Dialectical Effusions, or Why I love the Romantics – Part I

As a recently admitted student to a doctoral program in English, for my first blog I figured I would reflect on why I am pursuing the study of British Romanticism. Be forewarned: some of my reasons are un-academic, wildly emotional even, and in some ways flagrantly partake of the Romantic ideology (See McGann). But I’m ok with this.

I will organize my reasons for my love and pursuit of Romantic studies around two working axioms: 1) “The Romantics were audacious and/or eccentric” and 2) “Their writing is pretty good, too.” I will conclude by reflecting on my (almost) libidinal reasons for my attraction to the Romantics–(you have to read up to the ending, see?)

Before elaborating on each axiom, I will first discuss how I stumbled across the Romantics and then proceeded to fall wildly in love with them and their writing. As a junior Honors English major, I had a day left before deciding on an honors elective seminar. The following course title leaped out at me: “Sex, Drugs, and Rights: Experimentation in the British Romantic Era”–with a course title like that, who wouldn’t be immediately intrigued by the Romantics? I signed up right away. I showed up to class and we began to work our way through the “Rights” portion of the syllabus. We read William Godwin’s Caleb Williams and Mary Hays’s Victim of Prejudice against the backdrop of the so-called Pamphlet Wars: Burke contra the French Revolution, Wollstonecraft contra Burke, and so on. The idea that the political and the aesthetic and their intersectionality were at this period so urgently and publicly debated grabbed a hold of my imagination.

Moreover, being a double major in Chicana/o Studies, the idea that civil rights and reformist politics were not solely an American 1960s phenomenon, threw off my sense of a progressive sense of history–an aporia: before the 1960s, the British (of all people!), were in the vanguard of reform and demanding civil rights for women, the working class, etc? And as far back as the 1790s? The thought was staggering and led to more questions, one being: what happened to civil rights reform in England and the U.S. in the 1790s1960s interval? These types of historical questions set the tone for the rest of the semester and have continued to inform my studies of the Romantics and of Civil Rights history & literature, generally. (I recently discovered the concept of “postmodern Jacobinism” in Orrin Wang’s Fantastic Modernity: Dialectical Readings in Romanticism and Theory which provided me with the means for theorizing the link between the French Revolutionary 1790s and the Civil Rights movements of the 1960s.)

We also read De Quincey’s Confessions and Coleridge’s “Kubla Khan” and William Beckford’s Vathek. (Here, I will only discuss De Quincey). Wow. Though De Quincey’s elaborate and operatic drug-induced hallucinations fascinated me to no end, the first half of the book–the “sober” portion–also grabbed my attention. Here was this son of a merchant who though materially impoverished, knew his Greek and Latin (something he reminds his reader of continuously and at one point, I think, claims to know better than an uppity man of the cloth). De Quincey’s self-representations were contradictory but intriguing. On the one hand, he is quick to remind readers of his classical learning; while on the other, even as he strains to define himself against London’s lumpenproletariat, there is a sense of empathy for the disempowered, evidenced especially in his sympathy for his friend, the prostitute Ann, and for the orphan girl. Of course, his drug use and its mental effects were interesting too, filtered as they were through orientalia and grotesquely beautiful imagery, all interspersed with philosophical ruminations. All these elements combined to give a sense of a troubled but brilliant mind (his syntax was so fine, too, so precise yet poetic). In short, the class whet my appetite for more of the same: complex and disturbing political material packaged in pleasing (to me) aesthetic form.

After finishing up the class, I then took several other Romanticism courses (with Romanticist Ranita Chatterjee), such as a “The Construction of Romanticism: Wordsworth and Shelley” and “The Traumas of the Godwin-Shelley Circle,” and continued to read primary and critical texts during my free time. I read Percy’s “The Mask of Anarchy” and De Quincey’s satirical essay “On Murder Considered as a Fine Art.” As far as criticism, I perused sources diverse in their ideological orientation, such as Wang’s book, M.H. Abrams’s The Mirror and the Lamp: Romantic Theory and the Critical Tradition, Frances Ferguson’s Solitude and the Sublime: The Romantic Aesthetics of Individuation, and Tilottama Rajan’s Supplement of Reading: Figures of Understanding in Romantic Theory and Practice. These not only helped me engage with the changing conceptions of what constitutes Romantic Literature but also to become aware of the extent to which critical methods enable these and other scholars  to read, extend, and problematize Romantic Literature. It seemed to me that Romantic texts were somehow inherently capable of generating new readings, inexhaustible in their capacity to stretch and bend to the probing eyes of scholars who used novel theoretical lens.

Once, while reading Mary Shelley’s The Last Man under a canopied tree on my campus, I had the thought that Romantic Literature, through its aporias–in Mary Shelley’s novel, the narratological disjunction caused by the prologue which mentions that the “last” man’s ensuing narrative is edited by two tourists—was like this organic, mystical clay that continuously took on amorphous shapes, receptive to the critic-claymaker’s deft touch. Yes, I had this very strange thought that is very Romantic and a little screwy. (But it only certifies—makes me certifiable?—that I’m pursuing the right literary period.)

