All Things in Heaven and Earth

by Sarah Kennedy

fun ghostThe supernatural seems to have infected contemporary writing of all kinds.  Many readers were charmed by the notion of the kid-wizards of the Harry Potter books, and before that Anne Rice had tamed vampires to the point that they seemed almost like the funny, quirky neighbors whose house always smells a little odd.  The genres of horror and fantasy now have moved into all kinds of fiction—and even poetry—to the point that it seems impossible to find any kind of book that hasn’t tried to exploit the current obsession with the paranormal, the supernatural and the superhero, the faery-born and the dragon-wielding.  As a writer of historical fiction, I resist this trend, even as the genre in which I write seems to invite indulgence in it.  My main character in The Altarpiece (Knox Robinson Publishing 2013) is a nun in Tudor England—and if that’s not a setting for some spooky business, I don’t know what is.  But for me, that’s taking the easy way out.  My nun tries to see the world as it is and to make her way in it using her wits rather than relying on some holy superpowers.

Now, I like a good ghost story as well as the next person, and I was an avid watcher of bad vampire movies as a child.  As an adult reader, however, I tire of the intrusion into otherwise realistic character-driven novels and poems of unexplained paranormal features:  the Twilight phenomenon.  I read The Hunger Games, a story I first dismissed as a tale for kids, with some pleasure because it was science fiction rather than fantasy that tried to provide some explanation for the dystopia it created.  I’ve enjoyed episodes of Game of Thrones, but I grind my teeth whenever the dragon-keeping waif of a woman appears.

Why does this grate on me when I love reading and teaching Hamlet?  It’s partly because the culture that produced the play accepted the reality of immanent non-human beings.  Hamlet is not the only character who sees the ghost, and even the scholar Horatio knows how he is supposed to talk to one.  And yet—the ghost of Hamlet’s father is also a joke, as he’s revealed to be not only a terrifying apparition but an actor who runs around under the stage yelling “swear.”  Shakespeare’s clearly got his tongue in his cheek even as he invokes a “ghost.”

And we are laughing, sometimes.  But the students at my college get more excited—seriously excited—about steam punk and Abraham Lincoln as a vampire hunter and the so-called zombocalypse than they do about most literature.  It may be that in our meta-textual world, we slide into fantasy as comfortably as we adopt our Facebook and blog identities.  We’re all just intersections of discourses, right?

Maybe.  But the now-standard addition of supernatural elements to writing seems also to be market-driven.  We’ll pay to give up the very difficult task of living in the physical world to the easier fantasy of vampires and wizards and superheroes who make the work of real action in the real world almost irrelevant.  They either know right from wrong inherently and completely and have the power to enforce it or they blur the lines between the human (good) and paranormal (bad and scary) to the point where it doesn’t matter anymore.  Throw a cute dragonette over their shoulders or a bottle of glitter-paint over a few of them and they’re not even frightening anymore.

For writers of historical fiction, especially in settings that predate the Enlightenment, the temptation is perhaps even stronger to insert ghosts, monsters, magical cups, cauldrons, crowns, or swords.  Why not spells or incantations?  Why not a little card-reading or some magic potions?  People believed in this stuff, didn’t they?

Some of them did, to be sure, but such beliefs came under question by skeptics, even early in the Christian Church in Europe.  The witch hunts of the late middle ages were gruesome and horrifying, but even they didn’t entirely quash the arguments among thinking men and women that the witch was born of ignorance and superstition.  In England (the setting or pseudo-setting of much historical fiction and dungeons-and-dragons fantasy), talk of witchcraft and sorcery was long met with raised eyebrows.  Of course, Anne Boleyn was rumored to have engaged in witchcraft to snare Henry VIII, but this was one among many questionable charges against her when Henry was devolving into an off-with-their-heads style of leadership.  James I was a famous witch-hunter in his youth, but by the time he took the English throne, he was himself belittling unquestioning belief in demonic powers.  The hideous episode of hangings that the self-styled “Witch-Finder General” Matthew Hopkins caused in England had as much to do with the upheavals of the Civil War as it had to do with an increase in real belief in witches.

I could have made my main character, Catherine Havens, “magical” in her ability to heal.  But she’s not.  She’s an intelligent woman who observes the effects of different methods of treating disease and injury and tries to adjust her knowledge accordingly.  She prays, and she believes in God, but she doesn’t believe in magic or spells or curses—except when they reveal an ill-wishing that results in very human criminal behavior.  She does admire the mystic Margery Kempe, but what interests me about figures like Kempe and Julian of Norwich is the pain and depth of the visitations they record.

