992
p. 177 1980-1993
p. 3 1992
p. 24 1993
p. 166 1996

Simply astonishing!

All arrangement issues aside, I truly enjoyed this book and look forward to revisiting it and more of William Stafford’s work.

William Stafford at The Poetry Foundation

I will leave you with an excerpt from “An Afternoon in the Stacks”

…
…. When this book ends
I will pull it inside-out like a sock
and throw it back in the library. But the rumor
of it will haunt all that follows in my life.
….

The Way It Is (235)

Two-Thirds Book Challenge Update 1

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[Minor edit: 24 November 2011 to add links to Helen's posts at her blog.]

Over two months ago, I dreamed up a reading challenge, My Two-Thirds Book Challenge, after finishing another over the previous year. The new one began on October 1st.

So far, four people have joined me: 3 friends, E, Helen, and Jen, and my wife. This post will serve as the pointer to everyone’s lists and as the first reading update.

E – 2/3 Reading Challenge

E has listed 10 titles and has given herself 5 wild cards. Thus, she hopes to read 10 books. She got off to a quick start having finished one book and posting a review within the first month.

2/3 Book Challenge: Netherland

Netherland by Joseph O’Neill

This is a book that E could neither put down, nor can stop thinking about. With 9/11 serving as a background, it is, she says, both a story of the American Dream, and one of “finding connection, finding home.” She writes:

One respondent to The New Yorker’s 9/11 project wrote that Netherland “seems to capture with great poignancy that powerful sense that a certain kind of world has slipped away.” This summarizes the book better than I possibly can. It’s wonderful and wonderfully written, full of sadness and loss and exploration.

Helen’s goodreads shelf

Helen is the most ambitious of us, at least publicly ambitious, with 75 titles on her list.

She appears to have finished one book so far.

The Believer’s Brain: From Ghosts and Gods to Politics and Conspiracies: How We Construct Beliefs and Reinforce Them as Truths by Michael Shermer

I think she is going to post her reviews on her blog, Highway to Helen, but for now I am linking to her review at goodreads. [My Two-Thirds Book Challenge - Intro and My Two-Thirds Book Challenge - Book 1 added: 24 November 2011]

Helen gave it 3 of 5 stars and writes that: “I loved the first half, which explained in layman’s details how the human brain seeks patterns and forms beliefs in all kinds of things.” But, sadly, the second half focused “entirely on theories relating to cosmology and origins of the universe,” which seems to have left the subtitle a little overambitious and the text itself a little narrower than advertised.

Jen – 2/3 book challenge

I am unsure exactly how many books are on Jen’s list (13, I think), but that is perfectly OK as I told her that I am keeping this low-key. Nor is this a contest in any way, but simply a challenge to personally motivate the individual reader.

Jen has read two books so far and has short reviews at her post with her list.

The Book Thief by Markus Zusak:

While slow at first, I ended up adoring this book. Set in Nazi Germany and narrated by Death, the book centers around a young girl and the family that has taken her in. At times funny and, of course, quite sad, it’s a wonderful ride and an interesting perspective.

The Elegance of the Hedgehog by Muriel Barbery:

I bought this book while in Seattle based on a reader review that was posted with it. The book lived up to the review and I devoured it on my flights home. Like the reviewer, I found myself getting unashamedly teary-eyed while on a flight surrounded by strangers. A secretly intelligent concierge and a young suicidal girl who lives in the building both have life-changing experiences when a new tenant from Japan arrives. A lame review, but I’m worried about giving up too much. I finished this book a couple of weeks ago and the characters still come to mind and I wonder how they’re doing.

Sara – Two-Thirds Book Challenge

Sara’s list is even squishier than Jen’s. She is pursuing themes instead of specific titles as she has learned that if she doesn’t get around to reading a book she put on a list within 6 weeks or so then it will not get read. Her themes are: Creativity, Language, Writing, Erudition, Tech, and Fiction; and, she has links to her shelves at goodreads with possibilities within each theme at her post.