Romanticism, on a bad day, makes me grumble, “These interesting writers are nuts.” On a good day, reading these writers stimulates my own inner-Romantic lunacy.

Work Consulted

McGann, Jerome J. Introduction. The Romantic Ideology: A Critical Investigation. By McGann Chicago: University of Chicago Press, 1983. 1-20. Print.

 Stay tuned for Part II…

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Some Light Relief, or: Richardson’s Pamela is an Au Pair in 2012

It’s May! And that means that a lot of us academics are taking a deep, post-end-of-term-marking breath, and treating ourselves to the smallest of little vacations… a mini-vaycay, a staycation, an excursion, or what I have recently learned Germans call an Ausflug. In keeping with the theme of respite, here is a little light relief in the form of a pleasant comic fiction. Enjoy!

Richardson’s Pamela is an Au Pair in 2012;

or, Virtue Confounded.

***
In a Series of Letters
from a Hip Young Beauty, To her Parents.
***
Now first Published
In order to cultivate the Principles of Virtue and Moral Uncertainty
In the Youth of Both Sexes

VANCOUVER
MMX

Dear Mom and Dad,

Seriously bad news: the old lady who owns this joint just bit the dust. I’m getting transferred, and I don’t know if there’ll be a wifi connection at the new house, so hang tight. I can Facebook you from my Blackberry at Starbucks.

Your Dutiful Daughter,

Pamela Andrews

***

"A Moment" by Vancouver artist Drew Young

Dear Mom and Dad,

As I was closing my laptop, the son of the old lady walks into my room unannounced and scares the %^&* out of me. He’s a total creeper. Must be pushing 40. He just stood there looking at me and smiling. What a weirdo.

Peace Out,

Pamela

***

Dear Mom (just between us),

The creepy son, Mr. B, offered to keep me on for DOUBLE the wages. AND he gave me a gift card for Victoria’s Secret. What should I do?

Kisses,

Pam

P.S. Can you top up my Vi$a? I miss spending quality time with you, and like, shopping. You are the greatest Mom ever : )

***

Dear Mom and Dad,

Mom, your letter made me feel way better about staying. You are right, money doesn’t grow on trees.

Mr. B treats me really well. He gave me some of the old lady’s clothes. VINTAGE cha-CHING! I got 3 pairs of high-waisted dress pants, 4 silk tops with totally retro gold buttons, 1 excellent Valentino dress that I might sell on eBay, 2 cashmere scarves, and Chanel sunglasses. The old lady was RICH. Now I guess it all belongs to Mr. B. …LUCKY!

Your Dutiful Daughter,

Pam xoxox

***

Dear Mom (don’t tell Dad, okay??)

Mr. B was totally hitting on me just like, two seconds ago, when I was walking down the hallway to find a dustpan. He told me I was the most beauteous creature to ever walk the earth, and my eyes were the pillars against which men might build their lives, which I don’t really get but whatevs. Creeper!

Oh em gee.

Pammy

***

More from Drew Young

Dear Mom,

He kissed me! It just happened!

[This message has been sent via Facebook Mobile]

Your truly shocked daughter,

Pam

***

Dear Mom,

So I was like, OVER the whole thing, because I screamed, and then he kinda yelled, and then I cried, and he gave me permission to never speak to him again, plus he gave me $500 cash, and some new earrings, but THEN. OMG. Then, I was in my room getting ready for bed and I can hear some weird-ass noises coming from the closet. So I open the door and it’s HIM. He’s in MY CLOSET. So I scream some more, and he’s like, “don’t worry, it’s no problem, it’s no problem.” So I was like %^&* you and told him I QUIT.

So there.

Love,

Me, Pamela.

***

Dear Mom,

I can never forgive him for being SO WEIRD, but he has increased my salary and promised I can give notice after the holidays are over. So…

Virtue safe!

Love

Pam

***

Dear Mom,

OMFG I think Mr. B wants to sleep with me. WTF.

FML,

Pam

***

Dear Mom,

If you don’t know what those abbreviations stand for, I can’t tell you.

Love,

Pam

***

Dear Mom,

Today Mr. B came into my room while I was listening to Grizzly Bear and reading Nylon, pinned me to the bed and started kissing me all over my face and neck and I was like, “Back off you Pedophile!” And he was like, “You cannot hold on to your virtue forever! One day, you MUST give yourself up, and because I find you extremely attractive and I have more money than you, it should be to me!” And then he started to unbutton my shirt, and it was kind of hot, but I knew better, because of what happened to the blonde chick on Gossip Girl, so I screamed, “My virtue is all that I have!” And with superhuman strength I threw him off me, ran downstairs, and phoned child protective services.

I’m gonna sue the bastard for all he’s got!

