Writing on The Road

If you’re in my English 1101 class, you’re writing an essay on the novel, The Road, tomorrow (Wednesday).

Some of you have expressed concern about how much harder it might be to write about a full-length novel as opposed to a short story or a poem (as in English 1080). It probably is a little more difficult in some ways, but in other ways it’s possibly even easier. With a short story, of course, there are only so many of pages of material that you have to deal with, and with a poem there’s usually no more than a single page to contend with. The problem with that, of course, is that sometime it’s hard to come up with enough to say: you’re limited by the brevity of the short story. Granted, a skilled and experienced thinker and writer can find a lot to say about just about anything. But in first-year university, such skills haven’t necessarily been developed fully. The novel, by virtue of its length, might be a bit of a godsend to some of you because there’s so much more to talk about. There should be no shortage of scenes, characters, and images to discuss.


The concern usually is, “How can I write about something so big in such a short period of time?” It starts with making sure you can articulate the answer to the questions: What is this novel about? What are the main issues? What are some scenes and images that will allow me to talk about those issues? (Try answering those questions for yourself, in writing. Make lots of notes.)

You’re obviously not expected to write about every part of the novel. But you are expected to write an organized response to the question. Your essay should show that you’ve seriously considered the bigger issues of the novel by considering some of the subtleties of language, scenes, and images. It all becomes “symbolic” by virtue of it having implications that are bigger than itself. The image of “the road,” for example, in and of itself is small and yet connected to much larger ideas. The road is obviously symbolic of where the man and boy are going. So your next question is: Where are they going? I don’t just mean that in a literal sense. I mean, yes, the literal journey is important and you should show that you know that. But you should also show that you know how to draw implications from what you are given.


So the man and the boy are headed south. They are driven by something, driven out of the safety of their home by something. They are searching for something. On the road, they encounter something and someone. They are afraid of certain things, of certain people, and these objects and people represent what the world has become.

From there, it is quite simple to draw connections to the larger issues of the novel: identity, the loss of a sense of place and security (think of the map that the boy is trying to read as if the states actually existed, the constant references to lost transportation systems, and so on—the road is, in fact, representative of that lost system, among other things). So much has been lost. I won’t list it all. But on that road, they keep to the straight and narrow, trusting in it, believing (because they have to) that it will lead them somewhere. If you can connect these ideas to our discussion of God and the need to have faith in something, to decide what matters, and what the apocalypse has done to the world’s notions of “important,” then you are on your way to being able to answer each and every question you’ll be presented with, both tomorrow and for the final exam.

If you were in class on Monday, you already know what the questions are, and you’ll know that I’ve given you an idea of how to approach each one. All three questions ask you to delve into similar ideas. For example, your sense of right and wrong gives you something to believe in and decides what kind of person you are. That’s only the beginning, but I’ll leave it up to you to flesh out the argument. I don’t want you simply to repeat what you’ve been told. I want you to tell me what YOU see when you look into this novel. When you go through the novel, which scenes and details or bits of dialogue stick with you and make you think about things? What kind of things? What’s it all about, according to YOU? Forget I’ve said a word about any of it. Look at it fresh. Go through the novel. Make your own notes. Make your own assessments, and come up with an idea of what you think it’s all about. Of course, keep this other stuff in mind, but don’t go repeating a word of it unless you’ve actually come to believe it and can articulate for yourself, in your own way. Maybe you can even add to it. There’s lots left to be said. Some of it I’ve left open intentionally. Some of it, I just didn’t have time to touch. Either way, do your best to be original.

You’ll have 50 minutes to write the essay. Try to remember the basic guidelines of essay writing you (hopefully) learned in English 1080. This one is meant to be a diagnostic, to give me an idea of where you stand. We’ll take it from there. But I promise that, if you’re willing to give it an honest try, we can make you a better writer by the end of the semester.

Beyond that, I’m not sure what else you need to know in order to write the essay. Come early, if possible. Be on time at least. Get comfortable in those uncomfortable seats. I’ll bring the paper and a sheet with the questions on it. You choose to do one of them.

The trick, I think, is to make a lot of notes for yourself and then put them away and close your book: see how much you can remember.

