Tag Archives: writing

The Western canon is not dead (yet)

The Western canon is not dead (yet)

Before you tune out, let me assure you that I agree with those who argue for more diversity in school literature at all levels. Students need to be able to see themselves in the texts they read so they become fully part of the classroom community. One way to encourage a more diverse classroom community may be by allowing students to freely choose texts from a library that contains books from multiple cultures and points of view. Books suggestions may come from parents, social groups, or the students themselves so that the library is well rounded. Digital libraries may also be a good idea to broaden the reach across cultures. The number of schools adding 1-1 or BYO technology for students makes the digital library accessible to many schools, particularly in urban and suburban districts.

Having said that, there is still a place for much of the Western canon of literature in US schools. The US, for all its multinational communities, was still founded on Western philosophies and ideologies, and it is in the canon that those ideas can be studied from multiple points of view that may turn the traditional Western canon into something wholly American.

What got me thinking along this path was a sermon about the current culture war over Truth v. truth. At some point the pastor made a passing reference to 1984 and my mind took off.  I thought about how the current Western culture in which we live really does seem to live in juxtaposition: war is peace, slavery is freedom, ignorance is strength. “Fake” news tells stories driven by site clicks and ratings. Debates become hostile arguments almost as soon as an unpopular point is made–no matter how accurate or reasonable it may be. The only recognized authority is the Self, which is not necessarily Orwellian, but does contribute to the unhappy chaos that fractures communities and fragments society.  Fragmentation is just as evil as forced unity. Community requires its members to be welcoming of differences while supporting a foundation of a common understanding.

The Western canon, part of the cultural heritage of the US, is a place to begin to rebuild a common ground. A friend said not long ago that when he was a child, everyone read the same books, watched the same three channels on television, and knew the same stories from history. Kids had ideas and experiences in common, which gave them a place to begin building friendships or at least understand their school yard enemies. In a time where cultures collide, students deserve to have something in common that at least gives them a place to build conversations. Because the US is a western nation, it seems appropriate to use the canon as a place to begin.

This is not to say the canon should not be curated and supplemented.  The US culture is changing and the texts read in schools should mirror those changes. Regional authors,  women, multi-ethnic, and multicultural writers should add to the American educational experience. There needs to be balance. Too often US education policies position people against each other rather than looking at the US as us, a culture made up of many ideas but united by a common understanding of what it means to be American. Literature can provide the bridge of commonality.



Unorthodox but Effective


Years ago a principal wrote “Her teaching style is unorthodox, but effective.” I took that as a tremendous compliment and I’ve made it my teaching mantra.

Why unorthodox? Well, I have some unusual philosophies about teaching literature and composition. I don’t believe in tests. I use tests only as a consequence of non-participation by a class on any given day. The test covers the material that the Socratic discussion should have done more effectively (and interestingly.) Generally, if I give a test, the passing rate is low: students who came to class prepared pass, those who hoped to ride on the backs of their prepared classmates, fail. As a result, I rarely have to give a test to any given class–and if I do, it’s only once.

I encourage students to use the study tools available to them. Those tools are always insufficient for class discussion, but many students find that reading the material, reading the notes, and re-reading the material is an effective method for them. I also encourage audio book use for my auditory learners.

I don’t teach grammar or vocabulary. By the time a teen is a sophomore in high school he should understand the basics of mechanics. If he doesn’t, there are plenty of on-line sources and tutors available. I also use peer editing to strengthen those skills for both writers and editors. Vocabulary is best learned by reading good literature, not by matching unrelated words to definitions. I expect my students to look up words they don’t know. By the second month of school, they usually do. Students will rise to elevated expectations.

My primary form of evaluation is the essay. My students read and write a lot. They are required to keep a daily journal (ten minutes per day) and I walk them through the essay writing process from thesis to works cited. By the end of sophomore year, my students write a highly developed, well-researched 10-12 page paper with confidence.

I also integrate art into literary analysis regularly. Too much of school is relegated to left brain activities: lists, memorization, numbers, facts, etc. Good thinkers use the creative right brain to formulate ideas before engaging the left brain to organize them. Altered books, altered puzzles, photography, digital art, paintings—all of these have a place in my classroom.

Effective? Yes. In 20+ years as an educator, my students have consistently outperformed their peers in college courses that include writing. A number of my students have determined to pursue writing and communication in their careers, based partly on strategies learned in my class.

This blog will be my place to share these strategies and to share a new approach to literature I am currently developing. Test these ideas in your own schools (whether large private school or home school) and see whether or not unorthodox can be effective.