Marriage is for L-O-S-E-R-S,

xoxo

Pamela

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On Starting a Reading Group

Once I’d finished my coursework requirements, I found myself really missing the chance to regularly gather with fellow grad students and talk about reading. Studying for exams and writing the dissertation can be isolating experiences.  Some large programs may have a few students studying or writing within similar fields, but smaller programs don’t always have this kind of ready-made specialized community. Even so, it can be refreshing to chat analytically and appreciatively about literature with others, even if that literature is outside your particular interests. Aside from just hanging around the office and asking, “Read any good books lately?” the best way I’ve found to foster this type of discussion is to start and join reading groups.

Planning your group:
Numbers are important. If you put out a call for interest and the entire department wants to sign up, you might want to split off into smaller reading groups with narrower topics. I’ve found that between three and ten members is best for good discussion that allows everyone to participate.  Choose a location that is comfortable and as far from a classroom as you can get: a more informal building on campus, a café or pub, or even someone’s living room.  You’ve all done your time in the classroom, and members will be more likely to show if they don’t feel like someone’s taking attendance. Choosing a day and time when people can feel more relaxed also helps, like a late afternoon after everyone’s taught for the day while still leaving time to do some writing or grading later that night.

There are a number of ways to decide what the group will read.  In some reading groups I’ve joined, a group leader knows the most about the topic and just chooses all the readings. If you don’t like a particular reading, you don’t have to show up that day. There are also more diplomatic ways. In my group, I usually ask for suggestions, make a survey of all the responses, and let the group vote on what they want to read. Sometimes, if someone has a text they’re particularly excited or knowledgeable about, he or she can lead that meeting. For the most part, though, discussion seems to run itself, with perhaps a few back-up questions in case of awkward silences.  In terms of book-length, everyone is usually pretty busy: shorter is better. Short story collections can work really well if the group chooses one or two to read together, letting members read around the rest of the book if they have the time. It also depends on cost. Department or university funding for reading groups is available at some schools, but not all.

When it comes to the meetings themselves, I really try to emphasize an informal atmosphere, as you can see. Not all groups I’ve been in have been like this, though, and there is something to be said for a structured group in the midst of unstructured diss-writing and exam-studying. Shoot for a middle ground: it’s not the neighborhood book club, but it’s not class, either (especially with so many teachers in the room). One thing that will come as no surprise is that grad students are more likely to show up to any event if there’s food and drink involved. Especially if you have a mix of M.A. and PhD. Students, this informal atmosphere can help everyone feel comfortable contributing to conversation and bring their own interests to the table.  You can also do some more creative things like readings of plays/poems or looking at film alongside other texts to make meetings social while still discussing the material. Starting a reading group can help you re-connect with the other scholars in your department, inadvertently bringing out the many different types of reading and discussion that can often be forgotten when you’re doing independent work… while, at the same time, having fun and relaxing with good books, good food, and good people.

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The Sublimity of “2001: A Space Odyssey” (1968)

The Sublimity of 2001: A Space Odyssey (1968)

Stanley Kubrick’s 2001: A Space Odyssey is a sublime film.  Tracing the evolution of humanity from prehistoric hominids to space age explorers immersed in Cold War politics, the film considers the telos or final aim of the human: a sentient computer. In terms of plot and thematically the film is sublime indeed, but especially when it’s big.  Kubrick’s movie comes back to the theater this week as part of Seattle’s first Science Fiction Film Festival, using a 70mm print, which basically means the resolution is higher than a standard 35mm print.  But 70mm film was/is used to shoot very few films, and the Cinerama, where 2001 will be screened, is one of only three theaters in the world with the capacity to project one.  For everyone else, the DVD will have to suffice (at least you get the extras!).  While I always thought aesthetic theories of the sublime had much to contribute to a conversation about Kubrick’s futuristic journey, is a big screen really a prerequisite for such a discourse?

It doesn’t hurt.

Kubrick’s film opens with “The Dawn of Man.”  A group of apes scavenge for sustenance, fighting with other clans of apes for a nearby waterhole.  By today’s standards, the apes resemble homo erectus, bipeds prior to the use of tools.  The stage in their development is important because one morning, Moon-Watcher (as he’s called in the script), awakes to find a large, black, symmetrical object: the monolith.  Geometrical form, par excellence.  Following from the encounter, Moon-Watcher creates what amounts to the first tool, thus inaugurating the next step in human evolution.  Moon-Watcher sees a bone and anticipates its use as a weapon.  The film presents viewers with a radical notion, that an external object determines brain capacity.  In other words, the encounter with the monolith animates Moon-Watcher’s imagination, but as the German Enlightenment philosopher Kant would say, the monolith itself does nothing.

