January 11th: New Year, New Book

At our next meeting, on January 11, 2013, we'll be discussing The Book Thief by Markus Zusak. Some of you have read this one before, so this will be great opportunity to see what you pick up the second (or third, or fourth) time through that you may have missed during a previous reading.

The story of our eponymous protagonist (how's that for a fun phrase?) weaves itself around ten titles that help to define portions of her life. With that in mind, here's your assignment:

Choose ten titles to represent your life to date. They can be fiction, non-fiction, mass market, self-published, handmade--whatever. Any and all books that have played a role in your life are game.

It will be hard to narrow the field to just ten titles, I'm sure, but try to keep it in that ballpark. And once you have your ten titles, use them to create your Ideal Bookshelf. Check here and here for a few examples--all of which have around twenty titles, I'm noticing, so let's say shoot for ten (for the sake of parity with this month's book) and don't exceed twenty (for the sake of parity with the examples). Somewhere in there I'm sure you'll find the right number.

Bring these Ideal Bookshelf illustrations (which can be done freehand, collage style, or with software, by the way) to our next meeting so we can all share them.

Happy holidays, happy reading, and happy illustrating. See you on the 11th!

December 7th: Black Boy

Yes, December 7th is also National Pearl Harbor Remembrance Day, but we'll be meeting to discuss Black Boy by Richard Wright.

Black Boy differs from all of the texts we've read before in one important way: it's a true story. If you look for it in the bookstore or at the library, you'll find it in the Autobiography section--not in Fiction. But Black Boy is different from a lot of autobiographies, too, in that it reads like literature, hence its place in our Literature Discussion Group.

What is Literature?
So maybe this is a good time to talk about what it is, exactly, that qualifies something as "literature." What are the requirements a novel has to meet before it can earn that lofty distinction and be declared to have literary merit? Is the Twilight Saga literature? Does The Chocolate War count? What about Harry Potter?

Think this over for the 7th, and . . .

Do a Little Writing
Peruse the questions below--which are more specific to Black Boy--as well. Address your favorite topic below (or a topic of your own) in something between a paragraph and a page or so. Be ready to discuss the others, too.

1. Richard Wright lived in poverty for much of his childhood and was often hungry. Aside from physical hunger, what other kinds of hunger did Wright experience throughout his life?

2. In the beginning of Chapter Three, Wright shows how dialogue worked between he and his friends, using quotations followed by the group's reaction to the spoken words. Why do you think he presents this interaction this way? What effect does this technique achieve?

3. As a young child, Wright is beaten. A lot. How does this form of violence affect his relationship with his mother? How does it affect his relationships with others? His world view? Do you think his mother is justified in her treatment of him? Why or why not?

4. Books and words have great meaning for Wright throughout the course of this narrative. Why do you think literature becomes so important for him? What risks does he take to gain access to literature and learning? Why does he take these risks? What kinds of things would you be willing to put yourself at risk in order to obtain or achieve?

5. How is Wright's attitude toward white people shaped during his childhood? How--and at what points--does it alter throughout his life? Point to specific passages in the book to support your statements

6. Remember the Heinz Dilemma? Lawrence Kohlberg's anecdote about the man whose wife was dying and needed medicine that he couldn't afford? What do you think Richard Wright would choose to do if faced with this scenario? Explain why you believe as you do.

7. Wright grew up in what is referred to as the "Jim Crow South." Find the origin of this phrase and explain some of the "Jim Crow" laws that existed in the south in the 20th Century. What finally put an end--at least in legal terms--to the Jim Crow Era?

Happy Reading! See you on the 7th.

Change is in the Air . . .

. . . both out of doors and in our Lit Group.

Big Differences
Our first two books this year focused on young adults coming of age in 20th century America, which makes this month's book--The Good Earth by Pearl S. Buck--a dramatic departure.

We'll be discussing The Good Earth at our next meeting on November 2nd.

While we're still dealing with the 20th century (for the most part: the action of the book takes place between the 1890s and the 1930s), we're shifting from contemporary U.S. settings to pre-revolutionary China. We're also shifting from the American middle class, where teenagers have cars and carpeted bedrooms, to a rural Chinese farming life where thatch huts and dirt floors are the norm, and a family's circumstances can shift from abundance to poverty with one bad harvest.

The point of view in The Good Earth is different as well, with a somewhat detached 3rd person narrator relating the details of Wang Lung's life--whether they involve fortune or famine, success or failure--in an even, fairly unemotional tone and with simple language reminiscent of a fable or parable. (This style of writing is common in much of the Chinese literature Buck would have read growing up, and it has inspired comparisons between Buck's novel and the Bible.)