There may in fact be more things in heaven and earth than are dreamt of in our philosophies, but the paranormal has become like the ubiquitous puppy, kitten, or baby in the television advertisement:  it’s there because it sells.  Give me the story that does the harder work of creating a character who fails or succeeds without anything twinkling, sparkling, winged, or fanged, who faces conflict in the form in which we really find it—other people and, more often, ourselves.

sarah k http://sarahkennedybooks.wordpress.com

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Spring Syllabus for The Western Novel, Page and Screen

cowboy
English 295/380. The Western Novel: On the Page and on the Screen   Spr 2013 4cr.
MWTrF 1:25-3:25 Tues 1-6 R. T. Smith  rodsmith@wlu.edu  X8908  office hrs. 3:30-5:00 MWF

Students in The Western Novel will read the following seven novels of the American West and view films (Tuesday and Thursday afternoons) based on them:  Wister’s The Virginian, Clark’s The Ox-Bow Incident, Leonard’s Hombre, Portis’s True Grit, Hansen’s The Assassination of Jesse James by the Coward Bob Ford, McMurtry’s Lonesome Dove (Part I) and Parker’s Appaloosa.  After reminding ourselves of both the American westward expansion and early “frontier” texts by Cooper, Sedgwick, Crane, Twain, Harte and Zane Grey, we will begin to examine the literary record of western myths (complete with their politics and psychology) and their translations into film..
Topics of conversation will include structural and textual issues such as Romance and Reality, Convention and Invention/Type and Character, Social Darwinism, The Allure and Labor of the Margin, Landscape/ Inscape/Escape, Brotherhood of the Saddle, Hero and Antihero, Morality and Pattern, The American Adam, Myth-Making and Myth-Breaking, Ritual (Actual and Fantastic) and Law, Justice and Expediency.  We will focus on the employment of literary and cinematic strategies of setting, language, narrative trajectory, character construction and political subtext.  Each student will serve as facilitator of one in-class presentation/discussion focused on topics as varied as the impact of the Hayes Code on the laconic hero, the roles of women in Hombre, innocence and competence in True Grit, Centaurs: Horses and Men, modes of written communication within the western, impersonation and alias, hard law, humor in Lonesome Dove and collision of natural worlds and dream worlds.  These discussions (approximately 20 minutes each) will involve handouts, questions for classmates and, possibly, brief audio or visual aids.
Each student will write 2 or 3 papers of approximately2000 words each and take a final exam.

Note: 1.Texts and films in this course have been selected to focus on issues other than the Indian Wars for 2 reasons: to maintain emphasis on majority intraracial dynamics and to minimize overlap with Professor Smout’s 2012 “Cowboys and Indians” course. 2. Messages and questions for students will regularly be posted on the Snopes blog at shenandoahliterary.org.

Student Learning Objectives in English:

Students in English will learn how to
1. write clear, persuasive analytical essays driven by arguments about texts;
2. read closely, recognizing subtle and complex differences in language use;
3. seek out further knowledge about literary works, authors, and contexts, and document research appropriately, adhering to the highest standards of intellectual honesty;
4. broaden the range of literary texts and performances from which they can derive pleasure and edification.
In a FDR HL course, students
•    acquire knowledge about the cultural and historical context of literature;
•    learn to analyze various literary forms and complex and difficult language;
•    learn to read with imagination; and
•    respond critically to literature orally and in writing.

Course Requirements: All elements must be completed to pass the course. Failure of a single assignment indicates weakness, but if the student passes the course, he or she has been judged competent by the professor in the four stated course objectives.

20%    participation and attendance (includes discussion leader assignment, quizzes).
20%     The Good the Bad and the Ugly: Heroic Type and Trope, 2000 words.
20%    Violence: Catharsis or Confection, 2000 words.
20%    Multi-source (for 380 credit) paper on Community and Justice in 2 novels, 2000 words.
(200-level students may substitute a creative alternative.)
20%    Final Exam: 40 objective questions and one essay chosen from a list of three topics. Failure of the examination with a grade of 59 or lower results in the E grade (conditional failure). See the regulations governing removal of E grades in the course catalog.

Required Primary Texts:
Walter Van Tilburg Clark, The Ox-Bow Incident (Modern Library, ISBN 978-0-8129-7258-0-
50595)
Ron Hansen, The Assassination of Jesse James by the Coward Bob Ford (Harper, ISBN 978-0-
06-112901-8)
Elmore Leonard, Hombre (HarperTorch, ISBN 0-380-82224-5)
Larry McMurtry, Lonesome Dove (Simon & Schuster, ISBN 978-1-4391-9526-0)
Robert B. Parker, Appaloosa (Berkeley, ISBN 978-0-425-23365-8)
Charles Portis, True Grit (Overlook, ISBN 978-1-59020-459-7)
Owen Wister, The Virginian (Barnes and Noble, ISBN 13:978-1-59308-236-9)