For Kant, writing on aesthetics in his Critique of Judgment (Berlin, 1790)—a foundational text for studies on the sublime—sublime experience occurs only in the mind.[i]  A sublime experience follows from the “might” exhibited in nature causing a feeling of “respect” in the viewer. A truly sublime effect turns its subject into a “brave” and “noble” character with a newfound sense of moral purpose (§§28-9.99-106).  However, Kant disavows any purpose within the sublime object itself.  If it’s an ocean it’s only an ocean; if it’s a volcano it’s only a volcano (§29.110).[ii]  So according to Kant, the monolith could be anything because, for the human, it is the mind that determines the object.

From the inauguration of the first tool, time is compressed.  Kubrick now jumps almost two million years into the future as the camera follows Moon-Watcher’s hurled weapon through the air.  In a vicissitudinous cut Kubrick links two tools at the limits of technology: From Early Pleistocene bone to a twenty first-century military vessel orbiting earth. The gesture forces us to ask, what’s the difference?  As Adrian Mackenzie might say, the bone is local while the spaceship is global.[iii]  But how local are bones?  Like the monolith, these objects seem to traverse time and geographic location.  Furthermore, despite the apparent innocuousness of the film, the accompanying evil (or banality) of the monolith reveals itself in that imagination’s inauguration ushers in weapons of war—first and foremost.

For film’s third section, Kubrick introduces a different kind of sublimity.  If the military spaceship doubles as Moon-Watcher’s bone, the monolith’s double is the HAL 9000 computer.  Faceless and seemingly indifferent, HAL is “the most reliable computer ever made.” On their mission to Jupiter, the crew is comprised of HAL, scientists in hibernation, as well as two conscious scientists, Dr. Poole and Dr. Bowman.  Next to his human counterparts, HAL appears fragmented without an actual body, restricted by the cameras determining his sight.  On the other hand, HAL acts as the ship’s nervous system; that is to say, he is totally mobile, ubiquitous, and dubiously inescapable.  If the sublime requires safe distance, as it did for Edmund Burke in 1757, HAL creates the illusion of distance, while in fact he is closer than anything else.[iv] Kubrick zeroes in on a sublime object that cannot be measured in terms of physical distance.  The object is remote in appearance but near in personality, distant in body but near in omnipresence.  In this sense Burke is wrong while Kant and Kubrick are right: measuring, identifying, and containing the sublime says nothing about sublimity.

Maybe a good reviewer would explain the film’s end, but in the spirit of the sublime I will not enact that violence.  To be fair, the end should be experienced on the big screen, which is why, should the opportunity arise, any fan of the sublime or science fiction ought to see the film in the theater.  But what does one gain from bigness?  If in the end we admit that size alters experience, have we not undone the whole point of this article?  To admit that proportion is part of the sublime experience is only to admit exactly what these various thinkers ultimately gesture toward: the sublime cannot be contained within a single criterion or tedious criteria.

The Seattle Science Fiction Film Festival runs from 4/19 to 5/2.  Among others, films include Metropolis, Dune, Barbarella (of course), but sadly not Bladerunner.

 


[i] Kant, Immanuel. Critique of Judgment.  Trans. J.H. Bernard.  New York: Hafner Press, 1951.  Print.

[ii] On this point see Paul de Man’s “Kant’s Materialism” in Aesthetic Ideology.  Ed. Andrzej Warminski.  Minnesota: University of Minnesota Press, 1996.  Print.

[iii] For an interesting commentary on the limits of technology, comparing Paleolithic hand-axes to thermal nuclear devices (57-86), see Adrian Mackenzie’s Transductions: Bodies and Machines at Speed.  London: Continuum, 2002.  Print.

[iv] Burke, Edmund.  A Philosophical Enquiry into the Origin of our Ideas of the Sublime and the Beautiful.  Ed. James T. Boulton.  Notre Dame: University of Notre Dame Press, 1958.

 

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End of the Semester Writing Woes

As the end of the semester approaches (ASU’s last day of class is April 24th!) so too does an intense dose of anxiety and stress. As graduate students we have a LOT on our plates. Not only does the end of the semester signal grading a lot of composition papers and assigning final grades, but it also signals something even more treacherous: PAPER WRITING. A non-graduate student friend of mine called the other day and asked me if I was so excited that classes were almost over, my response: Excited?!? No, I am not excited, the fact that classes are over in a week means I need to write two seminar papers AND grade. Although she definitely did not deserve my tirade, it made me recognize how unique our situation as graduate students is. We love what we do, I LOVE WHAT I DO, but around this time of year I tend to forget that I am supposed to be enjoying this time of my life. I started thinking about why I feel this intense anxiety and pressure at the end of the semester, and from talking with so many of my peers, I know I am not the only one who feels this way. I know (or pretend to know) I am a competent writer and beginning scholar, right? I mean we all are in a graduate program so we have to have done something right along the way to get accepted. But why do we forget this come the end of the semester?

