This Week In My (Virtual) Classes: Trailing Off

Woman Reading (Elinga)In spite of everything, our academic term here is wrapping up on schedule: we are now in the middle of our exam period, final grades are due May 1, and a week or two after that my department will hold a remote version of our annual “May Marks Meeting.” For me specifically, this means that I have now submitted final grades for one of my classes and that starting tomorrow I will be marking the take-home final exams for the other (for those who opted to write it) and then calculating and submitting those grades. And after that, I will be done with this teaching term, which feels like a genuine accomplishment, under the circumstances, but also like an enormous anticlimax. I never had a chance to say goodbye to my students–none of us really understood what was happening on what turned out to be our last day of face-to-face meetings, not just in the classroom but of any kind–and I also didn’t have a chance to deliver my traditional concluding perorations about the value and rewards of the work we had been doing.

English 3031 Exam Review (Winter 2020)

I did work some of these thoughts into the slide presentations I put together to cover the remaining course content and exam review, however. I wonder how many students actually went through those, after all the work I did on them! I guess one thing I’ll have to decide, as I work on my plans for approaching my fall teaching online, is whether I want to use more of the tracking features available in Brightspace–not so much because I think the students need surveillance but because it is (presumably) important to have some sense of what is or isn’t actually engaging the class. If the students aren’t looking at or completing the posted materials, that can’t be good.

At this point we don’t actually know for sure that the fall term will be all online, but we have been asked, quite rightly, to begin drawing up plans based on that strong possibility. In case any current or prospective students read this, I want you to know: your professors are going to dedicate themselves to making your fall term a good one, I promise. Most of us would absolutely rather see you in our classrooms as usual, but if we can’t, it won’t mean that we are any less committed to your education. We’re all inevitably going to fumble and struggle and screw up, at least those of us who are new to online teaching. But in my 25 years as a professor I have seen, so often and in so many ways, demonstrations of how deeply and personally–not just professionally–we all care about our students. There is bound to be a bit of grumbling from a lot of folks (including from me) about the mechanics of teaching online, and some lamentations (again including from me!) about how much we miss teaching you in person. But if this is how we have to carry on, well, okay then: we’ll do our best to rise to the occasion. It won’t be the same, but that doesn’t mean it won’t be any good.

three-guineasI guess that’s a sort of peroration, isn’t it? Apparently I’m working them in wherever I see an opportunity. Anyway, it’s odd and a bit sad to be wrapping up a term and feel so deflated about it. I think one reason it hits hard is that I spent so much time planning for this one, especially for the Brit Lit survey class–and I was so excited about Three Guineas and about moving from it to The Remains of the Day. Ordinarily at this point I would be throwing myself into choosing the readings for my first-year class in the fall, as instead of doing Pulp Fiction again I am taking on a section of “Literature: How It Works”; I’m finding that hard to focus on, though, both because there’s a lot I still don’t know about what kind or size of class it will be and because I have lost some enthusiasm for advance planning given how much I had to toss out this term. I did put in an order for the books for 19th-Century Fiction from Dickens to Hardy, but for whatever reason, for the first time I can remember it is not filling well (and it’s not, or not obviously, a coronavirus thing, as many of our other courses at that level seem to be filling up just fine) so that’s a bit deflating as well. But there’s time for all of this to get sorted.

In the meantime, I am getting a bit of my own reading done: I’m about 300 pages into The Mirror and the Light and loving it. There’s a gripping lucidity to Mantel’s prose that draws me right in. If I’m slow finishing the novel, that will be my fault, or the fault of my still floundering concentration, which has not been helped at all by the absolutely devastating events of this past weekend. When the last of my grades are filed, I think I’ll try to settle in and immerse myself in it, as a kind of mental vacation (if not a particularly sunny one!) before trying to come to grips with all the “what’s next” questions that would usually feel so energizing as we head into the spring and summer.