Recommended Supplementary Texts:
John Cawelti. The Six-Gun Mystique Sequel (U. of Wisconsin Press/Popular Press, ISBN 0-87972-786-1)
Zane Grey. Riders of the Purple Sage (Dover, ISBN 0-486-42456-1)

Required Films:
Appaloosa (2008) Directed by Ed Harris [Ed Harris, Vigo Mortensen, Jeremy Irons, Rene Zellweger]
Hombre (1967) Directed by Martin Ritt [Paul Newman, Richard Boone, Diane Cilento, Martin Balsam,
Frederick March]
Lonesome Dove (1989) Directed by Simon Wincer [Robert Duvall, Tommy Lee Jones, Danny Glover,
Diane Lane, Robert Urich]
The Assassination of Jesse James …. (2007) Directed by Andrew Dominick [Brad Pitt, Casey Affleck,
Sam Shepard, Zooey Deschanel, Mary Louise Parker]
The Ox-Bow Incident (1942) directed by William Wellman [Henry Fonda, Harry Morgan, Anthony
Quinn]
The Virginian (1946 ) Directed by Stuart Gilmore [Joel McRae, Brian Donleavy]
True Grit (1969) directed by Harry Hathaway [John Wayne, Kim Darby, Robert Duvall]

Reading and Discussion Schedule:

M (4/22) Wister, The Virginian
Tu    Wister, The Virginian [workshop: Topic and Thesis, Needle and Needle’s Eye]
Screening, The Virginian
W      Wister, The Virginian & Clark, The Ox-Bow Incident
Th        Screening: The Ox-Bow Incident
F    Clark, The Ox-Bow Incident [workshop: Plagiarism: Common Sense and Common Knowledge]
*
M    Leonard, Hombre [workshop: Quotation: Incorporation and Attribution]
Tu     Leonard, Hombre  {paper # 1 due}
Screening: Hombre
W         Portis, True Grit
TH       Screening: True Grit
F    Portis, True Grit
*
M      Hansen, The Assassination of Jesse James… (Part 1)
Tu    Hansen, The Assassination of Jesse James… (Part 2)
Screening: The Assassination of Jesse James …
W        Hansen, The Assassination of Jesse James … (Part 3, Chpt. 6) {paper # 2 due for 380}
Th       Screening: Lonesome Dove
F         Hansen, The Assassination of Jesse James … (Part 3, Chpt. 7)
*
M     McMurtry, Lonesome Dove
Tu    McMurtry, Lonesome Dove {paper # 2 due for 295}
Screening: Lonesome Dove
W      McMurtry, Lonesome Dove {paper #3 due for 380}
Th        Screening: Appaloosa
F    Parker, Appaloosa

Comprehensive Final Exam

Recommended Books:

Bold, Christine. Selling the Wild West: Popular Western Fiction 1860-1960
Cawelti, John. The Six-Gun Mystique Sequel.
Durham, Philip (Ed.). Seth Jones and Deadwood Dick on Deck.
Emmert, Scott D. Loaded Fictions: Social Critique in the Twentieth Century Western.
Fenin, George, and William K. Everson. The Western, From the Silents to the Seventies.
French, Philip. Westerns: Aspects of a Movie Genre.
Fussell, Edwin. Frontier: American Literature and the American West.
Halloway, John. Dime Novel Desperadoes.
Hamilton, Cynthia. Western and Hard-Boiled Detective Fiction in America: From High Noon to Midnight.
Klein, Marcus.  Easterns, Westerns and Private Eyes: American Matters 1870-1900.
Limerick, Patricia. The Legacy of Conquest: The Unbroken Past of the American West.
Lyon, Thomas J., et. al. Western Literature Association. Updating the Literary West.
Mitchell, Lee Clark. Westerns: Making the Man in Fiction and Film.
Remington, Frederic.  173 Drawings and Illustrations.
Seagroves, Anne. Soiled Doves.
Slotkin, Richard. Gunfighter Nation: The Myth of the Frontier in Twentieth Century America,
Smith, Henry Nash. Virgin Land: The American West as Symbol and Myth.
Steckmesser, Kent Ladd. The Western Hero in History and Legend.
Stiles, T. J. Jesse James.
Thompkins, Jane. West of Everything: The Inner Life of Westerns.
Tuska, Jon. The Filming of the West.
Yeatman, Ted P. Frank and Jesse James

Suggested Further Novel Reading/Film Viewing
All the Pretty Horses
Blood Meridian
Dances with Wolves
Shena
Hondo
Jeremiah Johnson
Last Stand at Saber River
Little Big Man
The Missing
Monte Walsh
The Shootist
True Grit (Coen Brothers)
Policies and Procedures: House Rules

Lateness Policies: Please take paper deadlines seriously.  Do not send me email attachments; submit papers on paper, in my box in Payne Hall (or Shenandoah office, depending upon where class meetings are held).  I mark down (a full grade per day) for late work.  Weekend days are real days. Keep a hard copy of every piece of work you hand in.  Don’t trust the cloud, a hard drive, university drive, or jump drive as a backup.  If I should misplace a paper, I will expect you to provide another copy of your essay upon request, without delay.

