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Purpose and Process in Teaching Literature Gregory Grene Submitted in Partial Fulfillment of the Requiremen Readings of Reading: Purpose and Process in Teaching Literature Gregory Grene Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2021 © 2020 Gregory Grene All Rights Reserved Abstract Readings of Reading: Purpose and Process in Teaching Literature Gregory Grene What do we hope to teach in teaching literature, and how can we best serve that purpose? These are questions that are no less urgent than they are fundamental, and should, in fact, be constantly in our minds as we engage in our practice. This discussion will entail a conversation between the theories behind, and the process of, teaching literature to adolescents, with a series of observations and thoughts rooted in specific texts and classes. I will start by querying how we define our mission, and then situate this debate in its historical context. I will look at how current influences are affecting this mission, before examining in a more granular sense how we attempt to trace progress and process. I will root this discussion in both theory and practice, utilizing my own teaching and extant student artifacts. I will argue that the elliptical nature of the process means that our assessment must be multifaceted, and that a mirror elliptical approach on our end can yield richer understandings, for both teacher and students. Table of Contents Acknowledgments ........................................................................................................................... v Dedication ....................................................................................................................................... vi Preface ............................................................................................................................................. 1 Chapter 1: Purpose and Process in Teaching Literature .................................................................. 8 1.1 The Protean Goal ................................................................................................................. 10 1.2 Apologizing for Shakespeare .............................................................................................. 12 1.3 Envisioning a Mission and Defining Success ..................................................................... 14 1.4 The Purpose and Approach of this Study: Conversation and Reflection ............................ 16 1.5 A Miltonic Meditation on Teaching, Knowledge, and Learning ........................................ 17 1.5.1 “You’re a serpent; and there’s no use denying it.” (Lewis Carroll, 1865) ................. 17 1.5.2 The SataniC Sestina ....................................................................................................... 29 Chapter 2: Background: A Narrative of Teaching Literature ........................................................ 31 2.1 The Precursors ..................................................................................................................... 31 2.1 The Concept of Canonicity .................................................................................................. 33 2.2 The Rise of Teaching Literature and Its Tensions ............................................................... 36 2.3 Close Reading, from Richards to Rosenblatt ...................................................................... 42 2.4 Deeper into Rosenblatt’s Woods: Eco, Model Readers, and Teaching Literature .............. 57 Chapter 3: Teaching Literature’s Universal Truths in an Identity Centrifuge .............................. 68 3.1 The Rise of Identity Politics ................................................................................................ 69 3.2 Setting the Stage for Identity Politics in Secondary Education ........................................... 72 i 3.3 Identity Politics and Canon ................................................................................................. 74 3.3 Dynamics of Teaching and Identity Politics ....................................................................... 79 3.4 In Conversation with bell hooks: Janet Miller, “English education in-the-making” ........... 89 3.5 In Conversation with bell hooks: Ruth Vinz, Teaching and the (Auto)biographical lens ... 92 3.5 Reflection: Identity in Practice ............................................................................................ 94 3.6 Interlude: A Mythical Meditation on (Toxic) Masculinity ................................................ 101 Chapter 4: Student Literary Interpretation: Perceiving Growth .................................................. 106 4.1 A Framing Intertext: Moffett’s DeteCting Growth in Language ....................................... 106 4.2 Teaching in Practice: Applying Moffett to the Lived Experience ..................................... 116 4.3 In-class Response: Reading Aloud and Daily Epiphanies ................................................ 119 4.4 Student Analysis: Context and Process ............................................................................. 122 4.5 Student Verbal Analysis: Senior Seminar, Camus, The Stranger ..................................... 125 4.6 Student Verbal Analysis: a cross-class study and the role of intertext .............................. 133 4.6.1 VoiCes Full of Money: TransCripts Can Be Revelatory…. ......................................... 135 4.6.2 Case Study One: Gatsby and Fellowship ................................................................... 138 4.6.3 Case Study Two: Diamonds on the Soles of Her Shoes .............................................. 144 4.7 Student Traditional Written Analysis ................................................................................ 151 Chapter 5: Elliptical Insight: Aesthetic Reading and Creative Response ................................... 159 5.1 Prelude ............................................................................................................................... 159 5.2 Purpose and Positionality .................................................................................................. 160 5.3 Composition as Solution: Creative Response and Elliptical Insight ................................. 162 5.4 Exploring Student Creative Response ............................................................................... 170 ii 5.4.1 Reduction: The Six-Word Memoir .............................................................................. 170 5.4.2 Personal Literary Essay ............................................................................................. 176 5.4.3 Narrative VoiCe: PastiChe as Creative Response ....................................................... 179 5.4.4 PoetiC Response: From Essay to Sestina .................................................................... 181 5.4.5 Prose Response: From Short Story to Short Story ..................................................... 187 5.4.6 Cross-Literary Genre Response: From Short Story to Poetry ................................... 194 5.4.7 Cross-Genre Response—Ekphrasis: From Visual Art to Short Story ........................ 201 5.4.8 Cross-Genre Response/Reverse Ekphrasis: From Novel to MusiC ............................ 206 5.5 Response to Creative Response: Student Reactions, Teacher Observations ..................... 210 Conclusion/Implications .............................................................................................................. 214 References ................................................................................................................................... 219 Appendix A: Free Verse Introduction, Sophomore English ....................................................... 225 Appendix B: Class Transcripts .................................................................................................... 230 B.1 Senior Seminar, Camus ..................................................................................................... 230 B.2 Cross-Class Study and Intertext Analysis ......................................................................... 252 Sophomores, AmeriCan Lit “A-Band,” Chapter 6 Gatsby/Fellowship ............................... 252 Sophomores, AmeriCan Lit “B-Band,” Chapter 6 Gatsby/Fellowship ............................... 270 Sophomores, AmeriCan Lit “A-Band,” Chapter 7 Gatsby/Diamonds ................................. 291 Sophomores, AmeriCan Lit “B-Band,” Chapter 7 Gatsby/Diamonds ................................. 309 Appendix C: Student Essay ......................................................................................................... 328 Appendix D: Personal Literary Essay, “I’ll Catch Up to You” ................................................... 334 Appendix E: Creative Response and Pastiche ............................................................................. 339 Appendix F: Student Responses to Creative Response ............................................................... 348 iii Appendix G: Subversive Fairy Tale ............................................................................................ 360 iv Acknowledgments The most profound thanks and gratitude to Ruth Vinz and Sheridan Blau, whose contributions to this dissertation, and to my teaching, are as immeasurable and profound as their unswerving support and kindness are beyond value. Warmest thanks to my additional committee
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