Try to recall a list of key, related ideas you want to discuss (God, names, identity, place, good and bad, and so on).

Then, try to recall a short list of key scenes or images you want to apply to these ideas (the image of the road, the sextant, the thief that they leave to die naked, the nearly-blind stranger with whom they have a long, philosophical discussion, the people that the man kills, and so on).

There’s so much you could discuss. When you get in the exam room and are given your paper, write your list out and then make some notes on the list so that you won’t get stuck. Then write out three or four major topics that you want to cover in separate paragraphs. That should help. This is advice only for those of you who want it. Some of you have your own ideas that work for you and you should go with that, as long as it truly does work.

Good luck tomorrow. I’m rooting for you. The questions are designed to allow you to tell me what you know. I want you to succeed on this essay and every essay.

But that depends on you. Success comes with preparation. You even have a better chance of being lucky if you’re prepared. So know the novel, remember your key words and scenes, and have at it.


GC

Cormac McCarthy and the End of the World

It's pretty hard to imagine the end of the world. Maybe that's because the world likely will never really end. It will be simply transformed. Or maybe because, amid a world stuffed to the brim with so much stuff, it's just difficult to foresee the enormity of such an event.

Apokalypsis: a Greek word meaning "to lift to lid off," or "to reveal" the truth of things. According to Cormac McCarthy's vision of post-apocalyptic America in The Road, that's exactly what will happen: the veil between humanity and their gods will be ripped away so that we can see the truth, if we are open to it and able to interpret what we observe, about how things began, how the earth was made and how it works--what we mean to each other, if anything at all, how we became what we have become.

An apocalypse is devastation of the highest order, undoubtedly, but there is truth and beauty in such ugliness, if that's possible to comprehend. The things that are left, the things that survive, carry a whole new meaning--no more layers, no more pretense, because all that matters is survival itself. But then there's the issue of what we are surviving for.

The most beautiful object that the man in the novel comes across is a sextant (pictured), which is a hundred years old and stirs him deeply. The sextant is an instrument used for navigation. One would use it to measure the altitude of a celestial object above the horizon. For example, one would "shoot" the position of the sun at noon in order to find one's latitude. Really, it's all about finding your place in the world, knowing where you are in relation to the heavens above. Traditionally, that's what gods are for. It's what churches, schools, and even books are for. It's what loved ones, especially parents and spouses, are for. In the absence of any of these things in a post-apocalyptic world, the sextant represents so much.

Of course, I try not to over-discuss any of this when I blog. This blog isn't meant to replace class discussion and old-fashioned note-taking and thinking for oneself. I just mean for it to inspire some ideas.

On that note, I thought I'd share some clips from YouTube that seem appropriate, if not necessarily inspirational. I'm in the early stages of writing a post-apocalyptic novel myself (though it's more about a metaphorical end of the world as it might occur, and even has already occurred, in rural Newfoundland--I started it last year and hope to finish it in the next year or two, after some other projects). These clips and images, even songs, inspire my own thought process (my novels and stories usually have a soundtrack, if only in my head). My thinking is that this stuff should put you in the mood for the novel, dark as it may be.

First, one of my favorite apocalyptic moments comes courtesy of The Terminator films and that daydream believer, Sarah Connor who keeps imagining what a nuclear blast might look and feel like: http://www.youtube.com/watch?v=vfZke069f4g

And you've gotta be a fan of big waves, planes dropping out of the sky, and tornadoes in downtown Los Angeles. The apocalypse is just one big special effect--and it WILL be televised in high definition: http://www.youtube.com/watch?v=JQDSAiPiEDU&feature=related

Then there are those wacky Mayans who, along with the late, great prognosticator Nostradamus, seemed to think the world was going to end in the year 2012, right around Christmas and JUST before we open our gifts. Total bummer. Remember, though, some say it's the 21st and others that it's the 23rd. It would be really bad to get it wrong. But then again, I'm now sure it would really matter.