Mark (me) – My Two-Thirds Book Challenge

I have 30 titles on my challenge shelf at goodreads. I will, of course, read many more than 30 books over the next year. Since the challenge began I have read and finished 9 books and have begun 5 books which I am still reading. Three of those in process books are from my challenge list: Nabokov’s Pale Fire, Stafford’s The Way It Is, and Campbell’s The Hero with a Thousand Faces. None of the finished books, though, are from my list.

My books are also divided into themes but, in my case, that division is a post hoc grouping after the titles were selected.

Pale Fire – Sara suggested I read the poem first and then go back and reread the poem along with its commentary. I have read the poem all the way through, and did so within the first few days of the challenge beginning, but now need to go back and reread/read the book in its entirety.

Hero with a Thousand Faces – I am a little over halfway through with this. It is somewhat slow going as I can only stomach so much of the psychoanalytic mumbo jumbo. Also, Campbell’s writing in some sections is crystal clear and in others it is as murky as can be. The murkier sections tend to dampen my enthusiasm for reading it. I wanted to read it during the fall semester, though, as it ties in well with my Classical Lit and Mythology class that I’m taking. The class is, well, myth and our text book authors also stress the psychoanalytic interpretations.

The Way It Is – I am at least 7/8 or so done with this. It is hard to say as it is one of those poetry collections that some editor decides is best in whatever whacky arrangement they’ve dreamed up instead of simply in the order in which were poems were published. As I chose to read them in chronological order, I have to jump around the book a lot, by and within sections, and that makes it difficult to know exactly how far I am.

Future Updates

I hope to get a bit more regular and have monthly updates. With any luck they will be posted within the first 10 days of each month. I know that E has a few things read to post reviews of, and I will certainly finish Stafford very soon and post a review.

If anyone still wants to join us make a list somewhere, in some form, that contains a smattering of things which you think you can finish 2/3rds (or more) of between October 1st 2011 and September 30th 2012 and post your reviews somewhere. Of course, let me know where this happens so I can add to you to our monthly updates.

Good reading to you all!

Further adventures in education at BCU

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Registration time is soon upon us at BCU. This time it will be for J-Term (January 3-20) and Spring semester. I am open to any feedback you might have but here is what I am considering for both. Descriptions, where provided, are from my discussion with the profs—trying to take notes while also being courteous and having a discussion; thus, minimal and gappy.

J-Term

Grimm’s Fairy Tales with Dr. Jeanne Emmons. I am taking this. It will be conducted much like the 1st class I took with Jeanne, Madwomen Poets. All but 2 of my classes so far have been with Jeanne. I am really excited to read and discuss Grimm’s.

Briar Cliff Review with Dr. Tricia Currans-Sheehan. Putting the magazine together. Along with a partner would get 3 or so stories to shepherd through fully to print (proofing, author contact if necessary, writing author bio, etc).

I could take this for a credit but Why? I am in this class right now helping with the editorial selection of the fiction (primarily), nonfiction and poetry, so I will sit in and help with shepherding next year’s issue through to the final stages.

Both of these classes are 5 days a week for those 2 weeks.

Spring Semester

Studies in British Literature with Dr. Adam Frisch. (Meets 1/25-2/24 only) Is actually history of theory/criticism. Who knows why the Registrar lists it as such? Plato/Aristotle > Roman > Renaissance > Enlightenment > 19th c > Tolstoy > assorted 20th c. theories. About half of course pre-20th c. and half on the 20th c. Assignments/Grade: Class discussion & Final.

I am probably going to audit this as I have been interested in theories of lit crit for a while now. Just what is it that makes something “good” and how has that changed across time? It will be a whirlwind tour (4 weeks) but that’s OK as I assume I will be pointed at things I want to explore in more depth, and those that I don’t will be gone before I know it.

Studies in Contemporary Literature with Dr. Jeanne Emmons. Meets 1/24-4/10 only. Seminar-style. Literature from the last 3 years, primarily from lit mags, selected by students. Assignments/Grade: Class discussion & write responses as to which is best & why/evaluation.