Reading quizzes will be instituted if I feel that discussions are not sufficiently lively or participatory.

Paper Format:  Use MLA style. Please consult Joseph Gibaldi, MLA Handbook for Writers of Research Papers. Use normal (one inch) margins and true double-spacing throughout.  No essay is complete without page numbers. Use your word-processor’s word count feature, or check one page and estimate the length of your paper.  Too many words are scarcely better than too few.

Participation: Simply attending class does not guarantee a passing grade in participation.  You must show up on time and actively participate in the discussion of the works. A person who never misses class, but seldom speaks, may fail the participation component of the course. If you have to be absent, submit a written comment on the reading ahead of time to secure participation credit. The participation part of the grade depends upon your active engagement.  It is not calculated in points, but assessed holistically.

Attendance: Faithful attendance in class is required to pass the course. Absences can cause course failure even when you are passing other elements of the work in the course. Court dates, early flights or rides, and interviews constitute unexcused absences. Missed classes for athletic contests and practices are not automatically excused absences, as per the “Class Absence Policy and Procedure,” which states “Student-athletes are not automatically entitled to exemptions from class attendance.” See the instructor ahead of time if you know you must miss class: he can instruct you on a substitution for your participation. Given the compressed time frame of this academic term, an absence can precipitate a free fall.  Documented illness or family tragedy excuses an absence, but the student needs to find out in detail what happened in the missed sessions.

Social Media: Cell phones should be turned off during class meetings.  Laptops, which are welcome for purposes of note taking or quick search for answers to questions of information,  should not be displaying or set to toggle to social media or shopping sites.  Surreptitiously surfing or networking during class is an insult to your classmates and instructor.

Fine Dining: Students are welcome to bring water or other non-alcoholic drinks to class, but snacks should not be consumed during class time.

Make-up Screenings:  Screenings are class meetings, but under emergency circumstances, it is possible to arrange to view DVDs in the library. The library has copies of the films the professor requires.

Final Exam: An objective and essay test, which will not be given early for any reason. Take this test seriously: if you fail it, you get an E in the course.

Pass/Fail? Not available.

Incompletes: Only in cases of extreme medical circumstances.

First paper (subject to negotiation)
The Good, the Bad and the Ugly: Heroic Type and Trope
The traditional western story involves a character who must encounter trials which measure his physical and moral courage, allowing the reader to see his behavior as heroic and his role as that of “the hero.”  However, each author we study will have his own ideas about what constitutes heroism and how a hero must behave in order to become admirable to both the other characters in the book and the reader outside the book.  This is a paper about how a general concept (in this case “the hero”) gets modified and modulated to suit the purposes of a particular narrative (in this case a specific novel).  In some respects it is a definition essay which explores how an author creates his own meaning by associating the concept with particular terms, objects, metaphors and ritual actions and by the concept’s difference from conflicting terms, etc.  By the time this essay is due, the class will have read and discussed three novels, each involving one or more major characters whose decisions and actions occur in the context of both physical and moral consequences, as well as danger to the focal character and those around him.  Each student should select one “heroic” character, define the sense in which this character qualifies as hero and demonstrate how the author creates situations which become trials and other characters whose words and deeds confirm, amplify, dispute or otherwise shape this character’s opportunities to reveal his heroic traits.  The characters in the book may have conflicting ideas about the nature of heroism, and both citations of text and summaries of episodes will constitute the evidence for the student writer to analyze.  This is not an opinion paper designed to express the writer’s judgment of the actions of characters or motives of an author, but an analysis intended to explore and explain how a novel is shaped to promote a particular set of “heroic” words and actions with some attention given to the timing and structure of crucial episodes that weave together the plot sequence and the full revelation of the heroic character’s identity.

Second Paper (subject to negotiation)
Violence: Catharsis or Confection
The second written assignment will be to select and analyze keynote violent scenes in either True Grit or The Assassination of Jesse James by the Coward Bob Ford and to generate a paper discussing the rhetorical tactics and implied attitudes and their role in construction of the novel’s texture and themes.  Students should employ the practice of close reading (handout) to identify and analyze the language of action, description and dialogue in terms of pace, degree of graphic depiction, figurative language and syntax, all in service of determining the consequences of this treatment of violence in the novel.  An overriding question that should permeate the investigation is: To what degree is the violence contributing to the aesthetic sensibility of the narration, and to what degree is it conforming to formulas and clichés?

Third Paper
The final written assignment will be a multi-sourced paper focusing on the rituals and
Language of justice within the context and communities of two novels read in the course.

