An Aside: Good Literature

Debate has raged over what should be considered literature worthy of remaining for the ages, and who decides. Selling millions of book copies might be a temporary indication of popularity, but that is fleeting. Most have a lifespan of a favorable year. If a movie or television deal is made then it might extend for a few more years. These versions can end up outlasting the book by decades or a generation. What written works will exist in the hearts and minds of people as almost immortal is a question strongly argued and never answered.

An article from the July 2014 issue of the magazine Vanity Fair called "It's Tartt - But is it Art?" examined how important literary critics received a long awaited novel. There were those who considered the more than 700 page novel The Goldfinch by Donna Tartt as an instant classic. Still others, perhaps more prestigous, declared such great enthusiasm a sign of bad times ahead for literature. It was as if they were saying that the end had come and nothing good, unless a great change happened, will ever be read in the future.

The center of the controversy rests with literary favorite English novelist Charles Dickens who Tartt's book is compared. If the highest critics are appalled at this, they certainly might have a proverbial heart attack that popular crime novelists and non-Nobel Prize winners Caleb Carr and Alex Grecian have also been compared to the author. The power of words, the critics suggest, has been hijacked by children's literature and bad prose. They have a point. Of all the books published within the last 30 years, unless something else comes along, perhaps the Harry Potter books have the most staying power.

That is also why the most influential critics, at least as described by the article, are wrong. Very few readers care about prose and the craft. Story is and always has mattered first. Again as pointed out by the article, the works of Dickens received equal amounts of bad reviews for the same reasoning that The Goldfinch does. The reality of how good or bad the book is misses the point. Critics may scorn or find brilliance, but time and people alone decide literature's fate. Even that can be fickle, once more as the article points to books that had classic status and then fell out of favor and others rose to prominence. Very few read Gone with the Wind, for instance, but the movie based on it lives on in must watch lists.

One lesson to learn is that critics and academics are both lousy at prediction and nearly irrelevant. Sure they can keep a book alive by teaching them in the classroom. Find fault with a book or ignore it hard enough and a few people listen, making the choice from their opinions. They can even praise to the highest pedestal how great a work is, and select followers might take it as gospel. The majority of readers pick up literature because they want to for any number of reasons that are their own. More than ever "gatekeepers" of literary purity are losing clout.

Ironically,  it is the critics themselves that are helping with their own demise. All the accepted classic writers like Homer, Shakespeare, and Dickens have been reavaluated in the hopes of replacement. Ethnic, women, and other "outsiders" are taught to displace these old standards. There is nothing wrong with trying to study all kinds of literature in the hopes of expanding the consciousness of readers. However, trying to minimize the past works to glorify new ones darkens the probability either survive. That is where the influential critics are right. Not even those who would agree with them care about prose or the craft. In a strange way, the academics also see story first and foremost since they seek out new narratives to teach against the old ones.

The reader comes first as the judge of good and bad literature. The writer can only control what is put on the page, not how it will be received. Anyone who buys and comments on literature has as equal amount of influence as a critic with The New Yorker, The New York Review of Books, The Paris Review, The New York Times Book Review, and all the literary studies academics put together. A book that is not read will go missing. Books that are highly regarded by a few and read by an equal small number survives as relics in a museum, to be admired. Moby Dick, for instance, has a cultural standing that far exceeds how many people actually pick up the book. That is why it is important writers learn the craft and prose as a way to help build the story, not take its place. The best works seem to combine the two. Be familiar with all kinds of books, both popular and classic. Writers must then know what they want, what the readers want, and do the job. The writing will speak and the audience choose for themselves.

The God-Man-King

"I will declare to the world the deeds of Gilgamesh," starts out the prologue setting up the hero of the story. The description of the character is more than a hero, but a superhero of unsurpassed strength,  experience, and intelligence.  Today's myths of the comic books have a start with the first stories. Perhaps the comic superheroes are for entertainment in modern times, but long ago there were lessons to be learned by the deeds and character of these more than humans. Like Hercules and Achilles after him, Gilgamesh was born of both god and human parentage. This gave him advantages that no mortal could match. Similarly, this fact will have grave consequences for both him and those he rules. It wouldn't be much of a story if that weren't part of the conflict.