So, prepare yourself for something completely different this time around . . . and enjoy it. I think the thing that amazes me the most about this book each time I read it is its timelessness. Though it was published in 1931 (and won the Pulitzer Prize in 1932, incidentally), it is still relevant today--more than 80 years later. That's most likely due to the themes it addresses, which brings us to your assignment.

Your Assignment: Working with Themes
We've talked a bit about themes this year, and I always say that while things like "love," "money," or "freedom" can be the basis for themes, in order to figure out the themes of a specific book, we have to figure out what the author seems to be communicating about these ideas. For instance, while "love" was definitely addressed in Red Ruby Heart, I would say the overall theme with regard to love is: "Love endures."

Similarly, in The Chocolate War, there's plenty of fear to go around, but instead of saying fear is a theme, I'd be more inclined to express it in one of the following ways:

Fear can motivate people to do things they otherwise might not. 

OR 

When people allow themselves to be ruled by fear, they become paralyzed. 

See what I mean? You could probably come up with more fear-based theme statements regarding the boys of Trinity, but that would be soooo September. Instead, take a look below at some of the topics that I think are the basis for themes in The Good Earth.

• the earth
• wealth
• women
• morality

Choose one of these and do two things with it:

1. Make a statement that reflects what the author seems to be communicating about that topic, thereby expressing it as a true theme.

AND 

2. List several instances in the book (write down page numbers, too!) that demonstrate that theme. 

If this makes sense, great--go for it. If you're not sure what I'm asking you to do, comment on this post, and I (or someone else) will attempt to clarify.


If you come up with another theme topic, feel free to use it, and remember--there is no one right answer for any of these. Just make sure you can provide evidence to demonstrate your theme at work in the book.

Good luck, and I'll see you on the 2nd!

October 12th: Red Ruby Heart

From The Chocolate War, we're moving on to Morgan Callan Rogers' Red Ruby Heart in a Cold Blue Sea, which will be the focus of our next discussion on October 12th.

Compare and Contrast

While Red Ruby Heart covers a longer time span than The Chocolate War, features a female protagonist, and has a much more diverse cast of characters, the two books do share a few similarities. For one thing, both deal with the loss of a parent, and for another, both address the difficulties associated with coming of age, so to speak. 

As you read, consider the similarities (and differences) between Florine Gilham and Jerry Renault and between the novels overall. This will be one aspect of our group discussion.

Sense of Time and Place

One thing book reviewers consistently say about Red Ruby Heart is that Rogers has done a wonderful job establishing a "sense of place." So another thing I'd like you to think about as you read is the representation of Maine in Red Ruby Heart. Yes, I know, the novel is set in Maine in the 1960s, and none of you were around then. Believe it or not, neither was I, but--we are all currently living in Maine and many of us were born here. How does the sense of Maine in this novel compare with your sense of Maine today? What has changed? What's still the same?

Assignment

Finally, in order to prepare in advance for the discussion, please respond (in writing) to one of the following prompts:

1. Both Red Ruby Heart in a Cold Blue Sea and The Chocolate War feature characters who have to deal with growing up and finding their place in the world following the death of a parent. With which character were you able to identify more and why?

2. We see Florine navigate many ups and downs over the course of the novel. Plot out a "story arc" for Florine--which doesn't have to be an arc at all--using Kurt Vonnegut's arc for Cinderella (left) as a model. Be sure to label her various highs, lows, and in-betweens. Note: Since RRH in a CBS is a novel and Cinderella is a short story, Florine's "arc" will likely be more complex.

3. As mentioned above, Rogers is credited with creating a great sense of place in this novel, but how has she done it? Find specific passages and images in Red Ruby Heart that help to establish the sense of place that is uniquely Maine and explain what each of these passages communicates about our great state and/or the novel's time period.

Enjoy reading, and I'll see you all on the 12th (if not before)!

A War? Over Chocolate? Really?

Yep. More or less. 

On September 14th we'll be meeting to discuss our first book for the 2012-2013 session: The Chocolate War by Robert Cormier. 

Mmm . . . chocolate.

It sounds yummy, but don't be fooled by this book's sweet sounding title. Okay, I guess it's not that sweet, since along with CHOCOLATE it also includes WAR, but still, it's important to realize that we're starting right out with a controversial one. 