While sitting with one of my professors and talking about my final semester paper, I just said, “Ahh! I am so anxious about this paper that I don’t even know where I am going to start!” And, like all great professors, he recognized my high level of stress and calmed me down. He reminded me that the point of a PhD program is to produce scholars, the future of the field. He emphasized the word “produce”, and that no one expects us to be perfect right away. All of the work we do should be aimed or have the ultimate goal of being useful in the future, but all papers, seminar papers that lead to portfolio papers, papers that hope J to lead to publications, papers that lead to chapters in a dissertation, all papers have to start somewhere. And more importantly, they are never perfect on the first try REGARDLESS of the level of the writer. Everyone, even those untouchable Gods of Romanticism we work with on a daily basis, has to review, revise, and rework papers. My professor reminded me that this is a “first draft” of a paper and to give it my best, but relax.

Relax…as much as I wish I could relax, at least I walked away from the conversation with a much better perspective about the end of the semester paper writing rollercoaster. We are all students working incredibly hard to master our trade and each semester is a stepping-stone towards the ultimate goal. But it is just that, a step towards the goal, not the goal itself. So as I prep and begin to write my two seminar papers I am remembering (or attempting my best) to breathe, relax, and enjoy the process of becoming a scholar knowing that my papers will not be perfect by the time I submit them and that is okay because ultimately, it is only a “first draft” of something that can be so much more.

(My first fun read of the summer will be Daisy Hay’s biography of the Shelleys, Byron, Keats, and friends called Young Romantics, and I am excited to tell you all about it next month ☺)

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Exploring the Genre of the Dissertation

During the hours that I assigned for my dissertation yesterday, I had a bit of a genre-identity crisis. I was editing and revising parts of a chapter in the morning when I discovered that I have been following no more than an idea *in my imagination* of what a dissertation should look like. Of course my prospectus outlined my chapters and my proposed argument, and has already been approved by my committee, but that piece of writing did not require me to think about the dissertation from within its draft or its guts.

I sought a model to consult — a concrete finished dissertation product to admire, toggle/flip through, and to orient my work in both form and content. Though I have read a small library of books and articles on the path to where I am now in my PhD, I have yet to read an entire dissertation. In fact, I haven’t even read a full dissertation chapter. In other words, yesterday I felt as though I was trying to compose a genre I knew nothing about and was not prepared to write. (Not true, I’ve since learned!)

The genre-identity crisis manifested in a swarm of questions. How much space should I allow to record the current critical conversation in which my argument intervenes? What belongs in a footnote and what belongs in my body paragraphs? Should my chapters be about 50 pages long and framed as long arguments/explorations of a single topic, or divisible into two articles of about 25 pages each, in order to make it easier to (try to) publish diss chapters as articles (the latter was my plan)? But is it prudent to write chapters as if they are articles, or multiple articles sewn together? How long should the arc of each chapter’s argument and investigation be? Why do I feel like I’m spelunking? Can I get away with writing shorter chapters that are the length of articles that I might submit to a peer-reviewed journal? In other words, what should the genre of the dissertation look like?

To prevent prolonged worrying and inefficiency during this busy part of the semester, I wrote to my dissertation committee co-chairs right away and posted some related questions on Twitter. I have received a collection of thoughtful and useful responses that I think are important to share.

I’m not writing a dissertation; I’m writing a book. This isn’t as pretentious as it sounds, I promise–I have no illusions about being able to produce a publication-quality book quite yet. However, I was advised to see the dissertation as the incunabulum, so to speak, of my first book project. “The dissertation,” I was told, “is a dead-end genre” and my future as scholar depends on my ability to write a good book. Furthermore, many scholars revise their dissertations to complete their first book project as a tenure-track professor.

Importantly, I was also cautioned against trying too hard to actually write a book –that is, a book both in form and content quality — while finishing my doctorate (see my disclaimer in the above paragraph). Efficiency and timely completion of my degree and entrance into the job market are important to me. While I strive to write a beautiful, organized dissertation that offers new ideas supported by a wealth of research in my field, I am also realistic about the time it would take (not to mention the learning curve) to do so as a proper book project and I’m cognizant of that fact that my funding will not last forever.

Numbers: The statistics I was given are the criteria for a book published by a university press: 75,000 to 90,000 words in length, and 4-6 chapters in length in addition to an introduction. Each chapter in typescript should run between 35-50 pages in length — I will lose about a third of my manuscript’s length when the book is typeset.

Chapters: Each chapter should focus on one major issue. Thus, it is unlikely that I will be able to derive two articles from a single chapter. Building this book project draft by thinking about each chapter as one slightly long article is a good idea, I was told. The difference between a chapter and an article is that a chapter allows for more exploration of a topic (so this is why I’ve been feeling a bit like an explorer, which I love).

Models: Find published books for models, not articles, dissertation chapters, or complete dissertations. These don’t necessarily need to be the books whose arguments I admire most–though they may be. Rather, they should be books that I would like my own book project to resemble when it is finished. The big questions are how do I want my project to resemble these works and how will my project differ?