Historically the ancient stories of Gilgamesh and the Greek writer Homer did not start on parchment or stone. They were oral traditions that were sung by hired musicians who performed through memory. Over time the stories grew and changed with the necessities and preferences of the times. There was no radio or television to sit down with every evening. Even then, most people worked from dusk until dawn hoping to live each day at a time. The rich with more time on their hands could afford the luxuries of entertainment. During the Greek and Roman times more people could enjoy dramatic plays, but usually as festivals on holidays celebrating Pagan religion. The Middle Ages had passion plays with Christian themes performed by traveling actors, although given far less respect than anciently.

Much later oral traditions were eventually written down as if never having an extensive history behind them. Gilgamesh, like Bilbo Baggins from Lord of the Rings, went on a long journey and then wrote down his adventures. Supposedly, this is where all the information came from for the great epic poem. He told it himself first and others picked it up later to tell people.  Of course, that isn't true, but it works for the story to give it some sense of reality.

His lasting name is emphasised by explaining a great temple that he helped build that, from the point of view of the ancients of his time, remained standing. The structure is so great that no other can compare. Today there are buildings standing that might give an idea of what the story intents to describe. Ziggurats are ancient temples in Mesopotamia where Gilgamesh is from, made of bricks with shapes like the ancient Egyptian pyramids. In a way,  although his own awe inspiring Ziggurat might have never existed, the character does live close to a literary immortality without the need of the great stone building. The stylus in stone is mightier than the mason tools.

Writing Assignments:

Imaging your life as a great journey to where you are now. Write a story based on what you consider major events. Don't worry about exactness and truth. Many great novels are semi-biographical, meaning that authors used their own life as a starting point to a greater story.

Think of all the modern superheroes, and then develop your own. Where do they come from? What powers do they have? How did they get their powers? What kind of a person does the powers create?

Think of the description of Gilgamesh from the prologue. With that information as a foundation, write an original adventure based off what is known about the man.

Vocabulary:

Engraved.
Endowed.
Glorious.
Rampart.
Firmament.

A Note on Journals

Before starting the first chapter of our first lesson, it is important to have something to write with and in. Thoughts that aren't recorded cannot be of any future use. Memory fades quickly without references to go back in time. Don't be afraid of putting down what might be considered bad ideas. This is a learning experience and exploration of discovery. Bad turns and mistakes can be corrected or simply marked down as examples to be avoided. Go back to the less than desirable writings and use them as jumping off points for better writing.

What kind of Journal to use is completely up to the individual. At the least it should have enough room to write a page a day for the whole year. Length  and page size can be different for each book , but suppose that a page is completed each day of the year. That makes 365 pages, or equal to the average book picked up at the library. Double that and it can become two books or a very large volume.

Fancy or simple is again an individual choice. College ruled spiral notebooks are good for quick thoughts. They can be stored easily and not take up much room. Be careful choosing these because it can be easy to lose them. They might get mixed up with others and thrown away because of the casual look. Develop a filing system with a safe storage area if the typical notebook is chosen.

Picking a fancy journal is restricted only by the imagination. They can be homemade with loving care. Less creative types are not without great picks from an abundant commercial selection. Whatever is chosen, remember that a thin Journal might not be enough for the project. The fewer pages, the more of them will be needed. A ruled and not blank page Journal is recommended for easy notation.


For the purposes of the class, what goes into the Journals will be decided with prompts. Each lesson will have questions to answer and writing assignments designed to put thoughts on paper. Here is an example developed from the Epic of Gilgamesh introduction:

Research the cave art of pre-writing cultures. Look at the way the lines are drawn and colors used. Pick a favorite or one that seems to hint at a story. Draw a word picture describing the cave art, paying attention to shape, size, color, texture, and even emotional impact. Use the descriptive to expand into a short story about that picture or the person who painted it on the cave walls.  After finishing the story, write about what made that art personally stand out from the others.

By the way, the above is a practice and the first assignment. Don't like the final product? There will be more where that comes from for improvement. Satisfied with the outcome? Expand on it to not lose the muse, or file it away to use later as a larger project. Can't believe how well it turned out? Share it with others or even submit it somewhere that publishes that sort of work. Lets learn. Lets have fun.

Introducing The Epic of Gilgamesh

For thousands of years humans used tools for hunting and preparing food. Gradually the tools became more complicated, and textiles clothed bodies to protect against the environment. The long period of time before written records is called prehistory, and divided into different epochs. Each is named after the materials used to build tools and weapons. The Earliest is called the Paleolithic or Old Stone Age, because tools were mostly from stone either natural or chipped to form shapes. The later Neolithic or New Stone Age was characterized by ground or polished stones, while new technologies were invented. They learned how to farm, make pottery, spin and weave clothing, and tame animals for livestock.

