If only the reading curriculum everywhere could be rewritten according to your preference - and the sooner, the better. For one first-year lit class, I'm trying the DK Literature Book this fall. It provides a romping survey of world lit in a very graphic format - like a graphic novel for grown ups. The students will use this visual book to choose full-length texts that spark their curiosity. We'll read a few in common. We'll see if this helps them bridge back to whole books.
As for DFW and Infinite Jest, there's a funny story. One semester I decided on a "big book" focus for a university capstone course in literature - a final semester course for graduating English Lit majors. I thought we'd read War and Peace together, but I did let the students nominate books and choose their own. They chose Infinite Jest. Gulp. I told them I was game but would be reading it for the first time with them. And we plowed in. I'd have put it down so many times if not for the class. First came the reading experience that you noticed - back and forth between story and notes. Despite the humor of many, the necessity of some for plot points, and the eventual understanding that DFW was structuring a book to combat consumerism and addictive habits by slowing us down, it was still a slog to get through. The book demanded intellectual engagement while constantly interrupting the formation of sympathetic bonds. That continued all the way through, proving (I think) the primacy of the bonds over mental games once and for all. As the book went on, extreme violence and character addiction became further barriers to the reading experience. There came a point when I stopped reading the book before bed, so grisly were the images. I only read the last third or so during high daylight. When it all came together (as it did, thanks to the endnotes), it was very satisfying to the mind. But the heart had to break and stay broken to get there.
At the end, the students were so proud of getting through the book together that they ordered T-shirts saying, "I finished Infinite Jest." The experience accomplished the whole EPIC outcome for them - so that was a win. But it sent me scurrying back to character-driven stories, a little less ingenious. Reading it in a group was essential.
The DK Literature Book looks awesome! It would make for a great reference book for students young and old. I'm curious to see if the visual, infographic nature of the book will spark your students' curiosity and get them into some novels. Let me know how it goes!
I'm impressed that you read Infinite Jest with your students! The extreme violence also turned me away from it (I never liked A Clockwork Orange either). It does sound like the experience bonded your students together. That is what I wish for my 5th graders with a whole-class novel study. I would love to have that type of connection with my students. We shall see how it goes this year!
I'm hoping to make a Fall post about the DK book if it goes over well in class. We'll see....
Speaking of graphic texts, one of my favorite series is Nathan Hale's Hazardous Tales, for the opposite of the phenomenon you describe in the post (kids skimming pictures). The language is so good (funny, also smart - like an older Fancy Nancy for boys) that it keeps a reader in the words, not just the pictures. I haven't tested my taste for the series on a whole class of kids, though, so maybe it takes a history buff to read even that series closely. Given the banal text of some graphic novel series, I don't blame the kids for skimming.
I hope you have support for assigning whole novels this year. What about asking parents to donate flashlights and blankets, and reading time can be on the floor in forts? These are desperate times. I might try that myself. 😬
I have a few books like that. The ones I feel like I “have to” read. I’m trying to get away from books I should read and more toward books I like to read.
Love the connection to Power of Moments. Favorite part of that book was the peak/end rule of moments: They don’t need to be expensive or fancy, but if they provide a peak moment or come at the end, they tend to be more powerful.
I’m doing a PD session for my coworkers in a few weeks on “moments” in the classroom… partially out of motivation to create some better ones myself!
That sounds like a great PD session! Ever since I read Power of Moments, I've loved the idea of creating moments in my classroom. Let me know how your PD Session goes. I'd love to help in any way I can.
I'm part of the War + Peace slow read! (Fell behind during the Spring but am making a furious push to catch-up before the new school year starts) Fantastic thing to be a part of!
I passed on War and Peace this summer because I'm already rereading Don Quixote. Maybe next summer! You'll have to let me know how its going. I tried hosting a slow read of Hidden Potential by Adam Grant with my subscribers, but it never took off; only a few people commented here and there). I'd like to try another one in the future.
