Showing posts with label scholarly activity. Show all posts
Showing posts with label scholarly activity. Show all posts

Sunday, May 18, 2014

Notes Toward an Article on Blogging and Reading

In a burst of creative/critical energy this morning, I decided to collect everything I have said about notable moments--on my original class blog, which is private, in a conference presentation I gave, in an article I wrote that was rejected, and on this blog--to prepare to shape them into one of the articles I've been avoiding.  I have a number of thoughts about the benefits of the notable moment post.  However, in the meantime I had a revelation about Freud's Civilization and Its Discontents...  I had latched onto Freud's idea that intellectual activity is beneficial because it helps us to stave off suffering, but I have decided that this is only the case when the intellectual activity itself is not the source of the suffering!

I get stuck on research.  When I research, I get lost in trying to be exhaustive, fighting the urge to completely disregard everything everyone else is saying because I'm saying something different anyway.  In the meantime, I become overwhelmed by the cacophany of voices who are not quite saying the same thing, and end up comvinced that I have nothing new to add to the conversation.  This is where I was at about 2 P.M. today, and I have not yet had the courage to look back at all of those open tabs of scholarly and non-scholarly sources discussing blogs and close reading.  The last time I researched blogs and education, I was ultimately rejected by an editor for not citing the right sources (which are pretty difficult to find, frankly).  Here is where not having anyone to ask "how's that article coming," and no real mentor from whom to seek advice really hurts me--because everyone who used to be a mentor has washed their hands of me, since I failed in finding an academic job that would lend intellectual community.  And because of that failing, I am doomed to continue to spiral into failure.  But enough of that.  Trying to lift myself out now!  

I wound up finding the outline I wrote last night, which goes something like this:
  • What we think about reading on the internet
  • What academics/teachers say about blogging
  • Where close reading happens online
  • How it can shape how we read
  • How it can shape the way we teach
  • How it can shape literary criticism

Perhaps if I stick to finding articles that can bolster each of these, I will not need to be terribly exhaustive in order to prove that I am saying something different.

In the meantime, at the end of the above outline was a second outline--this one a little more "conversational"--meant to be expanded into a book.  What I need to decide is who my audience would be, and why they would care...

Blogging the "Notable Moment"


It started with a class…


…and continued with a blog.


It happens on political blogs…


…and religious blogs…


…but is not typically a feature of book blogging…


…or online book reviews.


It can change the way we teach…


…and the way we interact with books.


It can change online literacy, or at least bring literary culture and reading online in a less shallow sort of way--don't you think?

Saturday, May 17, 2014

Four Questions on Writing

I was thrilled to be tagged by Darwin and Mrs. Darwin to answer some questions about writing as part of the blog tour (you can read more about it here), because it makes me feel like a real blogger!  At the same time, I feel guilty because my bursts of writing are so far and few between.  One commenter remarks on this post about writing that she feels like "the writer who no longer writes"--and I go through intense bouts of that, as I explain here.  Nevertheless, I am on an upswing!  Thinking about writing and posting a thing or two.  So here goes!

1. What are you working on?

Blogs: I have, at this point, three blogs that I post to occasionally--this one, which is my "Booknotes" blog, my Teaching, Training, Blogging blog, on which I try to post insights into teaching that I gain from working as a (relictant) trainer, and my sewing blog, on which I try to document sewing projects and pattern reviews.  I started a blog to record last year's NaNoWriMo efforts, and I have the blog that started it all, Words, Words, which was an everything blog, before I decided that each of my split personalities needed her own internet space.  Mostly I post to this one--Booknotes from Literacy-chic.

Articles: In addition to blogging, I have, like Damocles' sword, two articles that I would like to write--one on where the Hunger Games novels fit in the history of dystopian discourses on literacy, and one that discusses the purpose and pedagogy behind what I call "notable moments" posts.  The former, on the Hunger Games, has (I believe) been more or less accepted as part of a proposed collection on dystopia.  The latter would be an extension of the paper idea that I proposed to a conference that I did not attend (I backed out), and I would have to write it by June 1.  I have only just decided to take it seriously.  

Fiction: Hanging by a slightly more substantial horsehair is the novel that I have been working on for two NaNoWriMos now... which is completely illegal by NaNo standards (writing the same novel twice).  I am very attached at this point to the scenario and the characters, but the two efforts, the latter chronicled here, are very different.  The scenario comes from a motif in Celtic songs--particularly "Broken Token," "So Early in the Spring," and various versions of "Step it Out Mary"--in which the young man and woman are in love, and he leaves her behind for a time to seek his fortune.  As the song progresses, there are a few different scenarios.  In "Broken Token," he returns and tests her loyalty.  In "So Early in the Spring," he returns, but cannot find her, then learns from her father that she is married.  In other songs that tell a similar story, we learn why she may have married in the previous scenario:  the father has arranged a match for her, and in "Step it Out Mary," unable to sway her father with her protests, she "drowned with her soldier boy." (Why the soldier drowned with her instead of taking her away, I'm not sure...)  It was "Broken Token" that gave me the idea, though the song is particularly moving to me--what if, after he went away, the entire world changed?  What if a catastrophic event happened in their village--if they were conquored and enslaved--and she had to adapt, or die?  When he returned, would they still love each other?  Would it truly work, when each had changed according to their own separate experiences? I guess I felt like it was a little unfair for her to be expected to wait... as well as unrealistic.  My novel will one day treat that scenario.  I started first from their reunion--and she is pregnant.  Oh, and a sniper.  My second attempt started from just before their parting, as a glimpse into what will be lost.  Perhaps in November we will see what the third try will yield?  But lately I've been thinking of revisiting my second try on the blog.

