Virtual Roundtable on Hamlet Tonight

From Nigel Beale @ Nota Bene Books:
Please know that I am, as you read this email, hosting an online roundtable discussion of Hamlet. Participants are as follows:

Ed Champion, Filthy Habits

Sarah Weinman, Confessions of an Idiosyncratic Mind

Anne Fernald, Furnham

Amateur Reader, Wuthering Expectations

Initial take on Act 1 has just been posted. Commentary on the rest will appear within the next 48 hours. Discussion will continue throughout the weekend. Please, take the three hours required to reread the play (you won’t regret it), and pull up a chair in the comments section.
Great idea, Nigel; I hope you get some good discussion.

A Note on Course Evaluations as a Guide to Future Conduct

They don’t help (much). Here’s why…

Should I change the reading list next year?

“There were a LOT of texts. Too many, really. It was impossible to keep up with the readings.”

“It would have been interesting to add a few more books…I found the course load light enough that a few more (enjoyable) readings wouldn’t have been oppressive.”

“I loved the Moonstone–everything comes back to that.”

“I really enjoyed the Moonstone; I thought it was the most interesting and hard to figure out.”

“Great reading list except for the Moonstone. It was too long and boring.”

“I think one of my favourite books from this course is The Murder of Roger Ackroyd.”

“I thought Roger Ackroyd was unfair and not a clear example of Christie’s usual style.”

“Knots and Crosses a bit freaky.”

“Do not drop Knots and Crosses, best book I have ever read.”

“I found it more stimulating to examine actual books and stories rather than musty old course books.” [?]

I know I talk quickly, but how much of a problem is that, really?

“Her lectures were indecipherable because of how rapidly she spoke.”

“Maitzen speaks too fast. Slowing down would be helpful to take clear notes.”

“I found the lectures interesting and stimulating (I didn’t fall asleep in class once).”

“I do not think you talk too fast. I thoroughly enjoyed this class and look forward to taking classes taught by you in the future.”

“I actually liked Maitzen’s upbeat, fast-talking teaching style. It kept me from being bored and it kept me really listening.”

“She spoke too quickly at times; it was difficult to take notes in this manner.”

“I do not find she speaks too quickly. People need to take more condensed notes.”

What about the assignment structure and methods of evaluation?

“Assignments are a great way of getting us to think about the material. 75-word limit was also a good challenge.”

“I liked the way we had two assignments, and the in-class quizzes definitely were motivation to stay on track in class.”

“I think the homework assignment format should be re-evaluated.”

“The assignments were short and concise while still being challenging, which was a nice change from lengthy papers.”

“Your response to the first assignment was completely inappropriate and extreme, you wasted 2 classes and called the class ‘illiterate.'”

“I particularly appreciated the amount of time you dedicated to correcting in class the mistakes made on assignments. It genuinely helped and clarified my understanding of good writing!”

“She gives great constructive feedback on assignments and even gives us exercises that would help with our assignments.”

“Actually enjoyed quizzes, felt questions were fair.”

“For the quizzes I felt that there were too many questions on what were sometimes subtle statements made in class.”

“Increase the value of attendance.”

“Unsympathetic with the occasional absence.”

“Group work was a nice change of pace.”

“I hate group work and found those classes monotonous and unhelpful.”

And the intellectual substance?

“Maitzen posed questions that forced you to think!”

“Extremely interesting books were featured and taught in an intellectually stimulating manner.”

“Often lecture topics were repetitive or had little to do with the day’s reading.”

“Lectures were quick-paced and extremely informative. I never wanted to miss a class because so much material was covered in each lecture.”

“Feminism within the texts wasn’t over-emphasized.”

“TOO MUCH FEMINISM. This isn’t gender studies.”

So, overall how did I do?

“The teaching was mediocre.”

“One of the best profs I have had at Dal.”

“No complaints.”

“Pretty successful.”

“Sort of funny.”

“A great prof, very funny.”

 

“______”

“Dr. Maitzen is a superstar!”

Anything else to add?

“Thanks for keeping a blog–helps with some insight from time to time.”

I think the problem should be obvious. It’s not that the feedback isn’t welcomed or taken seriously, but if it’s not at all consistent, it’s hard to do anything in particular in response!

I should say (just for the record) that these are not the actual questions on our departmental course evaluation forms; these are the things I worry about as I look ahead to next year’s classes. I specifically asked them about the fast talking, as it has come up a few times in my evaluations before. All of the responses, though, are taken verbatim from the forms.

Speaking of Updated Classics…

…apparently Ellen Page has been signed to star in a new film version of Jane Eyre:

BBC Films has signed the 20-year-old Halifax native in the latest adaptation of the Charlotte Bronte novel, with Page in the lead role.