The Department/Committee Factor: Each department has its own unique standards and each dissertation committee has its own set of expectations and criteria for what a good dissertation will accomplish within that department. These factors are more palpable during revision processes but it will pay off to consider them in advance as much as is possible and pragmatic. The expectations and precedents set by of the dept. and committee are also important when considering how to include or align work with digital projects or components of the dissertation. I do a lot of digital work on electronic texts and archives and will be putting a lot of careful thought into how my digital projects dialogue with my dissertation and how best to treat those projects to convey my argument and work as well as meet requirements.

Audience: One respondent on Twitter who is finishing her dissertation wrote that “a dissertation is for 3 people, a book has an audience.” At first, I found this depressing to say the least, but after some thought I have decided that I disagree and am therefore no longer depressed by this idea. Though the dissertation committee is the first audience that this project will see, it is not the only audience. As chapters will become articles and the work as a whole is an early draft of a book project, the dissertation’s components all “cook” together and will emerge to a larger readership than those on the dissertation team within the department. Furthermore, dissertation chapters are also the groundwork, potentially, for insightful conference papers as well as job talks.

Having solicited and received such useful advice, I have some reframing and planning to do with my current draft and I am on the hunt for five or so books that I hope to model my project on. What books would you pick as your models? How have you been conceiving of the form and content of your dissertation? As our department chair so cheerfully says, “Onward!”

 

Maze Image: By xOneca (Own work) [Public domain], via Wikimedia Commons http://commons.wikimedia.org/wiki/File:Hand_made_dense_labyrinth.png

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On Creature Comforts

my fav ex-gymnast's kitty kat

James Harriet calls cats the “connoisseurs of comfort,” which is perhaps why so many academics are cat-lovers. Like having Of Grammatology on your nightstand, having a cat close at hand reminds you what it would be like to move through the world expressing yourself utterly as you see fit.

There is an inverse relationship between the size and comfort of one’s desk and the size of one’s research topic. When learning about, say, the entire political spectrum of Western Europe, you sit in a lecture hall in a tiny, left-handed desk at the end of the row, with schoolbag and jacket mashed underfoot, drinking scalding Starbucks from a paper cup clutched between your knees, which is surely leaving red marks on the insides of your thighs. The desk space is more suitable as an elbow rest. The chair seems to have been designed for torture. Even the professor looks uncomfortable, hiding up there behind the lectern. So, as the history of radical political change sweeps by you on power point slides, and the impossibility of note-taking becomes more and more apparent, you are likely to sigh and hope the information will be made available online. This is the plight of the undergrad. To be cramped, to be physically uncomfortable, to be held in check by what Althusser would recognize as the regulatory organization of classroom chairs which all face forward so that we must rub up against our peers but never look at them.

On the other hand, grad students—individuals whose educational spectrum has narrowed over the course of many years to a pinpoint (pinnacle?) of specific research interests—do not fit in tiny desks. We think tiny desks are bullshit. Grad students tackle the necessity of study-surfaces in one of two ways: either we dispense with desks altogether, bringing our MacBooks to coffee shops, where, for the price of a caramel macchiato we spend the afternoon balancing our research on our thighs; or, we take over large surfaces like kitchen tables and those long study-benches in the library, of which we require at least two-people’s-worth of length. In order to craft our tiny, complex arguments about the relationship of enthusiasm to the impotence of language in Hölderlin’s Hyperion (oh, wait, that’s just me), we require at least six books of literary criticism to be spread about us. We need our binders of photocopied articles close at hand. It is absolutely necessary that the fridge/our book bags be filled with snacks, and that the coffee maker be either warming up, actively brewing coffee, or keeping fresh coffee warm and at the ready. We require, in other words, all our creature comforts to be on hand.

Yet comfort is a fickle, tricksy feline. As soon as you think you’ve got her figured out, that little, Puritanical voice inside your head (the one that is terrified that you will never finish your dissertation, never get a job, never really be a success as an academic) notices how cozy you are and admonishes you, reminds you not to get too comfortable.

“Don’t get too comfortable!” With a self-indulgent little chortle, those exact words slid through my consciousness this morning. But what does that even mean, I asked myself. Is that some kind of a threat? Is my comfort impinging on anyone else’s comfort? Is there a limited amount of comfort in the world? Is there not enough to go around? DOES COMFORT NEED A BAIL OUT? Probably. Unlike money, however, I don’t believe comfort can be created out of thin air. Mein Gott! A small tangent, forgive me. What I was meaning to say is that even though I do everything in my power to create a life of ease and aesthetically pleasing coziness, I have this deep-rooted suspicion of comfort. Perhaps it’s too petite bourgeois, a bit too middle class. An aristocrat takes comfort for granted and seeks instead passion, adventure, intensity; he goes hunting for lions and some such, while the rest of us seek apartments with good central heating and a bowl of gourmet mac and cheese (gouda). Mostly, however, my suspicion of comfort arises from the fact that I make a direct correlation between comfort and productivity, which is to say that I fear that if I get too comfortable I will cease to produce scholarly work. This is why I need TAships and a (couple of) part-time job(s): just to keep me running around enough to make true comfort impossible.