2. What makes your work different from others' work in the same genre?

Blogging: As far as I know, most bloggers do not compartmentalize the way I have done, but every now and then I come across one who has different pages for different interests.  I like the separate spaces, but having separate spaces makes it seem like I'm writing less over all, and it's a lot harder to write for an audience, which I'm not sure I'm doing anyway.  I would like an audience, and I have friends who visit, but I guess the main difference between my blogging and other blogs is that I'm not consciously joining a community by writing about certain things in certain ways or contributing to a larger conversation.  It's not because I don't want to; I guess that's not really where I am right now--or I haven't figured out who wants to hear what I have to say.

Book Blogging: My book blogging is different from other book blogs because I don't like to give overviews and reviews.  I have reviewed a few books along the way, but mostly to get what I have to say out of my head, not to recommend the book to other, like-minded readers, or to support a favorite author.  When I write them, my reviews are fairly critical, and they are usually the advice I would give to writers who have good ideas and a lot of promise, whom I (in the arrogance of my academic training) think could be doing better than they are.  One reason for keeping up with the Booknotes blog is to keep my analytical skills sharp and to collect ideas for scholarship, if I ever motivate myself to return to scholarship.  But if I'm being truthful, I would ideally like to share my readings with people who might not have seen what I see.  I'm pointing out the things in the books that I would have pointed out to students in the classroom.  I'm starting the discussion that I would start with a nonexistant book group.

My method is to blog what I call "notable moments."  I asked students to do this throughout my teaching apprenticeship (because truly, it was never a "career")--to write a short analysis of a moment in a novel that interested them, and explain what it was that they found so fascinating.  These can be more or less personal, but ideally would get the students to pay attention while reading, to make note of what they responded to, and to look a little bit closer at a scene or paragraph before trying to understand the work as a whole.  The last time I taught an upper-level (college) literature class, I had students keep blogs that would document their reading process. The "notable moment" became more developed in that class, and really enriched our class conversations.  Now I blog notable moments myself!  It's not something I see too many people doing on blogs, and it really works better on the second or third read of a book.

Fiction: What makes my fiction attempts different is that I seem to want to write Young Adultish fiction scenarios, with a little bit of sex or grittiness that pushes it out of what I think is okay for YA (but is still present in YA), with more mature relationships and 20-something characters.  So I seem to write a novel that is not quite adult fiction, but is not quite YA, though it resembles YA a bit more than any adult genres.

3. Why do you write what you do?

As I say on my blog profile, "I am a compulsive writer in search of a subject."  I have written as long as I can remember, though I have never written a journal or diary because I felt foolish writing to myself, or because I didn't quite know how to write a genre that was, by definition, private.  I wrote silly things and wound up destroying them from embarrassment.  The same fate befell most of my poetry from high school--though the undergraduate poetry stuck around.

I blog notable moments because they're how I read--they get stuck in my head and I just need to say something about them.  I also think they're a good mode for blogs, and a great research and pedagogical tool.  But mostly, it's how I read.  And I fear to lose the ideas I have when I'm reading, because they will most likely not become articles or research papers now.  So I blog them.

I blog on my Teaching, Training, Blogging blog in order to reflect on my current job and think about how I can apply those ideas to teaching if I ever get back there.

I blog on my sewing blog because sewing blogs are cool, and I want to be one of those people who sew things and write about them.

As for fiction... When I was in high school, I wrote some fiction, but mostly drama and poetry.  Only the poetry really came naturally to me, and I produced a fair amount of poetry as an undergraduate, some of it good.  Being happily married with children whom I like doesn't lend itself as well to poetry as I might like, but I guess I'm okay with the tradeoff!  I read more fiction than poetry now, as I did when I was younger, but I've never felt like I was particularly good at writing it.  I have a hard time with plot, in particular.  I'm writing this novel because I participated in NaNoWriMo 2011 with Mrs. Darwin, and I loved it.  I loved the creative energy, and the sense of actually having produced something original--a story.  I think I did a marginally better job than some published writers, and I would love to do something with that story (titled "The Merman's Daughter") some day.  I would also like to continue writing the story that I started in 2012 and started again in 2013--the one about the estranged lovers.  There's something I need to say about love and friendship and sex and commitment and memory and pain.  At least, I think that's it.

4. How does your writing process work?

I have never managed a writing discipline.  Even when I was writing my dissertation, and I was told to write SOMETHING every day, I couldn't.  Or didn't.  I'm thinking of Wordsworth's "spontaneous overflow... recollected in tranquility."  My writing process looks something like that, even if it's not terribly emotional.  Rather, I write the thoughts that don't want to stay contained in my head.  The things that I turn over and over and seem to be too large for thought alone.  When I've thought it out to a certain point, I fear losing nuances, and so I write.

Although I am a night person by nature, and I still write on the weekend, one of the impediments to my writing is work--specifically, working a 40 hour week.  When I get up early to be at work, say 6:30, I can't stay up late and write.  If I get up after 9, I can write late.  During the week, even if I feel creative, I don't have the energy after 10 P.M.  But since I am awake earlier, I actually find that my creative energy occurs earlier in the day.  So I want to write in the morning.  Preferably before I get any real work done.  However, I am at work, and I really shouldn't.  It's quite a problem.

