My newest hobby is teaching English Composition I and II at the local community college. I applied for this job last year, before I realized how quickly a school day can pass, because I thought that if I were putting the kids in school I should at least try to earn part of their tuition to make up for quitting home schooling. At that time, no adjunct positions were available, but a little less than a month ago one of the fulltime faculty members abruptly retired because her husband’s health was in decline. The dean of the English department remembered me from last year, and he called to ask if I could take over all of her classes. That was more than I could handle, so I declined, but when he called back to ask if I could teach 2 classes, I jumped at the chance.
The pay doesn’t cover much of the school tuition – in fact, it doesn’t cover the cost of one kid - but I love it. I love reading the stories and the student essays and spend hours going over the stories in the text and criticism and meticulously correcting papers. But I’m afraid the students aren’t loving me. Not one class has gone as I expected, mainly because only about 3 students per class do the assigned reading. Fortunately, they help move the conversation along when I lack direction.
Having an overarching theme for the class would help maintain focus – I need a thesis statement! Having a theme would also help me with the struggle to decide which stories to assign. When I took over the class they were reading
Hamlet, but since we left the drama section behind, I’ve spent a lot of time spinning my wheels in a state of indecision over which stories to assign.
Today we were to discuss were Hawthorne's "Young Goodman Brown" and "Greasy Lake,"by TC Boyle. The topic was supposed to be the importance of setting to these stories. I’m not sure if it were a good thing or a bad thing to have assigned two stories with such similar themes and settings, but I’m afraid I left the class with the impression that all human beings are depraved and that being an adult means recognizing the depravity of the human soul. Now this is not at all the message that I meant to convey; the discussion just seemed to focus on the ugliness described in these two stories instead of the moment of the sunrise in the TC Boyle story and the unchanged beauty of Faith in Hawthorne's. I forgot to call attention to the fact that she still has her hat with the pink ribbons when Young Goodman Brown wakes up/comes out of the forest. She still runs up to embrace him; he scorns her, not the other way around.
What I need to do is now pick a couple stories with that don’t focus on depravity. One is going to be the "Gift of the Magi," which may still be ubiquitous on high school reading lists, but if most of the students have read it earlier, maybe they’ll have something say. I want a few hopeful ending stories, but many, if not most, of the stories in the anthology (edited by Dana Gioia and X.J. Kennedy) end with death and despair. We read Willa Cather’s “Paul’s Case,” Alice Walker’s “Everyday Use” and Tillie Olsen’s “I Stand Here Ironing” for Wednesday, and then I have to choose 8 more stories. One will be Flannery O’C’s “A Good Man is Hard to Find,” but after that I’m having trouble limiting my choices. So many good ones, but I can barely talk about one story, let alone 3, per class. As the syllabus is set up, we have two weeks more to talk about short stories, and only 4 classes for poetry before review week. I guess for the short poetry unit I’ll assign each day a period: Ancient/Medieval, Neoclassical, Romantic, Contemporary.
The short stories in the textbook are arranged according to elements of fiction. We’ve covered Fable, Fantasy, and Plot with a couple fables, Grimm’s “Godfather Death” and Poe’s “The Tale Tell Heart.” Then we “discussed” Point of View in Faulkner’s “A Rose for Emily,” Carver’s “Cathedral,” and Updike’s “A&P” and Setting with the above mentioned stories. Theme was the topic for Wednesday. Left to talk about are Characterization, Irony, Diction, Tone and Mood, Symbols and Motifs. I’m trying to pick stories across a variety of periods and cultures, but the book has more contemporary female authors than anything else.
Any votes for a top 8 out of these choices?:
Faulkner's "Barn Burning" and Welty's "Why I Live at the P.O." both have regional significance as does Kate Chopin’s “The Storm,” but we did Faulkner already, and I don't love that Welty story.
Tim O’Brien’s “The Things They Carried,” Jack London’s “To Build a Fire,” Ernest Hemingway’s “A Clean, Well-Lighted Place,” and Ambrose Bierce’s “Occurrence at Owl Creek Bridge” have macho appeal. Ralph Ellison’s “Battle Royal” is in that category also. Joyce’s “Araby” and D.H. Lawrence’s “The Rocking Horse Winner” have name recognition. Another masculine story is Ha Jin’s “Saboteur,” which is new to me, but I really liked it and think the students would like it, too.
As for multicultural themes, I also liked Jhumpa Lahiri’s “Interpreter of Maladies” but that’s one the students might find boring. Jamaica Kincaid’s “Girl” was on the previous teacher’s list, but that was another one I didn’t care for. Margaret Atwood’s “Happy Endings” also doesn’t appeal to me. I see the cleverness of Joyce Carol Oates’ “Where Are You Going, Where Have You Been,” but am hesitant to have yet another look at the dark side of life. I'd rather do Alice Munro’s “How I Met My Husband” but is it top 8 material?
Like O. Henry, Shirley Jackson’s “The Lottery” may be one students are familiar with; both seem to be so entrenched in the short story canon, I’d hate for them to be missed. Same with “Lady with the Pet Dog” by Chekhov.
The text has several science fiction stories, which I think students like because the meaning is so obvious, but I can’t decide how to weight the choices. If I were going to pick one, it would be Vonnegut’s “Harrison Bergeron” over Ursula Le Guin’s “The Ones Who Walk Away from Omelas.”
Katherine Mansfield’s “Miss Brill” and Katherine Anne Porter’s “The Jilting of Granny Weatherall” are two stories in the text that I’m familiar with from my own days in anthology class. Steinbeck, Cheever, Kafka, and Virginia Woolf are also represented – and James Baldwin, Zora Neale Hurston, and Gabriel Garcia Marquez and more and more…
Help!