(My only question is why the Mayan Calendars didn't go on sale at the mall for 75% off after Christmas. I was hoping for one with puppies on the front.)Enjoy: http://www.youtube.com/watch?v=uZIfyXc8RWk&feature=PlayList&p=0DA6A360A7A4F3EE&playnext=1&index=9

And another hit from the Mayans, in case you didn't quite get what they were talking about. This one is actually a clip from a recent movie about the events that have been foretold in the prophesy: http://www.youtube.com/watch?v=nAY16UM9Oac

To me, this song is the soundtrack for all my apocalyptic visions (Warning: may cause weeping and leave you feeling slightly bereft.): http://www.youtube.com/watch?v=Qgcy-V6YIuI

Apocalypse Now might not be exactly about the end of the world, but it sure feels like the end of the world when you're the embroiled in a messy war in the middle of a jungle far from the civilization you once thought you knew: http://ca.youtube.com/watch?v=bPXVGQnJm0w&feature=related

This is a trailer from The Road, which was finally released last year but didn't really make it to the theaters here, except for one night. It's pretty bleak, or so I hear. Here's a sample of the movie, just to give you a visual or two: http://www.youtube.com/watch?v=hbLgszfXTAY

Cormac McCarthy is one of those Salinger-like author who is pretty reclusive. The difference, however, is that McCarthy granted an interview to Oprah Winfrey. For a guy who spends most of his time at a science institue in Santa Fe, New Mexico, where this interview was filmed, he seems pretty level-headed. Last time I taught The Road in one of my classes, I was able to post a YouTube video of that interview for educational purposes, but now if you click on the link, you'll find, well, catastrophe: http://www.youtube.com/watch?v=iNuc3sxzlyQ&feature=related .

So much for that. Trust me, though, it was a decent interview, though a little tedious at times. He's not a big talker and she doesn't ask a lot of need-to-know questions. I seem to recall, though, that he was inspired to write The Road because he had a 10-year-old son--a pretty big admission from such a private guy. She also asked him about his take on God, but he was pretty elusive about that subject. Guess we'll have to read the book.

GC

Memorable opening lines from novels

1. "Happy families are all alike; every unhappy family is unhappy in its own way." - Leo Tolstoy, Anna Karenina (1873-1877)

2. "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair." - Charles Dickens, A Tale of Two Cities (1859)

3. "If you really want to hear about it, the first thing you'll probably want to know is where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth." - J. D. Salinger, The Catcher in the Rye (1951)

4. "In my younger and more vulnerable years my father gave me some advice that I've been turning over in my mind ever since." - F. Scott Fitzgerald, The Great Gatsby (1925)

5. "It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife." - Jane Austen, Pride and Prejudice (1813)

6. "My mother drove me to the airport with the windows rolled down. It was seventy-five degrees in Phoenix , the sky perfect, cloudless blue." - Stephanie Meyer, Twilight (2005)

7. "Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you'd expect to be involved in anything strange or mysterious, because they just didn't hold with such nonsense." – J.K. Rowling, Harry Potter and the Sorcerer's Stone (1997)

8. "Christmas won't be Christmas without any presents," grumbled Jo, lying on the rug. - Louisa May Alcott, Little Women (1871)

These are just some of my favorites. It doesn't even begin to touch on all the ones I love, those that are among the greatest of all time, or even the most memorable ever. This is just a random sampling, and that is all.

GC

Strange Days, Indeed

Friday’s classes were a bit strange. As I think I mentioned, I’d only slept a couple of hours the night before, which is actually quite normal for me. Normal or not, it does leave me feeling a bit strung out and capable of saying just about anything. It’s cool when it works, but some days it’s a struggle to put words to the thoughts.

I’ve never tried so hard before to get people to drop a course of mine (other people's courses, sure, but not my own). Although I’m rather used to the January rush for seats—the golden ticket to a place in English 1101—even I was a bit overwhelmed by the vast number of people who showed up for my first class. Of course, I wanted to sign everyone in, but it’s just not possible. Maybe a lottery system would work better. Regardless, I thought the best way would be simply to point out all the reasons for not doing my course. Really, I’ve never done that before—just an example of the kind of bizarre inspiration that enters my head and leaves my lips when I stand before an audience of students without having slept. On the one hand, I hope no one was offended. On the other hand, I hope a few people who were already having doubts did sign out of the course simply because that would leave room for some of the ones who truly wanted in and would be willing to work hard to do well.