When I read on my Kindle, I usually make note of a passage I would like to write about and then go to the computer when I'm ready and use the desktop Kindle software to copy and paste the passage(s) into separate blog posts, often titling them according to the idea I have about the passage and maybe typing a few notes to remind myself what I'd like to say.  Sometimes, they end up as full blog posts.  Sometimes not.  I have about 20 posts queued up related to the Outlander series that I never actually completed, and one or two about the Hunger Games trilogy--not entirely satisfactory, but not completely lost, either.  When I'm reading a paper book, I do something similar, though I don't always type the whole passage before I start.  Sometimes I do, though.  I like titles, and I do usually think in titles as a starting point!

***

Melanie from Wine Dark Sea, how do you write?  I would also love to know about my favorite craft blogger's writing process--LiEr from IkatBag.  

Friday, July 12, 2013

Close Reading on the Web

This blog has become, more or less, an excercise in close reading--which suits me just fine, because it's what I enjoy the most!  However, I do see myself as being somewhat outside of internet book culture because, with few exceptions, I avoid book reviews.  I also tend to write critically--not only in terms of exercising "critical thinking" and having a "critical eye," but also by being somewhat negative.  By offering critique.  By saying what I see as being wrong with a book.  And this is something that many book bloggers avoid or sugar coat.  I think it's part of the culture.

This is how I do close reading, although most of the time my close reading has more to do with interpretation and analysis, discourse and association.  At least, I think so.  I haven't been told otherwise--yet!  But what I'm wondering is. . .  where else is Close Reading happening on the web in general, and on blogs in particular?  Book reviews are not close reading.  They can't be!  Their goal is to give an overview and promote the book (usually)--or else not so  much.

I will actually be presenting a paper in September on the "close reading" method of blogging, because I know it's out there.  I can't see that anyone has labeled it as such, but I've seen it in political and religious contexts, when a blogger focuses very closely on words and phrasing in order to reach a fuller understanding, as in Melanie's Waste Land and Nicene Creed projects, or in order to argue for a particular point or interpretation.  I have also seen it in Ann Althouse's Great Gatsby Project, which must be getting an absurd number of hits since the movie re-adaptation (and here's Althouse getting indignant about her idea--*sigh*).

So I will be gathering some data on this particular topic, and if I find anything interesting, I'll share.  It's good practice and good accountability!  Because you know.  I might be writing the conference paper in the hotel otherwise...

And please--if you find any examples of close reading, no matter what the context (well, okay, I do have some limits, but I don't think my readership will take it there...), please leave a comment and link and tell me about it!

Wednesday, April 24, 2013

Voyager: More Archival Research and Literacy Clues...

In Voyager, literacy provides the final proof to validate Claire's time travel story, the deed of sasine that ceded Lallybroch to Jamie's nephew, Jamie.   It is by using the deed as a handwriting sample that they are finally able to determine his whereabouts 20 years later.  The narrative provides a good dramatization of the detective work that goes into historical scholarship:
     I stared at the scrawling letters, browned with age. They were written by someone of difficult penmanship, here cramped and there sprawling, with exaggerated loops on “g” and “y.” Perhaps the writing of a left-handed man, who wrote most painfully with his right hand.
     “See, here’s the published version.” Roger brought the opened folio to the desk and laid it before me, pointing. “See the date? It’s 1765, and it matches this handwritten manuscript almost exactly; only a few of the marginal notes aren’t included.”
     “Yes,” I said. “And the deed of sasine  …”
     “Here it is.” Brianna fumbled hastily in the top drawer and pulled out a much crumpled paper, likewise encased in protective plastic. Protection here was even more after the fact than with the manuscript; the paper was rain-spattered, filthy and torn, many of the words blurred beyond recognition. But the three signatures at the bottom still showed plainly.
     By my hand, read the difficult writing, here executed with such care that only the exaggerated loop of the “y” showed its kinship with the careless manuscript, James Alexander Malcolm MacKenzie Fraser. And below, the two lines where the witnesses had signed. In a thin, fine script, Murtagh FitzGibbons Fraser, and, below that, in my own large, round hand, Claire Beauchamp Fraser
Interestingly, the literacy that has created the paper trail also provides evidence of the writing process:
     “See?” she said, twenty minutes later, as I bent over the desk in the manse’s study. On the battered surface of the late Reverend Wakefield’s desk lay a sheaf of yellowed papers, foxed and browned at the edges. They were carefully enclosed in protective plastic covers now, but obviously had been carelessly used at one time; the edges were tattered, one sheet was torn roughly in half, and all the sheets had notes and annotations scribbled in the margins and inserted in the text. This was obviously someone’s rough draft— of something.
     “It’s the text of an article,” Roger told me, shuffling through a pile of huge folio volumes that lay on the sofa. “It was published in a sort of journal called Forrester’s, put out by a printer called Alexander Malcolm, in Edinburgh, in 1765.” I swallowed, my shirtwaist dress feeling suddenly too tight under the arms; 1765 was almost twenty years past the time when I had left Jamie.
Jamie has entered into a literacy-based profession, though one that is also political.  As a writer and a printer, he achieves immortality of a sort, and is hence able to be traced.  As a former scholar, a former literacy scholar, and the wife of an archivist who works with early printing, this is a gratifying testimony to the power of the printed word.