The movie, scripted by Moira Buffini, still doesn’t have a director or lead actor.

Page has become a Hollywood darling of sorts after being nominated for an Academy Award for her turn as a wise-cracking pregnant teen in the comedy Juno. The movie captured a best screenplay Oscar for Diablo Cody.

This would mark Page’s first period piece. Bronte’s 1847 book chronicles the melodramatic love story of a governess and her employer, Edward Rochester.

It’s a piece of literature that has become a popular screen adaptation, with more than a dozen productions created for both television and cinema.

Any nominations for her leading man? Colin Firth, anyone?

I just hope they keep a lot more of Bronte’s dialogue than adaptations of the novel usually do. It’s much more crackling than the stuff the screenwriters usually come up with.

Update on New ‘World’s Classics’ Edition

Further to Miriam’s comment on my previous post about the re-launch of the Oxford World’s Classics edition, my OUP rep tells me that “the cover art and ISBN will change but the pagination will remain the same.” The exceptions, of course, will be books coming out in entirely new editions (the OUP blog post indicates, for example, a new edition of Anne Bronte’s The Tenant of Wildfell Hall–which, for a change, I am not actually teaching next year.)

In other news, I’m (obviously) in a bit of a posting slump. I blame the end of classes, which, for all the relief it brings, also sucks the life out of this job for me. I’m thinking about ways to liven things up again, though, at least until my spring session class begins in June. Maybe another modest series, something along the lines of “favourites from my bookshelf,” or “favourite literary moments” with glosses. We’ll see. (Any ideas? Any preferences? Anybody out there?)

Updated Classics

At the TLS, Margaret Reynolds calls our attention to the relaunch of the Oxford World’s Classics editions. The article includes a survey of some available editions of Jane Eyre. A sample:

Oxford World’s Classics
Jacket Clean and striking but she’s too sulky.
Introduction By Oxford prof Sally Shuttleworth. Covers all bases and is excellent on the ending.
Text Based on first edition of 1847. Actual print a bit small.
Extra material Plenty on the text and publication of the novel.
Price £5.99. Good value.

Penguin Classics (Black)
Jacket A painting by Millais. Jane would never have worn this dress.
Introduction By novelist and critic Stevie Davies. Very good on the political context.
Text Revised edition of 1848, with some emendations. Clear print.
Extra material Chronology, notes and “Opinions of the Press”.
Price £5.99.

Vintage Classics
Jacket Clever, intriguing and spot on for the story.
Introduction No.
Text Based on the revised edition of 1848. Nice print.
Extra material Little life of Charlotte. Quote from Sarah Waters: “One of the most perfectly structured novels of all time”. Meaning?
Price £5.99. Hmm.

I’m not entirely sure that this is quite the information I need to make my selection. Let’s see: put me down for one copy of the sulky version with the introduction that “covers all bases” (I’m sure I usually miss one or two in my lectures) and one copy with the “clear print” for my aging eyes… Also, a testimonial about novel structure from the author of Fingersmith is good enough for me! The slide-show of the various covers is nice. I’d like to point out a good option that gets no mention at the TLS:

Broadview Edition
Jacket excellent– see illustration at right
Introduction by Richard Nemesvari (my near neighbour, at St. Francis Xavier University in Antigonish): thorough and interesting.
Extra material is Broadview’s specialty; in addition to the introduction and a chronology of Charlotte Bronte’s life and publications, this edition includes selected correspondence as well as contemporary pieces on governesses, girls’ education, race, and empire
Price Wow–only £4.99! ($12.95 US or Canadian)

Further information on the OUP relaunch is to be found at the OUP blog, where “Senior Commissioning Editor” (now that’s a title) Judith Luna explains,

We wanted a new look that would be fresh and contemporary and appeal to general readers and browsers who might previously have thought Oxford World’s Classics were a bit too academic for them. So we have a clean white title panel, and white back and spine, and we have chosen dramatic crops of appropriate illustrations to intrigue and entice the reader. We also wanted a sense of continuity with the old look, so we have retained a red strip at the top of the spine and back cover, and added a tantalizing detail from the cover image in a small thumbnail on the spine (older readers may remember that we used to have a similar feature on a previous incarnation of the series, but at the bottom of the spine, not the top). We also chose a new typeface for the cover, Capitolium, a modern take on classic lettering, based on classical Roman inscriptions and Renaissance calligraphy and designed by Gerard Unger. The insides of the books are unchanged, and we will continue to publish high-quality editions and translations with outstanding introductions and notes at truly affordable prices, editions that are designed to satisfy the needs not just of students, but of the lively general reader as well.