I’ll talk briefly about this in class tomorrow (Monday), but for now I just wanted to assure you that everyone who is in the class is welcome and I truly hope, and believe, that you will enjoy the course. Most people do. And I really don’t want anyone to leave. It’s never-ending fun. A virtual Funapalooza. The reasons I gave for someone possibly not wanting to do the course are legitimate, however. But I also happen to believe one needs to confront such challenges in order to get the most out of life. I mean, even Nick Lachey got married again. And Jessica Simpson went out with another football player. So if Nick and Jessica can overcome adversity, so can we all, surely.

So welcome to 2011 and welcome to English 1101. I’m glad you decided to stay. You won’t regret it. Unless, of course, you do.

GC

Have Your Say on English 1080

Hi, Everyone.

First of all, the usual info: The final exam will be held in the Phys. Ed. gymnasium at 9 a.m. on Wedesnday, December 8. Please be there, on time. Don't sleep in--if you have a history of sleeping in, make sure somebody wakes you up on time. If you happen to be running late, either a little or a lot, and you know the exam is still on, come to the gymnasium anyway. My rows of desks are on the right hand side of the gym, about 16 rows from the front. You'll find me just beyond the aisle at the centre.

You won't be allowed to bring your personal items (purse, napsack, pet gerbil, or your copy of Twilight: Eclipse) to your desk. And please don't bring coffee or any beverage that isn't water.

Also, please take a couple of minutes and voice your feelings on English 1080--I've pasted a poll at the top right corner of this page. Just click on it and you'll find a few easy questions. I appreciate your help and future students will thank you as well...sort of.

That's all for now.

GC

Reminder

Just wanted to remind you in English 1080 that we're starting "Young Goodman Brown" by Nathaniel Hawthorne tomorrow (Wednesday, Sept. 29). The usual quiz and banter will follow. On the following Monday we should be ready to start "Serotonin."

See you then.

GC

Mistakes to Avoid

This is my second post regarding the upcoming English 1080 essay (there's another one below).

I just have a few last thoughts that might help you get better grades:

1. Very important: Avoid plot summary. Don't just tell me what happens in the story. Discuss the implications of those details and events in the story. This can make all the difference in your grade.

2. Write your essay in present tense. Avoid tense shift (i.e. back and forth between past and present).

3. Avoid cliches and colloquial language (slang).

4. Use quotation properly. All quotes should be introduced or set up properly. Use phrases such as: "As the narrator says,...". Oh and whenever you use a brief quote or an example, make sure you follow up with some discussion of why it's useful evidence for the point you're making.

I truly hope this helps. I'd like to see these be the best first-time essays I've ever graded. That would be great for you and fantastic for me.

May the fates be with you.

GC

The End of Summer

Okay, so here it is: the last day of August, and what have you done? Another summer's over, and autumn's just begun. (Apologies to John Lennon.)

And that's just it for me--it's not just the end of summer; it's also the beginning of fall. How do I even begin to separate the two? The betwixt and between quality of it all has me not even knowing if I'm coming, going, want to go, or whether I've been there already? Know what I mean? No, of course not. As I write this, there's nobody listening. It's like throwing my voice into an empty cave. But if you're reading this now (whenever that might be), maybe you can empathize a little with my melancholy.

That's what I believe it is: melancholy. I am a huge fan of summer. Most people are. I do know some people who don't love it, including one poor soul whose skin turns to a bright red rash when she's exposed to a few rays of sunshine.

But I still love it. Residing in a city where summer lasts only four or five weeks, one could easily get into the habit of living for these days. But, for me, the truth is that I live for fall. That's when things really come alive--or when I come alive--when life is even more exciting. Everyone brings their "A" game to autumn whereas in summer, it's like, "Man, I'm too hot and tired from the sun and from partying to go chasing that frisbee, or writing that letter, or doing anything that takes effort." And we all understand: "No wonders there's no one in the office. Dude, relax, it's summer." There's something about that attitude that makes me feel good inside.

I would give nearly anything for a few more weeks of summer right now. I don't want to have to return to full time teaching, don't want to lay my writing aside, and I certainly don't want to have to start setting the alarm clock for 6:04 a.m.. I do that most of the year, but it's particularly startling to wake up on the day after Labour Day with that guy on the radio pretending like, "Summer, eh? Thank GOD that's over, eh? What a nightmare." No, no, no. Nobody feels that way. Summer is good. Summer is necessary. I wish it were summer all year round...almost.