“Every likkle t’ing’: Andrea Levy, The Long Song

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And this is why I can go no further. This is why my story is at an end. For I know that my reader does not wish to be told tales as ugly as these. And please believe your storyteller when she declares that she has no wish to pen them. It is only my son that desires it. For he believes his mama should suffer every little thing again. Him wan’ me to suffer every likkle t’ing again!

I loved Andrea Levy’s Small Island, so when I remembered The Long Song was one of the small stack of library books I happened to sign out just before everything shut down, I was excited to dig into it. That excitement didn’t really last, though. I’m not sure if it was the book or the timing–as many of us have commented, it isn’t always easy to stay focused on reading right now–but The Long Song never really clicked for me, in spite of all the things it has going for it.

These include its intrinsically dramatic and morally weighty subject: The Long Song tells the life story of Miss July, daughter of an enslaved woman and a white overseer on a Jamaican sugar plantation. July is taken from her mother Kitty by the vapidly idle sister of the plantation’s owner and raised to be her house servant. Levy’s characters serve as devices for a detailed account of life on the plantation and some major events in the history of the island, notably the Baptist War (or Great Jamaican Slave Revolt) in the early 1830s and then the tense and often violent aftermath of the abolition of slavery.

levy2All of this is told in Miss July’s own voice. In some ways this is one of the most appealing features of The Long Song, because July is sharp, funny, and ruthless and because the interplay between her and her son Thomas (at whose prompting she is recounting her life story) draws attention in a clever way to the mediation required between the story she wants to tell and the story he wants her to tell — and also, more generally, to the layers of mediation that were part of how many actual slave narratives reached their audiences. (One of the works cited in Levy’s bibliography is The History of Mary Prince, which I read with my British Literature survey class this term.) I admit, though, that I really struggled with her narration: its cadences and idiom were hard for me to follow, which of course is a reflection on the limitations of my own reading ‘ear.’ The differences from ‘standard’ English are actually pretty subtle most of the time, but they tripped me up surprisingly often, frequently forcing me to go back and start a sentence again to be sure I caught its meaning properly.

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There are lots of horrors in the novel, and one of the things I found most interesting about it was how lightly Levy, or Miss July, handled them, moving through them very quickly or, in July’s case, expressing reluctance to go into details. There’s a 30-year stretch of her life that she basically refuses to talk about at all: pressed on it by her son, she gives that grim period about a page. The effect is not to minimize the violence and suffering: somehow they seemed worse for being thrown at the reader in such a darting fashion. Perhaps Levy’s idea was not to indulge in ‘trauma porn,’ not to turn people’s suffering into spectacle. Something else Levy avoids is the cliche of turning tragedy into triumph: Miss July ends up OK, and we know she will survive all along, just from the fact that she is writing her memoir in the first place, but the story of her life is not one of heroism, of overcoming or rising above the hardships or the degradation she both witnesses and experiences. Hers is a story of survival, sometimes on her own terms, sometimes not; she’s imperfect, not idealized or exemplary. Maybe that too is part of the point: she shouldn’t have to be perfect, after all, to deserve her freedom, or for her life and her voice to matter.

As often happens, writing about the book has improved my relationship with it! I wasn’t gripped by The Long Song while actually reading it, but as I reflect on it, it seems to have been doing a lot of things worth thinking more about.

“Sometimes Revolutionary”: Miriam Toews, Women Talking

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Ona’s eyes have become big. She appears to be in a reverie, or enraptured. This is the beginning of a new era, she says. This is our manifesto . . .

What’s a manifesto? asks Autje again.

The other women frown. They look at Ona, who smiles. I’m not entirely sure, she says, but I believe it is a statement of some kind. A guide.

Then Ona looks at me and asks, Well?

Yes, I agree, it’s a statement. A statement of intent. Sometimes revolutionary.

Agata and Greta exchange alarmed glances.

No, no August, says Agata, it cannot be revolutionary. We are not revolutionaries. We are simple women. We are mothers. Grandmothers.