Cats are comfortable because they refuse to be otherwise. But then again, they are also cats, and as Christopher Hitchens so aptly notes,

“Owners of dogs will have noticed that, if you provide them with food and water and shelter and affection, they will think you are god. Whereas owners of cats are compelled to realize that, if you provide them with food and water and shelter and affection, they draw the conclusion that they are gods.”

Finally, from this I take comfort. Comfort in the fact that I am neither a hopelessly naïve pup nor a sociopathic kitten, and will undeniably and reliably always return to the research at hand.

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Romanticism: Periodization and Teaching

A Professor working outside of the period that scholars have come to call Romantic recently said to me, “You identify as a Romanticist? Cool.” Yes, it is indeed cool. The language that he chose to use, however, raised several questions in my mind. Defining Romanticism is a difficult task that has been productively addressed by numerous scholars. For a current and thought provoking definition, here is Michael Ferber’s “Romanticism” from the aptly titled Romanticism: A Very Short Introduction.

“Romanticism was a European cultural movement, or set of kindred movements, which found in a symbolic and internalized romance plot a vehicle for exploring one’s self and its relationship to others and to nature, which privileged the imagination as a faculty higher and more inclusive than reason, which sought solace in or reconciliation with the natural world, which ‘detranscendentalized’ religion by taking God or the divine as inherent in nature or in the soul and replaced theological doctrine with metaphor and feeling, which honored poetry and all the arts as the highest human creations, and which rebelled against the established canons of neoclassical aesthetics and against both aristocratic and bourgeois social and political norms in favor of values more individual, inward, and emotional.”

This definition is indeed a very useful one. I encourage my compatriots to engage with, laud, and/or put pressure on this definition.

For the purpose of this post, I want to examine the two important implications that loom behind defining Romanticism. The debate over what Romanticism means has clear implications for those of us who “identify” as “Romanticists.” In other words, locating the definition of the era/period/movement/ -ism changes what it means when I assert with confidence that I am Romanticist. What is a Romanticist an expert in?

For those pursuing graduate degrees, there is a bizarre bifurcation taking place. In my own work, in conversations with colleagues, and in response to contemporary critics, I often put pressure on Romanticism and the Romantic. When I teach, however, Romanticism is something with clear temporal, aesthetic, and political boundaries. To what extent should our scholarly debates influence the manner in which we teach Romanticism? Do we not participate in the debate when we choose to teach Romanticism in a certain way?

In order to get the conversation started, I have included a few charts that I use to teach Romanticism. Are these images similar to / different from / at odds with the way you have taught Romanticism?

Romanticism Charts

 

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Reading List Adventures

This is the semester I am struggling to put together my reading list for the comprehensive exams. I have to admit it’s a rather exhausting process, much more exhausting than I initially planned for. I entered into the PhD thinking I had a firm grasp on what I wanted to do – pursue eco-criticism and animal studies in Romanticism. I’ve found out that’s a rather hard thing to do. Going into a relatively interdisciplinary field requires a lot of thinking about different kinds of texts, themes, and theories. Anyone who has read texts dealing with race or gender will tell you that animal metaphors work to separate different kinds of people. So, are these metaphors in some way worth talking about, given their obviousness in the texts? In what ways do they change as the Industrial Revolution takes hold and separates, in a somewhat larger way, mankind from nature? The most important question (for me at this point, anyway) is how can I begin to get a hold on this issue in time to create a cogent and defined 120-odd booklist?

As I began working on it, I knew that environmental metaphors animated critical gender discussions in the Romantic era. In Vindication of the Rights of Women, Mary Wollstonecraft argues that women are poisoned by their own culture, “for, like the flower which are planted in too rich a soil, strength and usefulness are sacrificed to beauty.” Yet, “the perfection of our nature and capability of happiness” is partially based upon “man’s pre-eminence over the brute creation.” Those are obvious metaphors, but the way in which they position a woman in relation to the environment intrigues me. I thought about several canonical works from the period, and then I consulted several anthologies as well as these lengthy lists:

http://graduate.engl.virginia.edu/oralsonline/

http://www.columbia.edu/cu/english/grad_orals.htm

http://www.english.ucla.edu/index.php/Current-Students/graduate-reading-list

There’s a lot of texts on there, some that I was only peripherally familiar with and some that I had never encountered before. I looked for texts written by women or texts that dealt with the question of women that also involved the environment or animals. As you can imagine, that led to a rather long list filled with novels, poetry, plays, travel essays, literary essays, and theory tracts.

Then, I had a sort of revelation that I was not expecting and it came from an odd place. I began looking at pretty pictures of dresses.