You see, I love autumn. Now do you understand why I'm so conflicted?

Just yesterday, my wife and I bought tickets for some shows at the Arts and Culture centre, which we do every year, as part of our autumnal living series. On my way home, I noticed the first leaves turning from green to brown. I was sad but also secretely exhilarated. The birds are beginning to fly strange patterns over my home, which is a sign that either they're circling the troops for that long flight South, or they're getting read to take a gigantic, mass dump on my rooftop. I'm hoping it's just a sign of autumn--they're checking their bags, making sure there's no one on the "No Fly" list," that sort of thing.

The weather turns cooler, but not too cold. Hockey season starts. There are more holidays in fall than any other time of year. Oh, and as a teacher, there's no better feeling than those first couple of weeks of getting to know your students, of making new acquaintances, of seeing what budding geniuses and simply good people whom you might still be talking with years from now, might be sitting in those desks this semester. How many of you don't know the joys of Hawthorne, O'Connor, or Thomas? How many of you are good writers who will one day be great...if you just learn how to do one or two things differently? How many of you will need to come to my office for reassurance after bombing the first assignment, but then go on to get a mark that makes us both proud?

Next thing you know, we're into Thanksgiving, and Halloween, and Remembrance Day, and Christmas (or whatever you celebrate...or don't)--this is my blog; these are a few of my favorite things.

And in the fall, everyone seems more with it, ya know? They act like stuff matters. Life is more serious in fall. Even the movies in the theatres are a bit smarter and sharper, with better storytelling and better acting. DO NOT GO TO SEE "JONAH HEX," OKAY? Your eyes will fall out. I like Megan Fox (sometimes) and Josh Brolin (always), and I adored the Jonah Hex comics when I was a kid. But I will forever feel as if those lousy bastards stole my ten dollars, as well as nearly two hours of my life that I can never have back. This fall, I want to see some good dramas, a few intelligent comedies (please nothing else about babies), and mabye some Potter and Narnia, for that fantastical touch.

And all the fall TV shows are back: NCIS, Big Bang Theory, and, oh, wait a minute--all my favorite shows have been cancelled. Wherefore art thou, "Lost"? But I'm sure it will still be good, like seeing old friends after a long, hot summer. Sort of like "Grease," except everyone's wearing clothes from the Gap and American Eagle.

Speaking of old friends, that's what I truly love about autumn--making new acquaintances, catching up with the old ones that you've known (in my case) since grad school. There's a rush of excitement in those early September days that never really lets up until Christmas.

So this blog has been therapy for me. I still hate to see the end of summer. I want to go off on One Last Big Adventure, like when I was a kid. Do something bright and grand that I'll remember forever.

But I do like fall. Really. Just don't set the alarm clock too early.

And if I seem a little sleepy-headed for those first couple of weeks, that's pretty normal.

Welcome, autumn, come this way.

GC

Blog, blog, blog

Today, I'm redesigning my blogs, which obviously means a renewed interest and hopefully I'll be doing a lot more of it in the coming days and weeks.

Blogger isn't co-operating though. So I'll have to wrestle it into submission.

Until then.

GC

The Day Before

And so it begins. Tomorrow at this time, you (my English 1101 students) will be writing your final exam.

I've done my best to prepare you, and I'm sure that if you've been to class most of the semester and for the past couple of weeks, you know exactly how to prepare for the exam. Right from the first class, I emphasized how important it is to just come to the classes. And while some of you constantly "had to study for another class" or "had a paper due" or just didn't feel like coming, the vast majority of you found a way and a reason to show up day after day. The reward for that is built in, I would think, as you probably feel more confident than you would have about the kinds of questions, as well as the particular strengths and weaknesses of your writing. I have honestly done my best for each and every one of you. If you asked, I did whatever I could for you. If you came to see me, I talked for as long as you needed. I wrote long notes on your essays--and they should be your key to fixing whatever issues you've had all along. Go back and look at them and see what you need to do. On the final exam, before you leave the exam room, you should take a few minutes to review your exam and make sure you've fixed whatever problems I kept saying you needed to pay attention to. You'd be amazed, most likely, at the difference it can make to your grade.

