LITR 4328: American Renaissance

Model Assignments Final Exam Essays 2018 (final exam assignment) Sample answers for C4. Classic, Popular, & Representative Literature

Ruth Brown

Merging Lines in Literature   

          In school literature classes, I usually don’t think much about what type of literature I’m reading. It’s assigned, and I read it so I can participate in discussions and complete assignments. I didn’t know when I signed up for American Renaissance that I would be reading a blend of classic, popular, and representative literature. Reading works from these three categories enabled me to expand my perspective on what the purpose of literature is and what classifies it to one of these categories.

          From what I’ve learned reading the terms page and during lectures is that classic literature is enduring and can always bring something new even after many read-throughs. The phrase used on the terms page is "a book that won't stay closed.” It can continually offer new insight and speak to new audiences. The purpose of this type of literature is often seen as almost purely educational. Classic literature is widely taught and accepted in schools and higher institutions, but is not usually read for pleasure by common readers. It helps build different perspectives, vocabulary, cultural and historical frameworks, and can be challenging both in reading level and in critical thinking.

          Two classic authors I keep learning from this semester are Thoreau and Emerson. I read them the week their works were assigned and I was able to pick up on new ideas. When I went back and read them again in preparation for this final essay, I again learned new ideas and I can imagine reading them again in the future and picking up on entirely new ideas. Their writing is sometimes difficult to read or understand, but underneath are concepts that grow my perspective on the world and help me to think about things like nature and government in completely new ways.

          Popular literature, is like it is described. This literature enjoys popularity with common readers and people are excited to read and talk about it. It is usually centered on familiar ideas, characters, or plots and has a shorter shelf-life. The purpose of this type of literature is usually seen as entertaining. There is a possibility that writers or works can be popular and then become classics that keep being read or taught.

          Writers like Irving and Poe were popular in their time, but they have also become classic. Their work is easy to read and approach, it is often exciting subject material, and it might not seem challenging at first. However, there can be deeper meanings or ideas that continue to be relatable or help to understand new contexts. For example, Irving’s Rip Van Winkle is set shortly after the American Revolution, but it is just as relatable to today’s ever changing society.

          The last type of literature that we studied this semester was representative literature. It is also known as multicultural or diverse literature, and according to the course terms page, is “written by marginal or repressed races, classes, or genders.” This types of literature could be educational or entertaining, but might only be known to certain groups or have appeal to select audiences. However, it can often be challenging to familiar ideas and can help broaden cultural and historical perspectives.

          This semester we read a wide selection of representative works and writers, but my favorites were Frederick Douglass and Sojourner Truth. I had read Frederick Douglass before, but was reminded how powerful his writing is and how it continually challenges me like a classic work of literature. He is also one of the more popular or well-known representative writers and I was assigned his work in high school. Sojourner Truth was someone new to me and even though she couldn’t read or write and her work had to be written down by other people, her messages were still powerful and unique to her voice. Both of these writers helped me better understand the historical and cultural framework of their time.

          These three categories are not strict boxes or lines that can never be crossed, rather they are formed from certain characteristics that blend and merge together. Popular authors and works can become classics just as representative authors or works can be popular or become classics. This semester I wrote a paper in my advanced writing about diversity and it got me thinking more about these categories and what should be taught in school. I felt like this course possessed a good balance between these categories and I hope when I have my own classroom to be able to find a right balance.