This sounds interesting; although, primarily because I am already making these sorts of judgements with the reviewing process for the Briar Cliff Review. I am really not all that interested in contemporary lit and I have had several courses with Jeanne already. I do really like her as a prof but I need to experience some of our other profs, too. And, honestly, I wonder about the readiness of my fellow students for a seminar, which is my favorite kind of course. If I took it I would audit it.

Intro to Literature with Dr. Matthew Pangborn. Vocabulary of literary criticism. Exposure to a bit from each genre. Use of quotations in English/Writing papers (rhetorically, & mechanics of). There was more but I was trying to converse and not focus on note taking so much as it is the stuff that makes up an Intro to Lit course. Did not ask what the grade will consist of.

I would like to take this as I have not had any of this. Certainly I am aware—well aware in some cases—of many of the concepts that constitute the fundamentals of literature from almost 50 years of reading and over 25 years spent in higher ed. but I still feel that a better, more formal, grounding in them would serve me well. If I take this I will audit it.

Enlightenment Literature with Dr. Matthew Pangborn. British & American lit. Satires (Swift/Pope) > Franklin > poetry > novels > Crusoe (sections) > Walpole (Castle of Otranto) > Comedy. Enlightenment values; their influence on the US founders. Did not ask what the grade will consist of; assuming paper, midterm and final probably.

It is pretty much a given at this point that I am taking this class for credit. Things could change but I don’t expect them to. Some of what Matthew mentioned I have already read (and love) and most of the rest I have wanted to read. I am also highly interested in the Enlightenment. Matthew is new to BCU but I have heard only great things so far.

British Romanticism with Dr. Adam Frisch. ~1800 until just pre-Victorian era. Wordsworth, Coleridge, Shelley, Keats, Byron, Blake, The Blue Stockings, Frankenstein, some prose & poetry. Shift from collective to individual. Assignments/Grade: Paper, Midterm, Final.

I would love to audit this class with Adam but, for now, think I would be better served by taking his lit crit/theory course. Plus, that would be over in four weeks and I’d be able to concentrate on Enlightenment Lit since I’ll be taking it for a grade.

Intro to Theatre with Dr. Jenna Soleo-Shanks. I didn’t take any notes in my discussion with Jenna but I have a feel. She also showed me textbook. If I took this it would also be an audit. I have been to a fair few plays by now but I really have no idea how it all “works,” or of theater’s history, criticism, etc.

Overview

As a friend pointed out, I can probably live without the Intro courses. I agree but also feel that my appreciation for these art forms would deepen by formally broadening my education and, thus, knowledge of them. While it is the sort of knowledge one can easily pick up from assorted sources, I know that sitting in a class is, in many ways, best for my lazy self if I truly want to get around to it.

As it stands, I am fairly certain that I will take Enlightenment Lit for credit and will audit the Lit Crit/Theory class.

Thoughts? Concerns? Recommendations? Registration opens next week.

My Two-Thirds Book Challenge

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31

At the beginning of September I “finished” the 12 Books, 12 Months Challenge.

While I did not actually read all of the books on my list it seems that I was not alone.  As I wrote in my followup post I think that this is perfectly fine. Continuing in that spirit, I have devised another challenge for myself, which I am calling the Two-Thirds Book Challenge.

Folks are certainly welcome to join me in this endeavor and I will list some “criteria” below if you should be of a mind to do so. Then again, I have no illusions that people will be jumping at it.

Criteria

  • Make a list of books that you would like to read in the next year. It can be as long or as short as you like. Post it somewhere, if moved to.
  • Read 2/3rds of them between now and 30 September 2012.
  • If you like, write about them on your blog, in goodreads, in your journal, or wherever you like. If you so desire, let me know where you post your writing and I will compile a sort-of-monthly post here that aggregates them. If you want to join me publicly then please feel free to comment on this post to let me know (or email, tweet, etc.). Of course, feel free to comment whether or not you intend to join me.

Why 2/3rds? Why not? It seems like a decent enough fraction. Make your list as long as you like and, in particular, 150% longer than you think you can actually accomplish and then read 2/3rds of the (hopefully) wonderful and intriguing books that you have chosen for yourself.