What else can I say? Well, maybe it's best to do the old question-and-answer routine. That usually gets the best responses.

Q. What can I expect in the exam room?

A. Most of you have done this before, though for some of you it's been a while. First, show up on time. That's crucial. Come in and get yourself comfortable in a good seat and try and get your head into the zone. Try to stay loose and relaxed, but focused at the same time.

Don't bring your books or bags to your to your desk. They have to go against the far wall or somewhere away from you. And don't bring food or beverages. They cause mess and distraction.

The room will be crowded, so just breathe and look around. Get your bearings. Be in your own little world in your own little desk. It's not comfortable, but pretend that it is . It'll go easier for you that way. The way you focus your thoughts will decide the quality of your experience.

I'll be there, a little anxious for you, a little sad that the semester's almost done, and secretly overjoyed that I'll soon have the freedom to do some writing of my own and be able to enjoy a little time to replenish my own (admittedly) tired soul. Mostly, I'll be concerned that you're doing okay, that you're focused, that you've fully prepared, that you don't have any blankness, that you're relaxed. If you have a question to ask me, make sure it's something I can answer quickly, without being too disruptive to those around you. But be assured that I'll be there to help in any way I can, within reason.

Remember: I WANT you to succeed. It makes me feel good. It means neither of us has been wasting our time for the past four months, and it means your exams are beginning on a positive note, and your semester with me will have ended nicely. All's well that ends well, as the bard once said.

Q. How can I prepare for this exam?

A. The best way to be prepared is to do what comes natural to you. By "natural" I don't mean not studying, necessarily, although that works for some people too--not many, but a select Chosen Few. Even the best students and the best writers can benefit from have a read-through of the passages you know you might possibly discuss on the exam. I do this before every class, all semester long: I know the parts I plan to talk about, but I also read through the highlighted parts of the novel, just to specifically remind myself of what the story is about and how it's written. I always find that I'm surprised at where my mind wants to go and the kinds of connections it makes through the hour. It can be like that for you on the exam too. Just know the book real well. Make it real and immediate and fresh for you by re-reading some parts. It would be ridiculous to try and re-read the whole thing at this point.

I'd also suggest you take into account the kinds of issues we've been dealing with all semester for each and every novel. I won't go into them again b/c I talked about them, not only in the last class for the semester, but all throughout the term. Come into the exam room knowing that if such-and-such is asked, you have at least five or six parts of the novel you can refer to. But your extra reading will also allow you to make more connections to other parts of the novel.

Be able to show that you "get" what each novel is about. ASK YOURSELF THAT QUESTION, IN WRITING: What is this novel about? WRITE AN ANSWER, making as many connections as possible to various scenes, images, symobls, bits of dialogue or brief quotes. Be able to say that Edward Hyde REPRESENTS (something) or that Uncle Reg SYMBOLIZES (something) or the fact that a novel is set in Victorian England, 1960s St. John's on Fleming Street or post-apocalyptic America SIGNIFIES (something). Please don't write at this point and ask me the answers to such questions. We've been though it all. If you're not comfortable discussing such issues or specific symbols, find others to discuss. You're the writer. It's up to you what you want to talk about. But stay focused. Use those kinds of words (represents, symbolizes, signifies, means, indicates, connotes, and so on) to get your thoughts about a certain character, setting, symbol, scene, image, or moment focused. They will help you put the words to the thought. Then all you have to do is explain what you meant, using examples.

Q. Do I have to be able to quote from the novel?

Not necessarily. Sometimes it can help, certainly, but I'm not demanding it. But, let's face it--if you can't say by now, "If he be Mr. Hyde, then I be Mr. Seek," then you're just not paying attention. In other words, there are certain lines and phrases that you should know by now. I mean, aren't the boy and the man in The Road "each the other's world entire"? Doesn't Victor want to benefit "the species"? Doesn't Draper get the "Doyle" beaten out of him? Are there certain lines that you associate with certain characters? Certain scenes or images that typify, or define, exactly who and what they are and what they are all about? If you're talking about "identity," such scenes, moments, images, and symbols are crucial, or at least helpful to understanding who they are. Oh, and be prepared to think about whether the characters change during the course of the novel: do they get what they've wanted? How do they react to their dreams or nightmares coming to fruition? Does it change them? Does it change their worlds? If there is change, then be specific about what kind of change (emotional, psychological, physical--does the physical represent the psychological, perhaps? Is there a change in setting that signifies any of this emotional, or personal, change?) Make as many such connections as you can. That would impress me.

