LITR 4326 Early American Literature      Model Assignments

Final Exam Essays 2016 assignment Sample answers for 2e. Teaching multiple texts through intertextuality and historicism . . .

Burgundy Anderson

The Failings of Teaching in Blocks

Perhaps one of the fascinating ways in which literature is not studied is intertextuality. The history surrounding most texts read in literature classes is largely downplayed or outright ignored. The idea of studying texts together brings out the biggest qualities and shortcomings of any given texts, and also gives a greater appreciation for the context of the surrounding works. Some texts work well standing on their own and do not require an understanding of the time period in which they were written, but after this course I am convinced these texts occur far less often than the average curriculum would have one believe.

A benefit of studying a text by itself is the ability to study that text very deeply to create a new understanding. Even when we do this we lose the ability to put a writing in context of other literature, both modern pieces and works from the time period. We might gain a depth of understanding with one piece, but we lose the ability to appreciate it within the grand scheme of things. I appreciate Charlotte Temple more having read Edgar Huntly because I can understand better the writings of the time and the history in which Charlotte Temple was written.

Reading literary masterpieces as self-contained units of study can unfortunately create a false perception of an entire time period in a student. Previously, the only major work I had read from early American literature was the Declaration of Independence and parts of the U.S. Constitution. These writings gave me a false understanding of body of work that exists from this time period. The ability to read such different works as creation stories, captivity narratives, religious writings, and even enlightenment era pieces give me a richer understanding of the history of America. I had assumed these writings would all prove to be similar in nature, but each was so vastly different from the other that it proved impossible to understand one without the other.

Within each subgenre of writing, the ability to read many different examples of the style created a richer understanding of historicism behind the literature. Particularly obvious was the study of creation stories of Europe, America, and Africa. After reading Genesis and Columbus’s letters, there are easy comparisons to be made. The interplay of the Genesis storyline and the inevitably fall from grace shows itself over and over through native origins stories and seems to be a driving force in Columbus’s letters. Cohen P. Landry was able to explain the phenomenon very well in his essay Bridging The Gap: Collective Ideas and Creations. The student discusses particularly the Enlightenment period and how it developed its own distinct style. He says of the period’s authors there is “an unexplainable connection that associated all of their ideas and visions.” He goes on to explain that the underlying theme could be explained by the introduction of skepticism into everyday religious life. The ability to study a time period as a whole, rather than one piece of writing at a time, gives significance to the developments made.

Historicism is significant because it makes students care. It can be easy for most studying literature to accept different texts at face value as being significate because everyone else agrees that they are significant. When students read many different texts, it becomes apparent how and why the literature we study matters. The study of the Puritans and the lives they led seems to be only significant for understanding the past. However, when put it context of the following movements, the way religious fervor grows and ultimately turns to enlightenment reshapes the understanding modern Americans have of our founders. Many say America was founded as a Christian nation, but others are quick to point out Franklin’s deism and the importance of having no State religion. The study of these periods together create an understanding of the harm that could be caused by either extreme.

An argument could be made that longer texts, such as novels, should be studied on their own. I think the distinction that should be made is that longer texts should be read on their own. By reading a longer text by itself but comparing it to other texts, students are better able to comprehend the realism of the writings. But reading something on its own and studying it on its own are two very different ideas. For example: Edgar Huntly is a significant attempt to create an American Style in literature. It was written not to sell copies or to have a moral lesson, but to create a specific style of literature, as well as an understanding of style and literature. When put in context of actual captivity narratives, like those of Mary Rowlandson or Mary Jemison there is a distinct air of fiction about the book. Connecting Edgar Huntly in its fiction to actual experiences creates a unique understanding of the unreliability of a narrator. If Edgar Huntly was studied on its own, it could create a false perception of the experiences of actual captives.

Intertextuality and Historicism go hand in hand because they are both so significant. The way literature is studied piece by piece fragments the canon and our understanding of writing. It also diminishes the value the selected pieces hold. I would argue that in the fight to overhaul the current education system the method of teaching literature in simple chunks with no regard to a texts value beyond itself should be deeply considered. When we study many different texts, we create a new overarching story which will serve to inspire and inform in ways that no one piece ever can.