Internal Benchmarking Standards for Essays in English 380    Keen (based on Braunschneider)

Most students encounter a significant shift in grading standards when moving from 299 to 300-level English courses. The following guidelines are intended to clarify the significance of the letter grades used in this class. Writing literary analysis is an inescapable requirement of this HL English course.

keywords

unsuccessful    F:    This essay is unacceptable college work.  It indicates a gross lack of preparation for the assignment.  This grade also applies to a plagiarized essay.

weak, poor    D:    This essay resembles an unrevised draft.  It does not clearly articulate or develop a focused thesis; it makes illogical, unsupported claims; the organization is confusing or obscures lines of logic.  It may jump from topic to topic without apparent reason.  The diction is likely to be repetitive and imprecise.  There may be serious, distracting mechanical or grammatical errors.

fair, ok, adequate    C:    This essay has potential but falls short, struggling with one or more of the areas in which the B paper succeeds.  It fulfills the assignment, staying on its topic, but does not offer a clear analysis of that topic.  Its thesis may be clear but not focused or not debatable (too obvious).  The argument may be vague, inconsistent, simplistic, or self-contradictory; ideas may be buried and the connections between them obscure.  Paragraphs may be lacking development, and the organization may hinder effective development of the thesis. Transitions may be missing. This essay may contain several grammatical and mechanical errors or a pattern of error.

B-: pretty good
B: good    B:      This is a strong essay that demonstrates careful thought and planning. It fulfills the assignment well. It coherently argues a clearly stated, compelling thesis, offering sufficient supporting evidence and attending to the complexities of the object of analysis.  Throughout the paper, the claims are insightful and well substantiated, and the diction is precise and thoughtful.  Paragraphs are well developed, transitions clearly mark the direction of the argument, and the organization serves to elucidate the thesis.  It contains few mechanical or grammatical errors.
B+: very good

excellent, superb    A:    This essay is outstanding, excelling in all of the areas in which the B paper succeeds.  It successfully takes risks and pushes the bounds of its topic.  The thesis is complex, focused, and insightful; the argument is persuasive and thoughtfully elaborated, using especially well-chosen evidence; and the writing style is lucid, engaging, and smooth.  This essay contains very few mechanical errors and no ungrammatical sentences.

THIS SYLLABUS IS OUR MAP, AND WE MAY WANDER, BUT ONLY TO OUR BENEFIT.  Stay tuned.

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Short Shorts, Flash Fiction, Sudden Fiction

Flash, Flesh, Flush, Fish or Cut Bait?

Reading my way through the 500+ entries to the Bevel Summers Short Short Story Contest, I’ve been coming to a better understanding of the elements, besides brevity (that “soul of wit”), I respond to and which in this genre or sub-genre compensate for the loss of heft, development, grandeur, abundance.  The thrift part is obvious — the funeral meats must serve as wedding treats, no time for a second round in the kitchen, compression and accelerant, even smoke and mirrors.  But I think a twist, a slipknot, an oddity that results in surprise and disorientation can really overthrow the reader’s standard expectation in matters of pace, pitch, duration and provide a satisfying substitute.  Perhaps an incongruity accepted as matter-of-fact provides the key, perhaps a character or scene (not room for many scenes) which might not be bearable or credible across the span of a 6,000 word story.  Or a whispery secrecy that exaggerates the normal text-to-subtext ratio.  But they’re not all stunts, not all self-conscious sideshows.  Some short shorts actually manage to perform that greatest of the short story’s potential feats — to reveal the full person by just showing the thumbprint.

flash fic
Our Bevel Summers contest allows for no story longer than 1000 words, which is pretty stingy, but it’s not hard to think of really fine and familiar, nearly canonical stories that don’t exceed that scale by far — Cheever’s “Reunion,” Kincaid’s “Girl,” Beattie’s “Snow,” Garcia Marquez’s “One of These Days,” Carter’s “The Werewolf,” Carver’s “Popular Mechanics,” Chopin’s “The Storm,” Oates’s “Politics” and “Happy,” Wolff’s “Powder,” Hemingway’s “A Very Short Story,” Ozick’s “The Shawl,” Robison’s “Yours,” Vivante’s “Can-Can,” Jane Martin’s brilliant “Twirler,” Banks’ “The Neighbor,” Williford’s “Prendergast’s Daughter,” Faulkner’s . . . well, you’ve got me there, but there are others.

Some of the stories named above employ radical structural tactics, others feature eccentric narrators or extremes of diction, a few twist a simple plot ingeniously, but some are as matter-of-fact and lacking in gymnastics as anyone can imagine.  They’re simply so confident, bold (even if in their modesty) and exacting that they seem to be written in lightning.  Those are the stories I’m looking for as I winnow from the original entries to a group of 20-25 semi-finalists.  It’s not easy, but every day my respect for those who succeed deepens.