And don't worry. You don't have to know/do ALL of this. This is just to show you that there are many, many ways to add substance to your essays.

So, no, quotes aren't necessary, but sometimes they'll just come out. And sometimes you'll memorize them because they'll help you be more specific. That's up to you.

If you refer to a particular scene, make sure it's clear exactly which scene you're referring to. You can be talking about Victor trying to enter the gates of Geneva, for example, and it's late at night, so the gates are locked. If you mention that the gates are locked, and that that is because of the laws at the time, meant to maintain law and order, and the safety of the citizens of that society, then the moment when Victor tries to enter Geneva late at night, and the gates are locked becomes symbolic of him already being a cast-out, estranged from decent society: he has become the monster that law-abiding citizens should fear. He is the monster come to live among them, just as Mr. Hyde steals the bedside of such seemingly decent people in Victorian London, as Mr. Utterson dreams. See how I specifically mentioned the gates being locked, that such a moment is symbolic, what exactly it is symbolic of (making a connection to the bigger issue of social safety, which could be connected, if I choose, to monstrosity and identity b/c that is how people see themselves, as one or the other, the victim or the monster, the one whom the laws favor versus one who acts in contravention of law), and I even make the connection to another novel and a specific scene in that nove, and how it, too, is symbolic of something similar to the scene in Frankenstein. This is the kind of thing a good comparative analysis does once in a while: a little digression to show that you "get" it: the big picture of what these novels have in common and what this course has, to some extent, been about.

So: be specific. It never hurts and always helps.

Q. What if I draw a blank during the exam?

A. Make notes to yourself. Ask yourself questions in writing. Raise your hand. Staring off into to space might help, but it usually only compounds the feelings of helplessness and wastes valuable minutes.

Q. How much should I write?

A. As much as you can write in two and a half hours. Divide your time equally, though. Don't write just one good essay. Leave plenty of time to write TWO quality essays. It will sink your grade badly if you write only one good essay and leave yourself only half an hour to write a rather shabby second essay.

Q. Is it possible to ace this exam, even though my grades have been relatively low all semester?

A. Let's face it: if you've been doing the work all along, coming to see me, paying attention to my comments, coming to see me again, going to the Writing Centre perhaps, your grades have been getting better all semester. But if you're well-prepared and all of a sudden you get what I've been trying to teach you all therm, then, yes, you can ace the exam and get the best mark you've gotten all term. It happens quite often. I've seen students get an "A" on the final despite getting no higher than a 75 all semester. I've seen students who are borderline 50 get in the high 60s and low 70s. It can happen. And it always brings a huge smile to my face.

Q. Will praying help?

A. Couldn't hurt, maybe. Depends on the relationship you've got with your God.

Q. What's up with all the Lady Gaga stuff all term?

A. I just think she's an original and a risk-taker, but she also borrows from the best. I think we could all learn a lesson from Gaga. I'm not saying she's perfect, but it's her very humanity beneath all those masks and those outlandish wardrobes that make her interesting. This has nothing to do with the exam, but there's been a definite Gaga theme, usually related to the "fame monster," all semester long, and I just wanted to clear it up. I'm not obsessed, just fascinated. If I was obsessed, my shrine to her would be a lot bigger.

That's all I can think of to say for now. If I think of anything else, I will certainly blog later. I wouldn't count on it though. I've got another busy day ahead.

Just come prepared tomorrow, whatever that means for you. And trust that you will likely do your best if you're well rested and confident in what you know. Oh, and a little music wouldn't hurt. Breathing definitely helps.

That's all for now.

Thank you for such a great semester. I've had an absolute blast the entire time, especially when you've come to class ready and eager to talk about everything and anything.

As for the exam, don't stress too much. To quote Kat Von D: "It ain't rocket surgery."

Gerard