The Chocolate War has been featured regularly on the American Library Association's annual list of the Top Ten Most Frequently Challenged Books for reasons including: offensive language, religious viewpoint, sexually explicit material, unsuitability for age group, and violence.

So . . . why are we reading it? 

Well, as Cormier himself said in this AP article (after 26 years of defending the book), "I feel like I must have done something right. . . . There wouldn't be all these concerns about an ineffective book."

So that's the question I'm asking you. Is this an effective book? And what does that even mean? How can a book be effective or ineffective? To help you think it through, consider the following questions:

1. Are all books supposed to accomplish something? If so, what? If not, why read them?
2. What do you think Cormier was trying to accomplish (if anything) with The Chocolate War? Does he accomplish it? Why or why not?
3. Is the ending of this book satisfactory? Could it end differently? Should it end differently? If so, how? If not, why not?
4. Is all of the material that people have objected to (language, sexual content, violence, religion) necessary to the plot and message of the book? Do you think Cormier could have left some of it out and still achieved the same effect?

These questions will be a big part of our discussion, so be sure to give them some thought. And after you've given them all some thought, choose one of the questions above (#1-4) and write a response (one paragraph to one page or so) to bring with you to our discussion. 

Happy reading! See you on the 14th,

Belinda

Have a great summer everybody!!!

May 7th: Heart of Darkness

Our next meeting will be on Monday, May 7th at 1pm, and we will be discussing the novella Heart of Darkness by Joseph Conrad.

Like Things Fall Apart, Heart of Darkness addresses the colonization of Africa in the late 1800s, but even with this similarity, they are very different stories indeed.

Some things to consider as you read:

FIRST
We have a double narrator, here--first an unidentified sailor aboard the Nellie, a ship currently anchored at the mouth of the Thames River, and then Marlow, a fellow sailor who recalls his time in the Belgian Congo. Marlow's tale becomes the central storyline with only occasional interruptions to remind us of the frame. How does this "double narration" affect the story? Why do you think Conrad created this type of frame structure?

SECOND
In an essay about Heart of Darkness, Chinua Achebe says it is "an offensive and deplorable book," which "depersonalizes a portion of the human race." He adds that Conrad does not provide enough of an outside frame of reference to allow the novel to be read as ironic or critical of imperialism and colonization.

On the other hand . . .

A review by Phil Mongredien states that Heart of Darkness is "as powerful a condemnation of imperialism as has ever been written," and "an invaluable historical document offering a glimpse into the horrific human consequences of the imperial powers' scramble for Africa."

• Which point of view do you think is more accurate and why? Find evidence in the book to support your opinion. We will be debating this. Come prepared to argue either Achebe or Mongredien's point of view.

FINALLY
If you have questions, thoughts, or ideas as you read, post them here!

April 9th: Things Fall Apart

It might sound like an ominous prediction, but rest assured--this post title refers to our next book. That's right, on April 9th we'll meet to discuss Things Fall Apart by Chinua Achebe (see his photo in the right sidebar).

Things Fall Apart was first published in 1958, and it is believed to be the most widely read African novel ever. Ever.

It offers a look at life in Nigeria in the late 1800s when the area was being colonized by the British, and it is a much different view of African civilization than the one we may glean from traditional Western literature about "The Dark Continent."

As Achebe said in the 1994-95 issue of The Paris Review:

Until the lions have their own historians, the history of the hunt will always glorify the hunter.

And in a 2000 interview in The Atlantic, Achebe said:

The last four or five hundred years of European contact with Africa produced a body of literature that presented Africa in a very bad light and Africans in very lurid terms. The reason for this had to do with the need to justify the slave trade and slavery. … This continued until the Africans themselves, in the middle of the twentieth century, took into their own hands the telling of their story.

As you read Things Fall Apart, think about how this story is told. Who is the narrator? Does the narrator seem to sympathize with any particular character? Does the narrator's perspective remain constant or change throughout the narrative?

Finally, to take things one step further, please complete the following assignment prior to our meeting.

Assignment:

Choose one scene or event in the book and rewrite it from a specific character's point of view. For example, you could write about Okonkwo's wrestling match with the Cat from Okonkwo's father, Unoka's point of view. Or you could write about coming to live in Umuofia from Ikemefuna's point of view. Whichever scene/event you choose, be sure to write it in the 1st person (use the "I" voice, and speak as though you are the character you have chosen).

We will share these pieces during our discussion. You can choose how to share yours. You could:

• read it aloud;
• memorize it and perform it as a monologue;
• write it as a song and sing it;
• have someone else read it/perform it for you;
• submit it to me to be read anonymously (I'm happy to do this for anyone who doesn't want to be identified);
• illustrate your piece and present it as a storyboard with words and pictures (just remember to use the 1st person voice).  