For a scholar, or an archivist, the power and the value are intellectual rather than tangible.  We believe in access, and we believe in the knowledge that the written word preserves and provides.  But as a time travel novel, Voyager makes the power and value more tangible by way of Claire's reaction--and, indeed, the reaction of those who believe in her story:
     I sat down quite suddenly, putting my hand over the document instinctively, as though to deny its reality.
     “That’s it, isn’t it?” said Roger quietly. His outward composure was belied by his hands, trembling slightly as he lifted the stack of manuscript pages to set them next to the deed. “You signed it. Proof positive— if we needed it,” he added, with a quick glance at Bree.
     She shook her head, letting her hair fall down to hide her face. They didn’t need it, either of them.
Nevertheless, the narrative stresses the tangibility of the written word:
     Still, having it all laid out in black and white was rather staggering. I took my hand away and looked again at the deed, and then at the handwritten manuscript.
     “Is it the same, Mama?” Bree bent anxiously over the pages, her hair brushing softly against my hand. “The article wasn’t signed— or it was, but with a pseudonym.” She smiled briefly. “The author signed himself ‘Q.E.D.’ It looked the same to us, but we aren’t either of us handwriting experts and we didn’t want to give these to an expert until you’d seen them.”
     “I think so.” I felt breathless, but quite certain at the same time, with an upwelling of incredulous joy. “Yes, I’m almost sure. Jamie wrote this.” Q.E.D., indeed! I had an absurd urge to tear the manuscript pages out of their plastic shrouds and clutch them in my hands, to feel the ink and paper he had touched; the certain evidence that he had survived.  (285-286)
Not content, however, Roger provides--from a scholar's instinct--corroborating evidence, this one literary:
     “There’s more. Internal evidence.” Roger’s voice betrayed his pride. “See there? It’s an article against the Excise Act of 1764, advocating the repeal of the restrictions on export of liquor from the Scottish Highlands to England. Here it is”— his racing finger stopped suddenly on a phrase—“  ‘ for as has been known for ages past, “Freedom and Whisky gang tegither.” ’ See how he’s put that Scottish dialect phrase in quotes? He got it from somewhere else.”
     “He got it from me,” I said softly. “I told him that— when he was setting out to steal Prince Charles’s port.”
     “I remembered.” Roger nodded, eyes shining with excitement. “But it’s a quote from Burns,” I said, frowning suddenly. “Perhaps the writer got it there— wasn’t Burns alive then?” “He was,” said Bree smugly, forestalling Roger. “But Robert Burns was six years old in 1765.”
     “And Jamie would be forty-four.”  (286-287)
Perhaps it still doesn't matter outside of academic or fictional contexts.  But in a world that denies the value of scholarly activity, it is nice to see a testimony to its value, even it is to corroborate a story of time travel, and to locate a fictional character--20 years later--in the past...
Gabaldon, Diana (2004-10-26). Voyager (Outlander). Random House, Inc.. Kindle Edition.


Tuesday, March 19, 2013

Voyager: Frank's Vocation -or- The Supportive Spouse


In a way, this is another post about Claire's vocation.  But in particular, it is about how her vocation affects her 20th Century husband, Frank, and his own concept of his vocation.  The conflict between a man's and a woman's vocation is a very 20th Century phenomenon.  When women are limited to vocations that complement those of men (and notice I did not say "women's vocation is to serve men," or women's vocations are limited to home and family," because I feel that those statements are too stereotypically feminist and reductive), then there could be no conflict.  Even in the 18th Century, Jamie did not feel that his own role was threatened by Claire's vocation--by other things, certainly, and sometimes by Claire's 20th Century sensibility, but not specifically by her vocation.  The reasons for this difference remain to be seen...

During their discussion of vocation, upon hearing that Frank made Claire's medical career possible, Roger remarks to Claire that he didn't think Frank would have approved.  Claire confirms--Frank did not approve.  This is important in itself, because Claire's vocation did indeed come into direct conflict with Brianna's wellbeing--hence, with Claire's other vocation, and what many today, especially in religious circles, would still see as her primary vocation: motherhood.  The narrative here evokes a long debate, since pioneering voices in women's rights--Wollstonecraft and Gilman in particular, for very different reasons--felt that not every woman (whether or not she had borne a child) was suited for motherhood as a vocation.  The event (which I'm not going to recount) that brings the matter to a head for Frank and Claire is sufficiently dramatic, but, though Frank does, the reader is never expected to judge Claire as an unfit mother.

Nevertheless, Frank, in a not-so-rare moment of clarity, voices the contrast between Roger's sense of a "natural" vocation as something he continued to do out of habit, and Claire's as something she was driven from within to continue to do:
“Ah, Claire.” He spoke impatiently, but with a tinge of affection nonetheless. “You’ve known forever who you are. Do you realize at all how unusual it is to know that?”  (105)
Frank contrasts her passion with his sense of simply doing very well one of many things he might have done well:
"I haven’t got that absolute conviction that there’s something in life I’m meant to do— and you have.”
     “Is that good?” The edges of my nostrils were sore, and my eyes puffed from crying.
     He laughed shortly. “It’s damned inconvenient, Claire. To you and me and Bree, all three. But my God, I do envy you sometimes.” (106)
That envy becomes even more clear as Frank contrasts his own scholarly occupation, which, like Roger's, does not seem to ascend to the level of a vocation, with the men whom he and others study:
“To have that passion for anything”— a small twitch tugged the corner of his mouth—“or anyone. That’s quite splendid, Claire, and quite terribly rare.” He squeezed my hand gently and let it go, turning to reach behind him for one of the books on the shelf beside the table.
     It was one of his references, Woodhill’s Patriots, a series of profiles of the American Founding Fathers.
     He laid his hand on the cover of the book, gently, as though reluctant to disturb the rest of the sleeping lives interred there.
     “These were people like that. The ones who cared so terribly much— enough to risk everything, enough to change and do things.  Most people aren’t like that, you know. It isn’t that they don’t care, but that they don’t care so greatly.” He took my hand again, this time turning it over. One finger traced the lines that webbed my palm, tickling as it went.
     “Is it there, I wonder?” he said, smiling a little. “Are some people destined for a great fate, or to do great things? Or is it only that they’re born somehow with that great passion— and if they find themselves in the right circumstances, then things happen? It’s the sort of thing you wonder, studying history  …   but there’s no way of telling, really. All we know is what they accomplished. (106-107)
In the midst of this HUGE, AMAZINGLY HUGE foreshadowing, I am curious about those "circumstances."  Frank's question seems particularly valid and compelling, considering that Claire and Jamie found themselves in those circumstances, on numerous occasions--Claire in World War II, and then in the 18th Century.  Only back in the postwar 20th Century is she compelled less by circumstance than by inner passion.