Since I’ve already ordered my fall term books, including many World’s Classics titles, I’m relieved to hear that the “insides are unchanged,” though it strikes me, given this, that they are rather encouraging (or expecting) people to judge a book by its cover. Still, I’ll be jealous if my students all have spiffy new covers on their books while I’m still wielding my battered old versions. (Hint to OUP reps: send Maitzen new desk copies…) (On the other hand, replacing all the post-its in my teaching copies would be a lot of work. There are a lot of them, because I consider it one of my primary obligations when teaching, say, Bleak House, to be able to find key passages quickly. Browsing through 900 pages muttering “I know it’s here somewhere” wastes a lot of class time.)

Special Poetry Post

My daughter has been studying poetry in her Grade 1 class. I approve! I especially like the careful way she reads poems aloud, as if every word is important and meaningful–just as it should be. Getting in the spirit of Poetry Month, we bought a bunch of the Poetry for Young People books through her school’s Scholastic Book Club: our (somewhat miscellaneous and heavily American) pack includes Whitman, Dickinson, Coleridge, Poe, Frost, and Shakespeare. I’m impressed with these books, not least because the editors have definitely not dumbed down the content or made painfully kid-friendly selections. As a result, she’ll be able to grow into them, rather than rapidly growing out of them. However, the real point of this post is to showcase an early effort of hers. OK, it takes a sort of prosaic turn towards the end…but she’s a practical sort of girl.

CATS

I love cats!
Anything is not better
than cats.
If you have a cat
don’t come near
because
my Dad is allergic to
Cats.

Literary Criticism and/in the Public Sphere

I did, after all, recover my interest in the small metacritical project mentioned in my previous post; it has gone up at The Valve. It revises some earlier posts from this blog, particularly my account of Brian McRae’s Addison and Steele are Dead, touching especially on the gap between academic criticism and the interests or needs of a more general readership. It concludes by inquiring in a preliminary way into whether a return to aesthetic evaluation is, in fact, the direction required for academics to come back to life.

Novel Readings–Not So Much!

I was thinking today that for a blog called ‘Novel Readings’ this one hasn’t shown many signs of novel reading lately (not counting, of course, the ones I’ve been teaching). Appearances are somewhat misleading. I’m in the grading zone right now: papers and exams! This means not much time (or mental strength) for other things. But I am reading, and hope to write soon about, Olivia Manning’s Balkan Trilogy and its follow-up, the Levant Trilogy. And I have an enticing stack of books to read in the summer months, when required reading no longer takes up most of my evenings and weekends (or lunch hours, or time spent in waiting rooms–this is the price I pay for being a Victorianist). A Suitable Boy, for example, top on my Christmas wish list and still waiting for me, along with Affinity and Austerlitz (speaking of which, didn’t someone at The Valve propose a Sebald book event? I expect I’m going to need a little support with this one–again, something to do with my being a Victorianist) and Bel Canto and The Grave-Digger’s Daughter and … Plus I have finally joined the Trollope discussion group, and though I think it’s too late for me to get in on the ongoing exchanges about Orley Farm, I’m game for whatever’s on their summer schedule too.

But the other thing I’ve been thinking is that a lot of what I’ve been doing here continues to be metacriticism, and I’m not altogether pleased about that. I was drafting a longer post, for instance, on criticism in/and the public sphere, putting together some pieces from various things I’ve been reading on- and off-line as well as some of my work on the Broadview anthology of 19thC criticism I have been working on–sort of a make-up exam for a CFP I didn’t manage to submit a proposal for. But today I found have lost interest in it. I started blogging precisely in order to free myself to write about fiction straight up, as it were. Only that’s hard to do when you’re trained to frame every reading you do with an elaborate critical apparatus. It’s also just plain hard to do, or at least to do well. Where do you even begin, after all? And why, if you aren’t writing about the latest thing (that is, if you aren’t offering up a review)? In some ways, it is easier to do “the other thing,” if only because often there’s an argument ongoing just waiting for you to put in your two cents’ worth. I’ve been puttering away at ideas for a grant proposal for some kind of project on the purposes of and audiences for criticism…but really, that’s not what I was hoping would come out of this experiment. Anyway, I’m not swearing to give up writing about criticism altogether. I’m just resolving to do more literary posting, if only to see what purpose I discover for my efforts. Also, tonight while pacing in the strange state of mental suspension that is exam invigilation, I thought I had an idea about how to conceptualize a different kind of project…but maybe it was just lack of oxygen, so no more about that now.

Cruel Indeed!