Feel free to be creative. I'm just looking for some good 1st person expression from these characters so we know how they see a particular event and how they feel about it. Any way you choose to do this is fine.

Good luck, and I'll see you on the 9th!

started reading the book!

so i just started reading The Curious Incident of the Dog in the Nighttime.

SPOILER ALERT: the dog gets stabbed with a fork.

Next Meeting: March 5th

I hope you're all enjoying our current selection, The Curious Incident of the Dog in the Night-time by Mark Haddon. Christopher Boone is certainly a distinctive character and his unique perspective provides an interesting look at how point of view can affect a story. It also gives us another chance to examine whether we have a reliable or unreliable narrator.

We'll be meeting on Monday, March 5th at 1pm, and it would be great if everyone could come prepared with one question to ask the group about the book. Try to make your question open-ended. By that, I mean try to craft a question that can't be answered with a simple yes or no or a specific piece of information. Try to make it something that will require people to give an opinion or an explanation.

Here are some examples of closed-ended and open ended questions.

Closed-ended:
Do you get along with your sister?
Are those new shoes?
Is Barack Obama a good president?
Where do you live?

Open-ended:
What is your relationship with your sister like?
Tell me about your shoes.
How do you feel about our current president?
Describe your hometown.

Make sense? If not, feel free to comment below or email for further clarification.

In addition to your open-ended question for our discussion, please also feel free to bring along any other questions you have or any materials you think could add to our exploration and understanding of the book. You know I'll have plenty to discuss, but I would love to have you all help drive this discussion, too.

See you Monday!

Next Meeting: January 30th, Ethan Frome

Our next meeting is on Monday, January 30^th at 1pm at the Ralstons’ house in South Portland, and we will be discussing Ethan Frome by Edith Wharton. I chose this novel specifically for this time of year because it takes place in New England in the midst of winter. 

One thing I want you to consider is how the New England winter is represented in this novel. What is winter in Starkfield like? Does this view of a New England winter fit with your personal experience?

Another thing  I’d like you to consider, and be ready to discuss, is the integrity of each of the novel’s primary characters: Ethan, Zeena, and Mattie. To that end, please come prepared to support – or argue against – one of the following statements:

Ethan is a wonderful husband.

Zeena is a terrible wife.

Mattie is an innocent bystander.

Choose one of the above statements (or its opposite, i.e., “Ethan is a terrible husband”) and find quotes from the book – things a character does or says, events that occur, ideas that are implied by the narrator – to support it. Be sure to jot down the quotes and their page numbers so you can reference them, and please bring your copy of Ethan Frome with you. If you wish, you can choose more than one statement, or be ready to argue both sides for one of them.

It should be a fun discussion. See you on Monday!

This Sonnet Thing is Tough!

Whew! It took me a while, and I gave up on the rhyme scheme partway through, but here's my rewrite of Sonnet XIX.

Sonnet 19 – Revised by b-nice

Time, feel free to degrade the lion’s claws,

Let everything on the earth return to dust,

Let the teeth fall out of old tigers' maws,

And burn the phoenix while she's still robust.

Let winter, spring, summer and fall come and go,

And do whatsoever you care

To the world's flora and fauna.

But don’t you dare

Put a single wrinkle on my love’s forehead.

Or veins or age spots.

Let him remain unchanged

So future generations will always admire his beauty.

     Actually, never mind. Go ahead and make him old.

     He’ll always be young in my poetry.

And here's the original Sonnet XIX by the Bard himself for comparison:

SONNET XIX

Devouring Time, blunt thou the lion's paws,
And make the earth devour her own sweet brood;
Pluck the keen teeth from the fierce tiger's jaws,
And burn the long-lived phoenix in her blood;
Make glad and sorry seasons as thou fleets,
And do whate'er thou wilt, swift-footed Time,
To the wide world and all her fading sweets;
But I forbid thee one most heinous crime:
O, carve not with thy hours my love's fair brow,
Nor draw no lines there with thine antique pen;
Him in thy course untainted do allow
For beauty's pattern to succeeding men.
      Yet, do thy worst, old Time: despite thy wrong,
      My love shall in my verse ever live young.

Sorry, what ThePuck meant to say was, how now spirits? wither wander the works of Shakespeare before our eyes before next we meet?

ThePuck want's to know if we will be reading more Shakespeare.