Women Talking is itself a kind of manifesto, I suppose, though it does not read like a statement of intent so much as an inquiry, almost an autopsy. The book is at once ruthlessly specific (what should these women, who have been abused, tortured, raped, silenced, rendered extraneous to the meaning of ther own community, do?) and almost shockingly expansive: what should (or can) we all do, once we recognize how deep and entangling the world’s systemic injustices are? In this respect Women Talking reminded me (as it did Dorian) of Woolf’s Three Guineas as I read it, especially as the possible outcomes the women have been debating coalesce into a plan. “We can best help you to prevent war,” Woolf concludes, “not by joining your society but by remaining outside your society but in cooperation with its aim.”

For Toews’s women, the choice is more literal, but the problem they seek to solve is very much the same: how is it possible to belong to a corrupt society without being complicit? “How can we enter the professions and yet remain civilized human beings,” asks Woolf. How can we stay with these men and remain safe and true to our faith, wonder the women:

Imagine the response of the men, upon being asked to leave the colony. What reason would be given them?

Everything  we’ve discussed, says Ona. That to uphold the charter of our faith we must engage in pacifism, in love and forgiveness. That to be near these men hardens our hearts towards them and generates feelings of hatred and violence. That if we are to continue (or return to) being Good Mennonites, we must separate the men from the women until we can discover (or rediscover) our righteous path.

There are important differences, of course. For Woolf, for instance, freedom, not faith, is the measure of what is right. But Peters, the bishop of Toews’s semi-fictional Molotschna colony, matches up well to Woolf’s “figure of a man”:

some say, others deny, that he is Man himself, the quintessence of virility, the perfect type of which all the others are imperfect adumbrations. He is a man certainly. His eyes are glazed; his eyes glare. His body, which is braced in an unnatural position, is tightly cased in a uniform. Upon the breast of that uniform are sewn several medals and other mystic symbols. His hand is upon a sword. He is called in German and Italian Führer or Duce; in our own language Tyrant or Dictator. And behind him like ruined houses and dead bodies–men, women and children.

toews2“We’re not members of Molotschna,” Salome bursts out at one point, challenged to consider whether the women owe the imprisoned men any loyalty because they belong to the same colony.

We’re not members! she repeats. We are the women of Molotschna. The entire colony of Molotschna is built on the foundation of patriarchy (translator’s note: Salome didn’t use the word ‘patriarchy’ . . . ) where the women live out their days as mute, submissive, and obedient servants. Animals. Fourteen-year-old boys are expected to give us orders, to determine our fates . . .

Ona makes this analysis more abstract:

Peters said these men are evil, the perpetrators, but that’s not true. It’s the quest for power, on the part of Peters and the elders and on the part of the founders of Molotschna, that is responsible for these attacks, because in their quest for power, they needed to have those they’d have power over, and those people are us.

I thought it was interesting that Toews kept Peters basically off stage: he lurks in the margins of the novel’s (in)action, though the evil he perpetrates and perpetuates through his perversion of religious leadership is at the center of the novel’s biggest moral questions–as well as being the source of August’s own personal tragedy. This strategy keeps the women centered, and also keeps their resistance impersonal: they seek a solution to what Peters represents and enforces, not to take action against him individually.

toews3Peters’s literal absence, and the absence of most of the other men of the colony, is what creates the space in which these women can talk, and that itself is one of the novel’s critical interventions. For most of their lives these women have not been in control of their own stories; their illiteracy has also prevented them from knowing first-hand the terms on which they have understood and lived their lives. “My point, says Salome,”

is that by leaving, we are not necessarily disobeying the men according to the Bible, because we, the women, do now know exactly what is in the Bible, being unable to read it. Furthermore, the only reason why we feel we need to submit to our husbands is because our husbands have told us that the Bible decrees it. . . .

The issue, continues Salome . . . is the male interpretation of the Bible and how that has been ‘handed down’ to us.