Yes, you read that right. Pretty dresses. When it is winter and I feel bogged down by reading, and grading, and writing, I like to look at art, clothes, and houses from the period I study. It’s mentally invigorating, but that might just be an excuse I tell myself to look at beautiful dresses.

I noticed through my cursory searching a rather huge difference between women’s fashion pre- and post-Romantic Era fashion, especially in terms of how much of the body is shown and what is on the linen.  Dresses changed from being highly structured and covered in flowers to being more flowing with less natural decorations. I am in no way claiming to be an expert on women’s fashion. How correct or incorrect these observations are is less important than the effect it had on my list-making. I began to wonder how animals and the environment were utilized to produce certain kinds of bodies. That began to narrow down my list, and it also gave me a clearer picture of what else to put into the list.

My advice for this whole process is pretty simple:

1.)   Look around a lot. Consult examples of lists, anthologies, your Amazon wish-list. You’ll need to balance the canonical, but also find the exciting, bizarre, and strange you believe you might want to read.

2.)   Be available for inspiration in whatever form it happens to take. Go to a museum. Go outside. Talk to your pet. Eat a good meal. Give your mind a moment to relax and you’ll find the Ah-ha!

 

 

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A Gathering of Gothics

It was a dark and stormy afternoon, and a small group of learned scholars gathered to whisper amongst themselves the secrets of haunted castles, monstrous creatures, and dark forbidden crimes. The rain pelted against the large windows as the wind howled through the trees… the palm trees? San Diego, CA had found its own way to welcome the First Annual Studies in Gothic Fiction Conference to its usually-sunny shores.

Though I have only been studying the Gothic for a few short years now, I have had the privilege to attend several fantastic Gothic-focused conferences in the UK and Germany.  For Gothic scholars in the United States, however, such conferences are travel-intensive and hugely expensive.  Though conferences such as the PCA (Popular Culture Association) almost always include at least one panel on the Gothic, I struggle to remember a single recent conference devoted to the Gothic or Gothic topics that has taken place within the US. Until now, that is! This fact makes the very existence of The Studies in Gothic Fiction Conference, held March 16th and 17th and sponsored by National University, an incredible ray of hope for Gothic scholars in America. Though its numbers were small, the academics who attended the conference—ranging from first-year graduate students and high school teachers to members of the IGA (International Gothic Association)—seemed well aware of this fact and hugely appreciative to have such a rare opportunity.  Every panel that I saw was well-attended and extremely active during the Q & A portion, and participants seemed to relish this chance to speak in a like-minded community about the complexities of texts that are frequently pushed to the sidelines of more canonically-based academic forums.

Overall, the content of the conference included a mixture of different time periods, from Romantic to contemporary, as well as media forms, such as film, music, and blogging in addition to the traditional print forms.  Two full panels focused on the works of Anne Radcliffe and Matthew Lewis, and I heard papers that examined the religious background of these authors and their works, their contributions to the “Male” and “Female” Gothic, and aspects of economics and femininity within their texts.  The presence of Romantic-era Gothic was pervasive beyond these panels, however, as many papers on Victorian and Contemporary works referenced earlier works in newer contexts.  By far, the most frequent term used in many of the papers I heard was “hybridity,” a concept that, despite the Gothic’s aversion to definition, speaks to its unwavering dedication to its origins.  The keynote address, “A New Intensity of Feeling: Secretly Enjoying Ghosts, Banshees, and Derelict Lovers in Gothic Short Stories of British Literary Annuals,” was given by Katherine D. Harris.  Part literary analysis, part archival discussion, part technology demonstration, she shared her research with hard-to-find annuals from the perspective of the digital humanities.  Many papers throughout the weekend pursued similar contemporary takes on traditional works.   Some offered an analysis of a contemporary text in juxtaposition with a parallel or divergent analysis of a traditional Romantic or Victorian text in order to explore the direction in which more recent literature is taking the Gothic and Gothic Studies.  My own paper discussed certain aspects of Frankenstein in order to understand fragmentation in Chuck Palahniuk’s Haunted, and another paper on my panel did a fascinating study of the feminine, the community, and the mob in both The Monk and Shirley Jackson’s We have Always Lived in the Castle.

Though scholarship has, from time to time, frowned on overt and strained blending of literary periods, I believe that the Gothic lends itself particularly well to the benefits of such inter-period communication.  Itself born out of a revival and reimagining of the Medieval (often to a highly anachronistic extent), the Gothic has always carried its own contemporary concerns to foreign times and places, transplanting the here and now to the there and then.  Does this make strategies of Gothic studies themselves as Gothic as the works with which they engage? To a certain extent, possibly.

For further interest in the concerns of this conference, see the online peer-reviewed journal, Studies in Gothic Fiction.  According to Franz Potter, editor of the journal and one of the conference coordinators, there will be a forthcoming special edition of the journal highlighting papers presented on that dark and stormy California weekend.

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