Before any human put down complicated thoughts and ideas, there was artistic renderings of life’s surroundings on stone or in caves. The earliest known cave paintings from around 40,000 years ago were found in the El Castillo caves in Cantabria, Spain. Deer, bison, and horses are among the animals represented in earthy browns, yellows, and reds. Humans were often pictured hunting or cultivating the animals.

The Earliest known writing came from Mesopotamia, considered the earliest civilization. In what is now known as Iraq, about 3500 bc, farmers gathered in groups near the Tigris and Euphrates rivers until eventually the first city-states developed. The inhabitants built structures first as homes and then later religious temples and government palaces. Sumerians, as they are called, used cylinders with pictures rolled on to clay to tell stories and record legal documents. This was followed by wedge shaped signs and symbols called cuneiform etched into clay by long wooden sticks with sharp ends to form words.

The first ever story comes from the Sumerians, called the Epic of Gilgamesh. It is the story of a great Hero King and his many battles and adventures. Although only a small part of the whole and considered a later addition, it is perhaps best known for containing a flood narrative. No single copy exists, but a collection of written artifacts over several different cultures and languages are pieced together for an approximation of the lost original.

Despite that the Epic of Gilgamesh is actually a poem, the Penguin Classics narrative version by N.K. Sanders will be studied. Students can use any modern translation to follow along, but be advised some are better and more complete than others. Obviously the English of any version is interpretations of meaning that conform to a reader’s language.

Attention: Class in Session

Welcome to class. I hope those who come here are prepared to learn and engage in the conversation. As stated before, this will be a series of studies about books from the perspective of writing. Lessons will be self guided because no actual grading occurs. How could there be really? It is as much self-discovery as teaching to the material.

Where to start?

At the beginning of course. For now at least. Whatever book is discussed can be found at the local library or online free, or bought if so desired. The proposed pattern will be literature in semi-chronological order. Those in the know can guess without jumping forward what the first read includes (don't peak). From there, time progresses and literature choices expand. Not every famous or significant literary creation can be examined if the project has a chance to be successful. Many that are passed up might get mentioned or returned to if the project permits. The goal is to become familiar with great works or have a reason to return to them.

How does this work?

Each discussion will cover a chapter or section of the literature under consideration. There will be a brief discussion about the work to focus the mind on what was just read. Don't expect a synopsis because the expectation is the student has read the material. This is followed by questions related to the readings for further personal critical thinking.

Start with a word, finish the sentence, continue along the paragraph, and finish with a chapter. That is how to read. It so happens to be the way to write. The difference is much of the work has already been done for the former, and the latter takes more time and thought. It is for this reason that a good writer does more than skim the pages of books. They look closely at how the writer puts it all down. That is exactly how the readings will be used to teach the way to become better writers. Questions and examples will be plucked from the text, looking at details of the writing process.  Don't become discouraged if the lessons of this section at first seem straight from Junior High, because all of this is a start from scratch proposition. Before any rules can be broken with skill, and not lack of education, they must be known.

After looking at the text and learning about writing, there will be suggestions for applying the knowledge in personal exercises. Keep a literary journal to fill with notes, thoughts, observations, stories and story ideas, and whatever comes to mind. A writer writes.

Finally, there will be a small section covering vocabulary. Like the rest of the lesson, they will be drawn from the readings. To use the words is to know them. Don't be limited to this list. Use a dictionary (many can be found online) for any words that are of interest or don't know.

When?

See you next week, twice a week. Enjoy and spread the word to those young and old who might be interested in a little book/writing club. Oh, and don't be afraid to comment to start a discussion.

To Write is to Read

A good writer is a good reader. With that thought in mind, it is with anticipation that a new journey can be started. Literature contains the back and forth communications of humanity. Everyone wants to have their say, and writing allows ideas to remain long after the spoken language has come and gone. Ancient people understood this once they discovered the ability to write. Songs and oral traditions, along with commerce and laws, quickly emerged among the early scratchings signifying sounds, thoughts, and objects. The dividing line between pre-history and history is the written record. What is not written down and preserved gets forgotten forever.

The purpose of this blog is to go beyond mere exercises in grammar and usage, or how to write a five paragraph paper. It is to immerse into the deep waters of literary works that have stood the test of time. The main focus will be fiction, although other types of writing might also be studied at times. These lessons are to help build knowledge of the classic master writings, while taking a look behind what makes them great. Concurrently, learning the basics of writing and putting them into practice. It will be more than a reading class and more than a writing class, but a journey of discovery.