Here, I was reminded of Anne Elliot’s trenchant comments in Persuasion: “Men have had every advantage of us in telling their own story. Education has been theirs in so much higher a degree; the pen has been in their hands.”

As the women debate what they think they know about their faith, August remarks “Perhaps it is the first time the women of Molotschna have interpreted the word of God for themselves” — one of many moments in the novel when his own role as scribe and interpreter is highlighted. That they need and trust him to write down their talk marks him initially as an ally. Over the course of the debates, however, we see that this assumption is too simple, both about how the women perceive him and about the purpose of his presence in the hayloft, which turns out to be less about what he can do for the women and more about what they (and Ona in particular) can do for him. “I asked her what good the minutes would do her and the other women if they were unable to read them,” August recalls; “Maybe there was no reason for the women to have minutes they couldn’t read. The purpose, all along, was for me to take them.” He is not the women’s savior; they do not actually need him to make sense of either their traumatic experiences or the dilemma they face in choosing between leaving for the unknown and remaining in a community which has failed them but is nonetheless made up of people they love.

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Photo credit: King’s Coop Bookstore, Twitter

There’s a lot more that could be said about Women Talking; the best discussion I’ve read of its political and thematic implications is Lili Loofbourow’s in the New York Review of Books. Thought-provoking as the novel definitely is (and I know I will keep thinking about it), though, I’m uncertain at this point whether it is as artistically successful as it is conceptually rich. I found it an oddly flat book, stylistically: not just plain, in a way suited to the blunt and often awkward discourse of the characters, but lacking emotion in a way that I find (usually disappointingly) typical of a lot of contemporary fiction. There’s some reason for it here, because of August’s self-consciousness as a narrator and maybe also because the traumas that necessitate the women’s conversation are themselves almost intolerable to contemplate. There are emotional outbursts, and they do add some welcome drama–but having said that, there was ultimately something impressive about the women’s desire to act out of reason and principle rather than anger, hate, or sorrow. At the end, too, after pages of so little actually seeming to happen, there’s a surprising sense of loss when we are left behind with August. “There’s no plot,” Agata says when they are interrupted by the suspicious (but fortunately senile and thus unthreatening) Ernie Thiessen, whose hayloft they have appropriated for their meetings; “we’re only women talking.” That describes the novel perfectly, and it doesn’t sound like much–but it turns out to be a lot. Maybe it’s even revolutionary.

Three Weeks In

Lady (Waterhouse)I’m not sure whether I’m surprised that it has already been three weeks since we began extreme social distancing here or surprised that it hasn’t been even longer — normalcy itself seems so distant now! It seems remote in both directions, too: hard as it is to think back on the relative simplicity of ordinary life before, it is even harder to look ahead because there is so much uncertainty about when and how those conditions will return. That’s as good an argument as any for trying to take this massive disruption one day at a time, which is certainly what I have been trying to do. My success varies, as does my ability to get through each day with anything like the (again, relative) equanimity and focus I used to have.

I have done a decent job (I think and hope) at sorting out my classes, at least. Over time it has gotten easier to let go of the plans and expectations that originally shaped them, which in itself is a necessary kind of progress, I guess! I chose the simplest way possible to deliver additional material: rather than recording lectures or trying to wrangle synchronous or interactive components at such a chaotic time, I’ve been making up PowerPoint slide sets in which I have tried to balance information and explanations of my own with questions, pointers, and suggestions for how to keep thinking about the class material. This has been primarily a finishing-up exercise, focused on texts we had already begun work on in class, which helps: the overall direction of our inquiries had been set. It has taken a lot of work, though, partly because I ordinarily use PowerPoint (when I use it at all) to supplement or illustrate or outline our classroom conversation, not as a stand-alone component: I’ve had to think very hard about how to use each slide, how to shape the overall presentation, and of course how exactly to say everything, as I’m not there to clarify, correct, or elaborate. Now I’m moving on to review materials for the students who have opted to write the take-home final exam, and of course I also have to make up the exams themselves — and I have papers to mark, too, an activity that seems a lot more attractive right now than it sometimes does because, unlike almost everything else, it is exactly the same process as ever.