By early June, we hope to announce a winner and the runners-up, which I’m already sure will all make our readers winners.  For now, back to the bale of submissions.  You can imagine Sisyphus happy.

Lightning_strike_jan_2007

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A Farewell to Arms, An Introduction to Hemingway

This past week I finished reading Hemingway’s A Farewell To Arms and now feel as though I have a grasp on the author. Or at least I am beginning to. My understanding of Hemingway has not come as easily as with other authors, such as Fitzgerald, whose writing is immediately extraordinary and imaginative. Hemingway writes in stark observations. His images are short and his commentary often brief and evaluative. Sentences such as  “it was good,” or “I felt happy” are a common formula to the author’s writing and thus it becomes difficult and at times overwhelming to detract the true emotion of the writing. In A Farewell To Arms, Hemingway writes of the War, as is common with many writers of the modernist period; however, his portrayal is so immediately juxtaposed with romance that the latter subject becomes in some ways triumphant if only for its resilience.

Perhaps the most profound aspect of the novel is Hemingway’s commentary on language itself, spoken by means of the narrator Lieutenant Frederic Henry. He confesses,

“I was always embarrassed by the words sacred, glorious,

and sacrifice and the expression in vain. We had heard them,

sometimes standing in the rain almost out of earshot, so that

only the shouted words came through, and had read them,

on proclamations that were slapped up by billposters over other proclamations…” (185).Farewell_to_Arms

Within this passage, Hemingway prescribes futility of expression as the ongoing ailment of the modernist period. War has created a terrible sense of meaninglessness and therefore words such as sacred, glorious, and sacrifice, have become vague and incoherent. In fact, they are indicative not of substance but of its opposite, commercialism. These words suggest propaganda rather than truth and for that reason they do not appear within Hemingway’s writing. These “obscene” words cannot be taken literally and are unproductive in light of warfare. Hemingway provides a code with which to understand his writing as well as the starkness of society, one that suffers from lack of meaningful expression and instead thrives on the concrete, “the numbers of regiments and the dates” (185). And yet in the midst of this bleak situation arises his romance with Catherine Barkley. Hemingway’s development of this story is profound its in authenticity despite the cynicism of the narrator and his limited expression. This resilient prose is perhaps most effective for its ability to reveal vulnerability, the fragile interior of a war-torn state.

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BEVEL SUMMERS PRIZE CLOSED

The deadline for the Bevel Summers Prize for the Short Short Story has passed.  Since the response was strong (over 500 stories), it will take some time to judge.  The winner will be announced in June.

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The Zuckerberg Seances

seance

In March of 1848 the Foxx sisters of Hydesville, NY convinced their family and neighbors that they had succeeded in discoursing with the dead.  Although the girls later admitted it was all a hoax, they were able to persuade reasonable adults that the knocking, rattling and voice-altering strategies contrived for their own amusement were actually messages from beyond the grave, and as folly will, the practice spread, gaining substantial momentum at the beginning of the American Civil War with its thousands of newly dead and millions of grief-stricken relatives and friends desperate for some last words from their late loved ones.  The practices of such chicanery – complete with hidden accomplices, floating sheets, scraping furniture and effusions called “ectoplasm” – even found ratification in the White House, where Mary Todd Lincoln was inconsolable over the death of her son Willie.  Later, she would seek to communicate with Father Abraham on The Other Side.  The spectral malarkey continued to thrive (though not without the occasional accompaniment of chicken feathers and hot tar, as the industry spawned a contrary debunking industry as well) in some regions until the First World War, which supplied a new surge of gullible bereaved.

 When James Merrill (the literary connection here) presented us with The Changing Light at Sandover (the Ouija board being just another medium through which the dead were supposed to express themselves), the board was already relegated to the status of a toy or parlor game (mass produced by Hasbro).  But as a trope, it was ingenious and infectious, luring many into willing suspension of disbelief, though few readers took up the planchette to converse with the likes of Napoleon, Sophocles, Cleopatra and their own ancestors.   Merrill himself, by the way, before he died recommended that people find better ways to squander their time.

 In the light of this history (familiar to me because I once wrote a story about a Ouija-foolish woman and because I recently spent a year reading about Mary Lincoln), I have been surprised to discover that Americans have turned to Facebook in an attempt to converse with the dead.  Granted, I’m immune to almost all the fun and frolic most devout Facebookers experience, but this one was, well, beyond the beyonds for me: educated adults who vote, drive, reproduce, golf and even wash their socks sending messages to their lost love ones on Facebook.