Frank lacks that passion, but--like Roger--is drawn by it to Brianna. But he is somewhat absolved, perhaps, because he did not have the circumstances to inspire passion.  He can blame his more lukewarm existence in a more passionless age (World War II notwithstanding).  Here again, as in Outlander, Frank represents a time period that is lacking immediacy and passion.

Frank perhaps redeems himself further when, in deference to Claire's vocation--which he defines with reference to an inner calling and passion--he offers his own brand of support (albeit reluctantly):
“I said,” he repeated patiently, “that I’ll take Bree. She can come from her school to the university, and play at my office until I’m ready to come home.” (107)
This is a gesture that was not only alien to Frank--it was alien to the 1960s.  In fact, in certain academic cultures, it is still alien, though I have believed academia to be more family-friendly than most professions.  For a man to make this kind of sacrifice at this moment in history is about as much an element of fantasy as travel back in time through standing stones. However, as a narrative gesture, it speaks to the necessity of support for a mother who would accomplish external goals.  Claire had to have some support on the parenting side, otherwise she would not--could not--have become a doctor.

However, Frank's attitude does not make things easier for Claire.  His support is itself a condemnation (he has already implied that she will "pay" for her passion), and a punishment, and he remains slightly despicable:
     “Why?” I asked bluntly. “It isn’t that you’re dead keen on my being a doctor; I know that.”
     “No,” he said thoughtfully. “It isn’t that. But I do think there isn’t any way to stop you— perhaps the best I can do is to help, so that there will be less damage to Brianna.” His features hardened slightly then, and he turned away. (108)
However, his actions did facilitate Claire's career.  And perhaps Frank is justified in his hurt, and in his assessment.  Claire is not a motherly mother.  But he is well-established by this time as an unsympathetic character.

As historical commentary, it is worth noting that Jamie was more accepting of Claire's vocation than the 20th Century Frank, just as Claire's healing seems--in some ways--more of an anomaly in the 20th Century.  Frank wants Claire's identity to be more one-dimensional than Jamie.  Which perhaps makes for a reactionary commentary:  do 20th Century men keep tighter reign on women because, unlike in the 18th Century, men's power is not absolute?

As for what motivated Frank...
“So far as he ever felt he had a destiny— something he was really meant to do— he felt that Brianna was it,” Claire said. She stirred her cocoa meditatively.  (108)
This is a moment in the narrative that should give every reader pause, as the implications are painfully profound.  In Outlander, Frank is unable to entertain the notion of adoption--his first revelation of his selfishness--because he does not feel that he can ever truly love a child that is not his own.  And yet, he does more than adopt Brianna--he accepts her as his own, even knowing that she is not a child of his body.  Perhaps a noble act, it nevertheless carries quite a bit of selfishness.  He cannot father children.  He will never have another child.  And... he needs a purpose.

What does it mean to have as your purpose--the closest thing to a passion-driven vocation--the nurturing of the child you will never have?  Particularly as a man obsessed with genealogy.  The position has the potential to be deeply humbling and uncomfortable.  He is, in essence, in love with another man's progeny, when in the first place, he has a debt of honor to receive the woman who has been married to another man and is carrying another man's child--by virtue of the fact that he (Frank) is still married to her.  That's a bit of a twisted cruller.  But in a way, Frank is bound by another debt of honor.  One might wonder if--in her full disclosure--Claire has told Frank about Jack Randall and Jamie.  The Frasers and Randalls seem to be bound by blood and sex--and now, honor.

I have said before that Voyager feels purgatorial in some ways.  Is it too much to suggest that in Frank's adoption of Brianna--by making her the focus and the meaning of his life--he is atoning for his own sin of adultery and his ancestor's sins toward Brianna's father?

Gabaldon, Diana (2004-10-26). Voyager (Outlander). Random House, Inc.. Kindle Edition.


Monday, March 18, 2013

Voyager: Vocation (Roger and Claire)

Following closely on all of the literacy moments in Ch. 7, Roger, thinking about how he stepped into his role as scholar after his uncle and adoptive father, the Reverend Wakefield, and how Fiona stepped into the role as housekeeper after her grandmother Mrs. Graham, considers vocation as a possible hereditary inclination:
     It made one wonder, he thought, as he went into the study. In the old days, when a man’s son usually followed his father’s profession, was that only a matter of convenience— wanting to keep the business in the family— or was there some sort of family predisposition for some kinds of work? Were some people actually born to be smiths, or merchants, or cooks— born to an inclination and an aptitude, as well as to the opportunity?  (101)
He provides for exception, but seems to rest on the idea that certain families do have a predisposition to a certain vocation:
      Clearly it didn’t apply to everyone; there were always the people who left their homes, went a-wandering, tried things hitherto unknown in their family circles. If that weren’t so, probably there would be no inventors, no explorers; still, there seemed to be a certain affinity for some careers in some families, even in these restless modern times of widespread education and easy travel. (101-102)
As this contemplation comes right after Roger's condescending (but affectionate) regard for Fiona as not really literate by his definitions, and after his memory of Mrs. Graham "manning the stove, supplying the old man's bodily needs during bouts of late night scholarship, just as Fiona was now doing for [Roger]" this might not register as very positive.  After all, a hereditary predisposition to a certain kind of work forms a rather neat justification for limited social mobility.  If people are inclined to keep menial work in the family, why should social mobility be an issue?  And in this case, it means that he gets a really great housekeeper (who might have aspired to more through her designs on Roger).  It might be such moments that Roger seem a rather uninteresting character--at least to this reader!  I actually think he has quite a fan following, but when he is introduced in Dragonfly and Voyager, he is defined by his somewhat stuffy scholarliness--something he doesn't ever quite shake--and his attraction to Brianna.  I read Roger as another contrast between 18th Century men and 20th Century men, not unlike Frank Randall--and this develops more later.  But unlike Frank Randall, Roger is exposed to, and feels the pull of, that vivid physicality that Claire finds in Jamie, which we assume will redeem him.