Growing up in Vancouver, I never understood the whole thing about April being the cruelest month. Now, on the other hand, I get it. You see, in Halifax, where I live, we won’t see tulips and daffodils until May, or leaves on the trees until June. In Vancouver, however, where I would like to live….The constraints on your location and the near-impossibility of ‘lateral movement’ are among the great cruelties of an academic career. After over a decade of resistance, I have faced the fact that in order to move ‘home’ I would need to change professions (or, somehow, belatedly, become a different kind of academic–a more ‘successful’ one, by some measures). It’s frustrating, of course, to be less employable in my chosen field after 12 years of experience than I was when still ABD, but that’s the way this game is played. I’ve gone through most of the stages of grief over this and moved a long way towards acceptance–but spring sure makes me homesick. Is the job worth it? Sometimes. But the likelihood of being separated from your family and your history is one of the aspects of this career that I emphasize most strongly when advising prospective graduate students, not least because I never really thought much about it until, in many ways, it was too late.


(Photo credits: RDS)

Weekend Miscellany

At the Guardian, Jane Smiley writes about Trollope’s The Kellys and the O’Kelly’s:

The Kellys and the O’Kellys was not a commercial success. It was published – perhaps unluckily – in the same year as Thackeray’s Vanity Fair, Dickens’s Dombey and Son and Gaskell’s Mary Barton, all addressing the issue of what was wrong with life. The Kellys and the O’Kellys evoked much that was right. It must have seemed bland. It failed, selling 140 copies and earning Trollope no money. Although it was written in a wholly different tone from his first novel, The Macdermots of Ballycloran, its author gained no points for exhibiting his versatility. Both novels, scholars now feel, suffered commercially from being about Ireland – the famine was raging, and the English reading public did not want to think about it. It was destined to be a sleeper – a thoughtful, subtle novel published in an anxious year.

But one of England’s greatest novelists had laid out his tools for all to see – the grace of his writing, the worldliness of his vision, the variety of his characters and scenes, the expansiveness of his geography. The story itself is the important thing, not the satiric tone, as in Thackeray, the social criticism, as in Gaskell, or the stylistic exuberance, as in Dickens. He delivered the whole package, but it was a modestly wrapped package and got lost. (read the rest here)

I have written before about how well I think Smiley talks about Trollope.

At the TLS, critic and novelist David Lodge writes with both pathos and humour about his hearing loss:

You might think that of all the professions a novelist is least affected by hearing loss and, up to a point, that is true. We compose books in silence, consumed in silence by solitary readers.

However, deafness restricts and thins out the supply of new ideas and experience on which the novelist depends to create his fictions. That former nun’s life story might have been priceless “material” and I regret its loss. I miss opportunities to eavesdrop on humanly revealing conversations on buses and in shops and to keep up with new idioms, coinages and catch-phrases that give flavour and authenticity to dialogue in a novel of contemporary life. (read the rest here)

Hmm: “it’s a cast-iron excuse for declining to serve on committees”? That might offset a lot of the disadvantages…

In the Globe and Mail‘s book section, Cynthia MacDonald reviews Emma Donoghue’s latest, a neo-Victorian novel focusing on the 1864 Codrington divorce case:

It’s amazing to think that 150 years ago, the British Empire was ruled by an actual married woman. As Emma Donoghue reminds us in her marvellous new novel, wives in the Victorian era were usually classed with “criminals, lunatics and children”: devoid of legal identity, stripped of property, limited in their opportunities for paid work.

By way of illustration, she has chosen a thoroughly riveting courtroom drama. The Sealed Letter is a fictionalized version of the Codrington divorce case, which had le tout London squirming in its pantaloons over several months in 1864. Juicy, vicious, elegant and thoughtful, the book is a valuable addition to Donoghue’s growing corpus of fine historical novels (including Life Mask and Slammerkin). (read the rest here)

I wasn’t that taken with Slammerkin when I read it about a year ago (as George Eliot remarked a long time ago, historical fiction is a particularly demanding genre, though the risks are often underestimated). But I’ll probably give this one a try, just to keep up-to-date on my neo-Victorian options.

Finally, the little comment-spat I’ve been involved in at The Reading Experience has led me back to this earlier post by Dan Green:

After eighty years of experimenting with the study of literature as an academic subject, those carrying it out (myself included) have made a complete hash of it. Literature itself is held in contempt not just by the majority of ordinary people but by those professing to teach it. “Literature Professor” has become a near-synonym of “lunatic.” That literary study would come to such an end was probably inevitable, since the primary imperative of academe–to create “new” knowledge–is finally inimical to something so difficult to dress up in fashionable critical clothes as serious works of fiction or poetry. Once it was perceived that “aesthetic complexity” was a spent force (at least as the means for producing new monographs and journal articles), approaches to literature that essentially abandoned its consideration as an art form were practically certain to follow.

Nearly three years later, a conversation touching on many similar points is unfolding in a comments thread at The Valve even as Ronan MacDonald is announcing the death of the critic. Well, give us credit, at least, for not going gentle into that good night! Indeed, critics appear to have co-opted the story of their impending demise as yet another subcategory of metacriticism.