 Maybe I’m one of the last skeptics concerning the powers of Facebook, but I see only three viable possibilities.  It’s conceivable that those posting such spectral memos are simply grief-addled, which is perfectly understandable among very close survivors – lovers, family, confidantes.  Or perhaps this posting involves a kind of display mourning (see me being sensitive), which amounts to a contorted species of self-promotion.  Finally, some may believe that Mark Zuckerburg has actually succeeded where previous aspiring spiritualists have failed: he has created a platform which facilitates communication with those beyond the grave.

 I’m open to persuasion on any of these options and can easily understand the first, but if such messages as “Still thinking of you, bro,” really do either provide evidence of sensitivity or do in fact find their way to the ears (or spectral organs of hearing) of the departed, how’s it work?  Inquiring minds . . . .

 Admittedly, I am equally mystified by other contemporary funerary traditions, such as stenciling the name of a departed loved one on a Toyota windshield, but then neither have I understood wasting a good ship on a dead Viking or burying numerous doll-like shabti with a deceased pharaoh.  Aiming at the practical, I believe, I have asked my wife to, when it’s clear that I’m really dead, have my remains burned.  To get a head start, as my own fragile belief system would suggest.shabti

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“Shenandoah” from an Intern’s Perspective

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One of the great things about becoming an online journal is that our digital presence has expanded. We have the opportunity to present new information and viewpoints about what it is like to work at a literary magazine and create more revenues for potential contributors to Shenandoah to get to know what it is we look for.

This winter, I directed and produced the video Welcome to Shenandoah that features our Washington and Lee University Student Interns as well as our Editor RT Smith in our “natural habitat.” What really struck me while making this video is how much interns here really get to contribute to ShenandoahWe have the opportunity to put our education to use and see the reality of what it is like to sift through the slush pile (or file) and find that submission that captures our imaginations and send it on to the editorial table. Everyone wears multiple hats and gets to see what aspects of publishing we are most suited for. Our editor makes a point to give us interesting tasks like make a promotional video or organize poetry audio recordings for the new issue.

When I first thought about going into publishing I had this idea in my head of what it would be like to work as an editor. Now, while I still enjoy reading submissions on Submittable, I find that the publicity side is the right fit for me. I am the type of person that loves to promote my new favorite book to friends and try to get the word out there about a book. I love reading reviews from Kirkus Reviews, Publishers Weekly, School Library Journal, Booklist, etc.. As a senior I am excited (and nervous) to try to break into the publishing industry because, lets face it, publishing is extremely difficult to break into, for both writers and publishers. Fingers crossed.

For those of you who are interested in what it is like to work in publishing, we have a treat for you! Check out the tumblr “LIFE IN PUBLISHING” edited by an anonymous New York City Blogger who has a knack to find videos that pinpoint what it is like to work in publishing. This blogger has got some real gems, check it out, and be ready to laugh!

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Happy St. Patrick’s Day!

In honor of St. Patrick’s Day, I want to highlight an Irish poet, William Butler Yeats.  Yeats was born in Dublin in 1865 and was raised in both County Sligo and London.  Although his father was a successful artist, Yeats chose to pursue poetry instead of painting.  A major Irish nationalist, Yeats began to participate in the Irish Revival movement, which resisted the many pervasive effects of English dominance and sought to advance Irish culture.

95c40/huch/1907/7Some of his collections include The Wild Swans at Coole, Michael Robartes and the Dancer, The Tower, The Winding Stair and Other Poems, and Last Poems and Plays.  The following poem, “An Irish Airman Foresees His Death,” was initially published in The Wild Swans at Coole in 1919.  The speaker is an Irish pilot in World War I who faces impending death.  This poem demonstrates his Irish nationalism, as the Irish fought for the English during their own battle for independence.  This brief poem also has a relatively basic structure.  The lines are written in iambic tetrameter and have an abab rhyme scheme.

I know that I shall meet my fate
Somewhere among the clouds above;
Those that I fight I do not hate
Those that I guard I do not love;
My country is Kiltartan Cross,
My countrymen Kiltartan’s poor,
No likely end could bring them loss
Or leave them happier than before.
Nor law, nor duty bade me fight,
Nor public man, nor cheering crowds,
A lonely impulse of delight
Drove to this tumult in the clouds;
I balanced all, brought all to mind,
The years to come seemed waste of breath,
A waste of breath the years behind
In balance with this life, this death.

His writing was heavily influenced by Irish heritage, especially traditional folklore and mythology.  Maud Gonne, a female Irish nationalist, also impacted his literature.  Ezra Pound became another one of his influences after 1910.

Yeats was both a literary and political figure in Irish culture.  In 1922, he was selected to be an Irish Free State senator.  Yeats also established the Abbey Theatre in Dublin andsham became a notable playwright.  Considered one of the foremost poets in both Ireland and the world in the twentieth century, Yeats received the Nobel Prize in 1923.  He passed away in 1939.