It is Claire who pulls Roger out of his contemplation, asking about his thoughts, and in response to his question about "how people become what they are," and how she became a doctor, for example, asks him how he came to be a historian (102).  For his part, Roger opts for nurture, not nature:
     “I grew up in the midst of it all; I was ferreting round the Highlands in search of artifacts with my father from the time I could read. I suppose it just seemed natural to keep doing it.” (102)
Claire, who did not grow up around doctors, nevertheless claims a similar experience, but it registers very differently:
“Well, it was something like that for me,” she said. “It wasn’t so much that I suddenly decided I must become a doctor— it was just that I suddenly realized one day that I’d been one for a long time— and then I wasn’t, and I missed it.” (102)
She elaborates, drawing on her experiences in World War II and in 18th Century Scotland and France:
“I’d seen Paree,” she said softly. She looked up from her hands, alert and present, but with the traces of memory in her eyes, fixed on Roger with the clarity of a second sight. “And a lot of other things besides. Caen and Amiens, Preston, and Falkirk, the Hôpital des Anges and the so-called surgery at Leoch.  I’d been a doctor, in every way there is— I’d delivered babies, set bones, stitched wounds, treated fevers  …” She trailed off, and shrugged. “There was a terrible lot I didn’t know, of course. I knew how much I could learn— and that’s why I went to medical school. But it didn’t really make a difference, you know.” She dipped a finger into the whipped cream floating on her cocoa, and licked it off. “I have a diploma with an M.D. on it— but I was a doctor long before I set foot in medical school.”
The sense of doing what is "natural" or comes naturally is common between Roger and Claire--and, by proxy, between Frank (whose profession Roger shares) and Claire.  They choose their professions because the profession simply means the continuation of something that feels "natural," as Roger says--though it could be argued that a profession is artificial, not natural.  But as they describe what natural means, a difference emerges.  Roger feels that scholarship seems natural because he accompanied Rev. Wakefield as a lad.  Claire feels it is natural because she has already done it.  And when she doesn't do it, she misses it.  To be a doctor is, to Claire, a part of her being.  For Roger, it seems as though being a historian is simply a matter of habit.  Roger will have a long and difficult road to real discernment.

But next time, Frank...

Gabaldon, Diana (2004-10-26). Voyager (Outlander). Random House, Inc.. Kindle Edition.



Friday, March 15, 2013

Voyager: Some Problems with Literacy (A Literacy Moment)

The title of my dissertation was "Literacy and Its Discontents."  Finally, Ch. 7 of Voyager introduces a few of the problems of literacy--albeit more material and less existential problems than might be found elsewhere.  The first is the difficulty of finding information in documents.  It is ironic commentary when the narrative reveals that "a week later, Roger’s faith in documents remained unshaken" (99).  Because they do not know in which prison exactly Jamie was incarcerated, they have to acquire documents from all of the possible prisons.

The second "problem" of literacy is one that bibliophiles and scholars (and all people who get junk mail) know well--the problem of the voluminous mass of print materials:
This table normally was asked to accommodate no more than a small lamp, and a collection of the Reverend’s smaller artifacts; it was pressed into service now only because every other horizontal surface in the study already overflowed with papers, journals, books, and bulging manila envelopes from antiquarian societies, universities, and research libraries across England, Scotland, and Ireland. (99)
This is one of the major benefits of the eReader.  Even someone enamored of the codex will admit that storing them becomes a problem after a while.  With limited space, and without the ability to cover every flat surface with paper, I do find my Kindle and my Kindle apps (and PDFs, etc) to be a welcome relief.

Perhaps a more existential problem (or perhaps not) is the difficulties that arise from placement or misplacement of documents.  Sometimes, you just can't remember where you're put them.  And when Roger misplaces a specific envelope, he has to issue an appeal for help finding it.