If only the reading curriculum everywhere could be rewritten according to your preference - and the sooner, the better. For one first-year lit class, I'm trying the DK Literature Book this fall. It provides a romping survey of world lit in a very graphic format - like a graphic novel for grown ups. The students will use this visual book to choose full-length texts that spark their curiosity. We'll read a few in common. We'll see if this helps them bridge back to whole books.
As for DFW and Infinite Jest, there's a funny story. One semester I decided on a "big book" focus for a university capstone course in literature - a final semester course for graduating English Lit majors. I thought we'd read War and Peace together, but I did let the students nominate books and choose their own. They chose Infinite Jest. Gulp. I told them I was game but would be reading it for the first time with them. And we plowed in. I'd have put it down so many times if not for the class. First came the reading experience that you noticed - back and forth between story and notes. Despite the humor of many, the necessity of some for plot points, and the eventual understanding that DFW was structuring a book to combat consumerism and addictive habits by slowing us down, it was still a slog to get through. The book demanded intellectual engagement while constantly interrupting the formation of sympathetic bonds. That continued all the way through, proving (I think) the primacy of the bonds over mental games once and for all. As the book went on, extreme violence and character addiction became further barriers to the reading experience. There came a point when I stopped reading the book before bed, so grisly were the images. I only read the last third or so during high daylight. When it all came together (as it did, thanks to the endnotes), it was very satisfying to the mind. But the heart had to break and stay broken to get there.
At the end, the students were so proud of getting through the book together that they ordered T-shirts saying, "I finished Infinite Jest." The experience accomplished the whole EPIC outcome for them - so that was a win. But it sent me scurrying back to character-driven stories, a little less ingenious. Reading it in a group was essential.
The DK Literature Book looks awesome! It would make for a great reference book for students young and old. I'm curious to see if the visual, infographic nature of the book will spark your students' curiosity and get them into some novels. Let me know how it goes!
I'm impressed that you read Infinite Jest with your students! The extreme violence also turned me away from it (I never liked A Clockwork Orange either). It does sound like the experience bonded your students together. That is what I wish for my 5th graders with a whole-class novel study. I would love to have that type of connection with my students. We shall see how it goes this year!
Thank you for reading my post and commenting!
I'm hoping to make a Fall post about the DK book if it goes over well in class. We'll see....
Speaking of graphic texts, one of my favorite series is Nathan Hale's Hazardous Tales, for the opposite of the phenomenon you describe in the post (kids skimming pictures). The language is so good (funny, also smart - like an older Fancy Nancy for boys) that it keeps a reader in the words, not just the pictures. I haven't tested my taste for the series on a whole class of kids, though, so maybe it takes a history buff to read even that series closely. Given the banal text of some graphic novel series, I don't blame the kids for skimming.
I hope you have support for assigning whole novels this year. What about asking parents to donate flashlights and blankets, and reading time can be on the floor in forts? These are desperate times. I might try that myself. 😬
I keep trying to read David Copperfield but it’s a slog. I’d better not even attempt Infinite Jest!
I have a few books like that. The ones I feel like I “have to” read. I’m trying to get away from books I should read and more toward books I like to read.
Love the connection to Power of Moments. Favorite part of that book was the peak/end rule of moments: They don’t need to be expensive or fancy, but if they provide a peak moment or come at the end, they tend to be more powerful.
I’m doing a PD session for my coworkers in a few weeks on “moments” in the classroom… partially out of motivation to create some better ones myself!
That sounds like a great PD session! Ever since I read Power of Moments, I've loved the idea of creating moments in my classroom. Let me know how your PD Session goes. I'd love to help in any way I can.
I'm part of the War + Peace slow read! (Fell behind during the Spring but am making a furious push to catch-up before the new school year starts) Fantastic thing to be a part of!
I passed on War and Peace this summer because I'm already rereading Don Quixote. Maybe next summer! You'll have to let me know how its going. I tried hosting a slow read of Hidden Potential by Adam Grant with my subscribers, but it never took off; only a few people commented here and there). I'd like to try another one in the future.