I would suggest that you leave yourself plenty of wriggle room by limiting the length of your list to account for titles you simply are not yet aware of, for changes of mind/heart, or any other sort of reason for meandering reading.

My list – 2011-2012 Possibles

My list can be found on my goodreads 2011-2012 Possibles shelf (and below). One of the interesting things about using goodreads (or a similar service, I imagine) is that one can easily link to the shelf and the shelf can be sorted in several ways—author, title, cover, average rating, rating, shelves, date read, date added, and number of pages. [Netflix, are you paying attention? Why can't I sort my queue by running time?]

I have broken my list down into some very gross categories with the applicable books listed under them. As usual, several titles easily fit in other categories; e.g., Jolley and Wilson in Philosophy.

My main interest in doing this rough categorization was to ensure that I have a diversity of books to choose from and, secondarily, to pull out the titles I need to reserve for evening reading (poetry and fiction/lit) when my mind often balks at more “serious” reading.

Also, taking fewer notes, as is usual for me with poetry and fiction/lit, means less use of the iPad in the evening which is necessary. [I have a 1st gen iPad and it bothers me for sustained reading/use, particularly at night. Sara's iPad 2 dims far more than mine does, although I am unsure whether the problem is the backlit screen, period, or whether it is simply too bright.]

There are, of course, many more books on my To Be Read shelves but these are the 30 titles from which I am challenging myself to read, at least, 20 of over the next year.

History / Anthropology / Religion

  • The Rise of the West: A History of the Human Community by William H. McNeill
  • The Hero With a Thousand Faces by Joseph Campbell
  • The Myth of the Eternal Return: Cosmos and History by Mircea Eliade
  • The Art of Loving by Erich Fromm
  • Tragic Sense of Life by Miguel de Unamuno

Science / Language

  • The Master and His Emissary: The Divided Brain and the Making of the Western World by Iain McGilchrist
  • The Unfolding of Language: An Evolutionary Tour of Mankind’s Greatest Invention by Guy Deutscher

Philosophy

  • Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought by George Lakoff
  • Moral Clarity: A Guide for Grown-up Idealists by Susan Neiman
  • The Era of the Individual by Alain Renaut
  • The Power of Ideas by Isaiah Berlin
  • The Spell of the Sensuous: Perception and Language in a More-Than-Human World by David Abram

Literature / Fiction / Poetry / Criticism

  • Collected Fictions by Jorge Luis Borges
  • Love in the Time of Cholera by Gabriel García Márquez
  • The Language of Flowers by Vanessa Diffenbaugh
  • Pale Fire (Everyman’s Library, #67) by Vladimir Nabokov
  • The Way It Is by William Stafford
  • Transformations by Anne Sexton
  • Theories of the Symbol by Tzvetan Todorov
  • Why Read the Classics? by Italo Calvino
  • How to Write a Sentence: And How to Read One by Stanley Fish
  • Culture and Anarchy & Other Writings by Matthew Arnold
  • You Must Change Your Life: Poetry, Philosophy, and the Birth of Sense by John Lysaker
  • Figures of Thought: Speculations on the Meaning of Poetry and Other Essays by Howard Nemerov

Technology (and Education)

  • The Flickering Mind: Saving Education from the False Promise of Technology by Todd Oppenheimer

Professional Reading

  • Scholarship in the Digital Age: Information, Infrastructure, and the Internet by Christine L. Borgman
  • Language and Representation in Information Retrieval by D. C. Blair
  • Dismantling the Public Sphere: Situating and Sustaining Librarianship in the Age of the New Public Philosophy by John E. Buschman
  • Second-Hand Knowledge: An Inquiry into Cognitive Authority by Patrick Wilson
  • Fabric of Knowledge by J.L. Jolley

How about you? Is completion overrated in your life? Set yourself a goal and trick yourself into accomplishing most of it. Or simply think of it as providing yourself plenty of wiggle room for meandering reading choices, which are the best kind.