Fiona, who Roger inherits as housekeeper, has a relationship with the books and documents that marks her as a non-reader.  This makes for some interesting commentary and interaction.  At this point in the chapter, the narrative seems to be coming from Roger, who has the most intimate (but not in that way) knowledge of Fiona:
Fiona had not the slightest use herself for history— never read anything beyond My Weekly magazine— but she never questioned his activities, tranquilly dusting the heaps of books and papers daily, without bothering about their contents.
     “Thanks, Fiona,” he said. “I was only wondering, though; have you seen a big blue envelope— a fat one, about so?” He measured with his hands. “It came in the morning post, but I’ve misplaced it.”
     “Ye left it in the upstairs bath,” she said promptly. “There’s that great thick book wi’ the gold writing and the picture of the Bonnie Prince on the front up there, and three letters ye’d just opened, and there’s the gas bill, too, which ye dinna want to be forgetting, it’s due on the fourteenth o’ the month. I’ve put it all on the top of the geyser, so as to be out of the way.” A tiny, sharp ding from the oven timer made her withdraw her head abruptly with a smothered exclamation. (100)
This passage portrays Fiona as a practical woman with a relationship to the written word that is different from Jenny's.  Rather than seeking any kind of help--practical or transcendental--from books, Fiona simply counts books as part of the household objects.  The initial description of Fiona as having "not the slightest use herself for history," coming as it does on the heels of her account of the oral history of the "Dunbonnet," who all (except Fiona) understand to be Jamie, the description is particularly unfair.  Her level of and use for literacy--described with reference to a popular publication--emphasizes the "hyper-literacy" of Roger and the comparatively low literacy of the housekeeper.  Further indictment comes from the fact that she never "bothers about [the] contents" of the books and papers that she dusts daily.  Hers is a functional literacy, but one that isn't particularly functional for her.

And yet there is affection (albeit condescending) in Roger's account of Fiona, and her practicality stands in contrast to the absent-minded professor who leaves the documents in the bath and forgets to pay the gas bill.  A follow-up paragraph--one that really makes the narrative "voice" sound like Roger's--emphasizes Fiona's focus on the materiality of books:
     Roger turned and went up the stairs two at a time, smiling. Given other inclinations, Fiona’s memory might have made her a scholar. As it was, she was no mean research assistant. So long as a particular document or book could be described on the basis of its appearance, rather than its title or contents, Fiona was bound to know exactly where it was.  (101)
Again, the tone is affectionate, but the meaning is condescending--to Fiona and to research assistant, who, the implication seems to be, would be more efficient if they paid more attention to the appearance of the book or document and less to their insides!  It might take a tiny twist to get to that particular implication, but I don't think it's too far off.

There are many questions that remain unanswered about Fiona, her "inclinations," and whether Roger's assessment is particularly fair.  If there is indictment of the scholarly inclination and lifestyle as elitist and scattered, it is slight--but then, the narrative pulls from Roger's perspective, and in the bigger picture, Fiona provides the missing elements of memory, practicality, and orality.

Gabaldon, Diana (2004-10-26). Voyager (Outlander) Random House, Inc.. Kindle Edition.

Wednesday, March 13, 2013

Voyager: Faith in Literacy and Orality (A Literacy/Orality Moment)

Claire settles in to read the account of Jamie's exodus from Culloden and Inverness in Lord Melton's journal, which Roger just received in the mail from a fellow-scholar.  The experience of reading has the ability to transport her to the place, particularly since it is a place she already knows:
I accepted a cup of tea myself, and sat down in the wing chair with the pages of Melton’s journal. The flowing eighteenth-century handwriting was surprisingly clear, in spite of the archaic spelling, and within minutes, I was in the confines of Leanach farmhouse, imagining the sound of buzzing flies, the stir of close-packed bodies, and the harsh smell of blood soaking into the packed-dirt floor.
     “ …   in satisfaction of my brother’s debt of honor, I could not do otherwise than to spare Fraser’s life. I therefore omitted his name from the list of traitors executed at the farmhouse, and have made arrangement for his transport to his own estate. I cannot feel myself either altogether merciful toward Fraser in the taking of this action, nor yet altogether culpable with respect to my service toward the Duke, as Fraser’s situation, with a great wound in his leg festering and pustulent, makes it unlikely that he will survive the journey to his home. Still, honor prevents my acting otherwise, and I will confess that my spirit was lightened to see the man removed, still living, from the field, as I turned my own attentions to the melancholy task of disposing of the bodies of his comrades. So much killing as I have seen these last two days oppresses me,” the entry ended simply. (96)
Some of the difficulties of archival research and working with primary sources--the handwriting and archaic spellings--figure into the account, but by contrast, since Melton's handwriting is legible.  The limits of the research in this case are the limits of Melton's first hand knowledge.  It is as Brianna asserts her faith in Jamie's identity as the "Dunbonnet" of legend that the research moves from textual sources into the realm of oral history:
     “The Dunbonnet?” Fiona, tut-tutting over my cold cup of undrunk tea, looked over her shoulder in surprise. “Heard of the Dunbonnet, have ye?”
     “Have you?” Roger looked at the young housekeeper in astonishment.
     She nodded, casually dumping my tea into the aspidistra that stood by the hearth and refilling my cup with fresh steaming brew.
     “Oh, aye. My grannie tellt me that tale, often and often.”
     “Tell us!” Brianna leaned forward, intent, her cocoa cupped between her palms. “Please, Fiona! What’s the story?”
     Fiona seemed mildly surprised to find herself suddenly the center of so much attention, but shrugged good-naturedly.  (97)
When written sources have been exhausted, oral tradition fills in the gaps, and puts Roger on Jamie's scent once more:
     “Jesus Christ,” Roger breathed. He set his cup down carefully, and sat staring into space, transfixed. “Prison.”
     “You sound like that’s good,” Brianna protested. The corners of her mouth were tight with distress, and her eyes slightly shiny.
     “It is,” Roger said, not noticing her distress. “There weren’t that many prisons where the English imprisoned Jacobite traitors, and they all kept official records. Don’t you see?” he demanded, looking from Fiona’s bewilderment to Brianna’s scowl, then settling on me in hope of finding understanding. “If he went to prison, I can find him.”  (99)
Roger has a sort of opportunistic attitude that does not register as amiss, since the reader wants Roger to find Jamie.  But there is some insight into what it means to think like a scholar in Brianna's dismay as compared to Roger's enthusiasm--a man's misfortune is a scholar's gold, and in this case, the man in question is the focus of much narrative sympathy:
     “He’s in there,” Roger said softly. “On a prison roll. In a document— real evidence! Don’t you see?” he demanded again, turning back to me. “Going to prison made him a part of written history again! And somewhere in there, we’ll find him!” (99)
Though Roger's enthusiasm is in part because of his now-intimate connection with the story through Claire and (especially) Brianna, there is a certain coldness in his jubilation to find that Jamie went to prison.  The contrast with Fiona's more personal connection with the tale is sharp:

“So he made a bold plan, the Dunbonnet did,” Fiona was continuing. Her round face was alight with the drama of her tale. “He arranged that one of his tenants should go to the English, and offer to betray him. There was a good price on his head, for he’d been a great warrior for the Prince. The tenant would take the gold o’ the reward— to use for the folk on the estate, o’ course— and tell the English where the Dunbonnet might be taken.”  (98)
Even though the story is far removed, the connection to the oral tale seems more emotional--more human than the connection documents can provide.

Gabaldon, Diana (2004-10-26). Voyager (Outlander).  Random House, Inc.. Kindle Edition.


Monday, March 11, 2013

Voyager: A Faith in Documents (A Literacy Moment)


Perhaps this will be easier if I just say it--this has been a hard post.  It has been a hard post to think about, a hard post to write, and mostly a hard post to think about writing.  And I think that's because there's a lot going on in Voyager Ch. 7, and it all begs to be analyzed.  So I guess I'll just begin at the beginning and stretch this out a little bit more...

First of all, Chapter 7 announces its literacy theme in its title:  "A Faith in Documents."  One of the reasons that Voyager feels preoccupied with literacy is because at the beginning, in 1960s Scotland, the action centers on finding what happened to the historical Jamie Fraser.  Roger Wakefield, being a historian like Frank Randall, knows and follows all of the usual channels.  It is Roger who possesses the unflappable "faith in documents."  Brianna mostly has faith in Jamie (having accepted him), and Claire has very, very little.  But that's all part of the narrative moment.

The chapter is replete with reading material.  First a letter:
He picked up the thick manila envelope and held it for a moment, weighing it. Then he ripped the flap recklessly with his thumb, and yanked out a sheaf of photocopied pages.
     The cover letter, on heavy university stationery, fluttered out. (95)
Which Claire reads:
“‘ Dear Dr. Wakefield,’” I read. “‘ This is in reply to your inquiry regarding the execution of Jacobite officers by the Duke of Cumberland’s troops following the Battle of Culloden. The main source of the quote in my book to which you refer, was the private journal of one Lord Melton, in command of an infantry regiment under Cumberland at the time of Culloden. I have enclosed photocopies of the relevant pages of the journal; as you will see, the story of the survivor, one James Fraser, is an odd and touching one. Fraser is not an important historical character, and not in line with the thrust of my own work, but I have often thought of investigating further, in hopes of determining his eventual fate. Should you find that he did survive the journey to his own estate, I should be happy if you would inform me. I have always rather hoped that he did, though his situation as described by Melton makes the possibility seem unlikely. Sincerely yours, Eric Linklater.’”
     The paper rattled in my hand, and I set it down, very carefully, on the desk.
This is interesting for a couple of reasons.  First, it is evidence of the community of scholars and researchers who are linked together by common pursuit and willing to help one another.  Dr. Linklater is a very collegial sort, in the true academic sense of the word.

Second, it illustrates the research process, and highlights the use of primary sources to answer questions.  It is not simply enough to read books by historians, because historians necessarily write with a filter of what seems most significant to the story they wish to tell.  In this case, Jamie Fraser was not historically significant.  What is interesting about this is that the member of the Fraser regiment who survived Culloden was actually, in real-world-outside-of-the-novel history, important enough to make it into historical accounts just by virtue of having been a survivor (see "Massacre of Wounded Officers" on this page for the "remarkable escape of one of their number, Alexander or John Fraser, commonly called MacIver").  Roger contacts Dr. Linklater after reading the book that Linklater wrote about Culloden in order to find out whether the sources he used in his book gave any account of Jamie Fraser.  And as it turns out, they did.

The third thing that strikes me as interesting might simply strike me as interesting--from the perspective of a would-be or had-been humanities scholar.  Since most scholarly activity in the humanities deals with perceptions--how we understand the events at Culloden, how those events were recorded, how what was left out of the accounts has shaped our understanding, and what happens when we add those left out bits back in... You know, exactly what the documentaries do with the Bible.  That's a prime popular culture example:  The Gospel of Judas; The Gospel of Mary Magdalen; The Gnostic Gospels; why they were left out, by whom, and what they might mean if we integrate them into the canon. At any rate, because scholarly activity deals so much in perception, humanities scholars spend their lives arguing that perceptions are real, and the other part of their lives feeling self-conscious that their work has little real meaning or influence ("poetry changes nothing" vs. poets as the "unacknowledged legislators").  Here, in Voyager, scholarly activity has real meaning.  The work that Roger is doing--the information he is uncovering--will shape not only the perception of the past held by a handful of people (and notably Claire); it has the potential to shape the past itself (well, maybe.  See my posts on time travel for a sense of just how complex that question is...)  Claire's decision whether to return to the past hinges on what Roger can find out about the fate of Jamie Fraser.  It is perhaps an enviable position for a humanities scholar--to know he is significant.

Gabaldon, Diana (2004-10-26). Voyager (Outlander). Random House, Inc.. Kindle Edition.