The biographical information was found on www.poetryfoundation.org and www.poets.org.

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Herman Melville

ahwthornseAn earlier blog post addressed where writers find their inspiration. As a college student, my inspiration usually comes from a specific prompt, rather than an open-ended opportunity to seek out new inspiration. The idea of writer inspiration drew me to one writer in particular, nineteenth century author Herman Melville.

Melville idolized Nathanial Hawthorne and did not hide that fact.  When the two met, Melville discovered his literary ideal in Hawthorne and proceeded to write “Hawthorne and his Mosses,” an essay that reveals Melville’s view of Hawthorne’s exceptional literary skill. Hawthorne, several years Melville’s elder, had yet to write The House of the Seven Gables, which he completed in January 1851, but Melville had already been struck by the author, only contributing to his utter adoration when The House of the Seven Gables surfaced. Melville remarks in “Hawthorne and his Mosses,” “It is curious, how a man may travel along a country road, and yet miss the grandest, or sweetest of prospects, by reason of an intervening hedge, so like all other hedges, as in no way to hint of the wide landscape beyond.” In dissecting the very nature “concerning the enchanting landscape in the soul of this Hawthorne,” Melville is brutally aware of the “intervening hedge” present throughout Hawthorne’s works in the form of emotional awareness and sensitivity. Melville’s appreciation for Hawthorne’s work appears in his story “Bartleby, The Scrivener,” which appeared in Putnam’s monthly magazine in 1853, giving the author plenty of time to consider Hawthorne’s The House of the Seven Gables. In his essay, “Hawthorne and His Mosses,” Melville reveals “you will almost always find that the author himself has somewhere furnished you with his own picture (31).” Melville withholds vitality in Bartleby, a literary technique that responds unquestionably to his adoration of Hawthorne’s emotional animation. Melville seeks to entice and fuel a certain thirst for emotion, one that he quenched through reading Hawthorn’s work. Therefore, the stagnancy in Melville’s work directly relates to his response to Hawthorne’s work. Melville’s attraction speaks to the theme of writer inspiration and may account for much of his literary technique.

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The Great Gatsby: “Can’t repeat the past?… Why of course you can!”

I recently read The Great Gatsby in my English 368 class with Professor Conner.  I remember reading this “Great American Novel” during my sophomore year of high school.  My reading of the book then was definitely a little “sophomoric.”  It is amazing to me how much more I understand and am able to glean from the novel at the college level.greatgatsby-cover  Professor Conner, who has read it upwards of fifty times, discussed how different we look at books each time we read them.  As we grow older, we reread literature with new eyes.  In high school, I did understand some of the symbolism and use of colors throughout the novel.  Daisy is characterized as pure white, an innocent flower in Gatsby’s eyes.  Myrtle, Tom Buchanan’s mistress, wears a cream colored dress, which Nick describes as a “costume.”  In the presence of millionaires and away from the Valley of Ashes, her vitality quickly transforms into “impressive hauteur.”  Fitzgerald uses critical language, describing her as “more violently affected moment by moment.”  While Daisy was born into the world of old world wealth, Myrtle is the wife of George Wilson, the owner of an auto shop.  Nick, caught between these two worlds, observes these contrasting female characters throughout the book.  They can be considered as women emblematic of innocence and experience, the polar ideals that Fitzgerald also applies to his commentary of the American nation.

The image of a young Daisy is preserved in Gatsby’s mind; she is the idealized object of his hopeless love.  During their climactic confrontation in a New York hotel room, Gatsby begs Daisy to tell Tom that she never loved him and has only loved Gatsby all of these years.  Gatsby desperately wants Daisy to wipe away her marriage to Tom, erasing that time in her life.  Attempting to return her to the idealization he clings to in his mind, he longs for the pure, innocent female archetype.  Daisy, however, admits she has loved both men, crying that Gatsby “[wants] too much.”  Unable to handle this heated confrontation, Daisy speeds off in Gatsby’s car and accidentally kills Myrtle Wilson.  Daisy is truly not the innocent flower that Gatsby envisions.  the-great-gatsby-david-lloyd-gloverMyrtle is portrayed very differently throughout the novel.  Myrtle, who has an affair with Daisy’s husband, is described as possessing a sensual vitality.  She is the symbol of experience, using her sexuality to advance her social status and to live a life away from the depressed valley of ashes.  The roles of innocence and experience are shifted after Myrtle’s death: Myrtle is the victim, the woman who faces the violence and corruption of this elite world.  Daisy’s image is tarnished; she is no longer the fairy tale that Gatsby has clung to for so many years.

An adaptation of The Great Gatsby, a film by Baz Luhrmann, will be released this May.  Washington and Lee has also embraced this cornerstone of American literature.  The Fancy Dress 2013 theme, “A Night at Gatsby’s,” was recently announced.

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