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One of the many ways I feel very fortunate right now is that neither of my classes this term is very large. If my teaching load were heavier (as was the case last term, and as is the case for some of my colleagues now), this would all be much harder. Although I am trying not to look too far ahead right now, it is impossible not to be conscious that there are no guarantees that our fall term, including my large first-year writing class, won’t be at least partly online as well. I would not want to teach any class, never mind a writing class, entirely through slide sets, of course! What we have been doing this term is handling an emergency situation as best we can, which (as many people have reiterated in online discussions) is not the same as a purposeful transition to online teaching with due diligence around best practices for learning, engagement, assessment, and accessibility. Everything I have read about online teaching tells me that it takes more time and more planning (and more resources) to do effectively than face to face teaching. Much as I hate the thought of it, because I love being in the classroom so much, it seems foolish to put off learning more about those best practices in the hope that I won’t need to, so I’ve signed up for a course we’ve just been offered through the university (itself asynchronous and online) on ‘online design and delivery.’ Part of the appeal (besides the professional obligation to keep doing my job as well as I can) is taking at least a bit of control over the situation: maybe I can approach the possibility of taking my classes online as a creative opportunity, albeit an unwelcome and unsought one!

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I haven’t been able to do much really attentive reading since I finished Threads of Life last week. There’s not really any good reason for this: it’s mostly lack of willpower as much as nervous distraction! But my sister thoughtfully sent me a selection of tempting lighter reads for my birthday (along with a lovely assortment of other treats!) so I’ve been making my way through these, including Grace Burrowes’ The Captive (she’s a new-to-me historical romance novelist, and I enjoyed this one enough to put some others in the series on hold at the library – ebooks, of course, since the physical library is closed!) and Abbi Waxman’s The Bookish Life of Nina Hill (which is charming, if almost too much so – its premise and plot are cute enough that I think the book would actually be better if Waxman didn’t try so hard to be funny–or ‘bookish,’ which inevitably means,  among other things, lots of handwaving to obvious fan favorites like Pride and Prejudice  – see also You’ve Got Mail, for example). I also read a short book I’ll be reviewing – Seishi Yokomizo’s The Honjin Murders – so that was not just distracting but also productive!

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Like most avid readers, I always have a good selection of unread books on my shelves, but like Colleen I’ve been finding them somehow not quite what I want. In some ways this is a familiar problem for readers: sometimes you just have to wait for the right moment to read a particular book! I’ve had books on the shelf for literally decades that one day just suddenly leapt into my hand, or at least into my awareness, as if at last they were perfectly ripe for reading. But right now it may also represent the difference between choosing books just because they look interesting and choosing books to read when the world is in crisis. Thanks to the King’s Coop Bookstore, whose lovely manager is doing home deliveries by bicycle, I now have Miriam Toews’ Women Talking and Emily St. John Mandel’s Glass Hotel to hand, and I’ve also just sorted out my copy of The Mirror and the Light, which had been stranded in a closed Coles but is now en route to me by mail. I feel that familiar readerly tickle of excitement just naming them here, so hopefully I’ll be deep into one of them soon and that will help my one-day-at-a-time coping strategy feel less grim and more grounded. After all, reading has been the one constant through all the changes in my life, good and bad. It’s not going to let me down now.

So, that’s where I am: trying to keep my head in the moment and not let myself spiral into frantic ‘what if’ or ‘what next’ scenarios, and trying to appreciate the good fortune that means I still have my job, even if for now I can’t do it on the terms I’d like, and to focus on all that we have, rather than what we can’t do. I continue to be grateful for the community of readers I belong to through blogs and Twitter: as so many of our relationships have always been at a distance, in this at least I feel the comfort of continuity.