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Digging into Literature, by Joanna Wolfe, Laura Wilder
Get Free Ebook Digging into Literature, by Joanna Wolfe, Laura Wilder
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Digging into Literature
- Sales Rank: #328263 in Books
- Published on: 2015-11-27
- Original language: English
- Number of items: 1
- Dimensions: 7.50" h x .61" w x 6.29" l, .0 pounds
- Binding: Paperback
- 448 pages
About the Author
Joanna Wolfe (PhD, University of Texas at Austin) is Associate Professor of English at the University of Louisville, where she teaches undergraduate and graduate courses in writing and rhetoric and composition. She is author of numerous scholarly articles on teamwork, gender studies, collaborative learning technology, and technical writing appearing in forums such as Journal of Engineering Education, Journal of Business and Technical Communication, and Written Communication. Her research on collaborative writing in technical communication classes won the 2006 NCTE award for best article reporting qualitative or quantitative research in technical and scientific communication.Laura Wilder (Ph.D. University of Texas at Austin) is an assistant professor in the Department of English at the University at Albany, SUNY, where she teaches courses in rhetoric, writing, film, literature, and composition theory. Her scholarly articles on rhetoric, literature, and the rhetoric of literary analysis have appeared in journals including "Written Communication," "Rhetoric Review," and" Research in the Teaching of English." She is the author of "Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines "(2012)
Most helpful customer reviews
0 of 0 people found the following review helpful.
Not Digging Deep Enough
By Flounder
I'm going to offer a "naysayer" perspective that counters the positive review(s) of this book. I've taught all levels of composition and literature at various colleges and universities for over 20 years. This book is like the little engine that could--I really wanted to like it--I really rooted for it to do some serious work and climb pedagogical hills but it lost steam before achieving its goal...
One really needs to adopt and USE a textbook in the classroom BEFORE reviewing it (not merely reviewing a desk or exam copy)...
Sure, most introductory literature textbooks don't cover analysis and evaluation strategies sufficiently...This book moves in the right direction by ATTEMPTING to help students analyze literary texts. It goes through the motions. It has a lot of promise (and potential) but I found it to be a bit too weak, shallow, brief, and underwhelming. The title suggests that instruction will help students "dig deeper" into literary texts. Perhaps what I have in mind with "digging" is influenced by Seamus Heaney's poem "Digging." In that case, "digging deep" means to perform serious spade work--one needs to "dig deep" for the good turf--that is, move beyond surface details and dig into the nuances of language. This book on its own doesn't really help students perform serious spade work. It doesn't help them reach the good turf. I had to supplement chapters with additional instruction, handouts, and resources. The book itself became superfluous. Why assign it if one has to work so hard to make it relevant, useful, and valuable?
Not to mention that the actual format of the book is awkward. It's literally in the shape of a small cube. It's a weirdly shaped book to carry around, tote with other books, and handle in class.
What this book is not: an introduction to literary theories and diverse theoretical perspectives. Also, it is not a text that's appropriate for stand-alone critical thinking courses. This is more appropriate for Introduction to Literature, or maybe Literature and Composition (not Critical Thinking / Argument through Literature classes).
The chapters are fairly short, brief, and accessible. No unwieldy jargon or technical terms. The writing is clear and direct.
The actual instructional content is fairly general and weak. You'll feel like you're reading chapters in the Norton Field Guide to Writing--extremely general material that is supposed to appeal to a wide range of individual instructional styles and concerns. Although the text covers poetry and fiction (not much, if anything, on drama), it feels heavily oriented to poetry analysis. In this way, Eagleton's book on reading poetry works much better.
A previous reviewer compared this book to Graff's 'They Say / I Say.' I don't deny the comparison, but I don't really see much comparison beyond helping students enter into conversations ("joining the conversation"). This doesn't provide much in the way of "signposts" or templates. But it does contain material on writing, quoting, citing sources.
OK, poetry. Let's take lines from Shakespeare's sonnet: "Let me not to the marriage of true minds / Admit impediments. Love is not love / Which alters when it alteration finds, / Or bends with the remover to remove." Can you hear students groaning, "Ugh! Shakespeare!"? How is calculus any simpler? In any case, how do we approach these lines? How do we get students to actually read the words without faltering, stopping, or tossing the sonnet into a trash bin? How do we get them to comprehend the phrase "Let me not to the marriage of true minds" without quitting? Patience, perseverance, and paying attention to each word in a grammatical unit? Often students will stop reading at the first conceptual road block. "Words! Too many words!! If it's worth saying, can't we just tweet it??" They often don't (want to) understand the words--how they come together and fashion meaning. "Marriage of true minds"?? WHAT??" Blink, blink, gulp! Students often adopt a "myth of hidden meaning" mindset and/or they'll simply refuse to assign meaning to words. This textbook doesn't really address these issues, nor does it offer invention heuristics that help "open up" texts to the shaping of meaning. Also, it would have been nice of the authors to include Burke's Pentad... I don't recall any discussion of Aristotle's topoi (I could be wrong here) and stasis, etc...
Certain parts of the text don't fulfill my expectations for "digging deeper," such as the material on "surface/depth strategies" and "plausible/implausible readings" (in Part 2). The instruction doesn't really help students dig deep enough. Not on its own. Chapters 1 and 2 are fine. For me, chapters 3-5 are the weakest--too little, too general, not enough heuristics. The strongest material is in Chapters 6 and 8. Chapter 11 seems out-of-order and perhaps it should be the 3rd chapter. Chapters 13 - 15 (crafting the essay, peer review, etc) are straightforward enough but many writing handbooks contain much of that information. I guess review and having it in one place can be helpful.
Altogether this book feels slight and lacks value. At best, it's serviceable. At $37, I guess it's a deal relative to more expensive textbooks on the market, but even at that price most of my students reported that they sold it back to the bookstore at the end of the term--that is, for the most part it wasn't "a keeper." I try to adopt textbooks that have long-term value. Of course, from an instructor's perspective this can be hard to predict.
I prefer Lois Tyson's 'Using Critical Theory' (2nd ed., Routledge). It's basic, accessible, fairly comprehensive, "how-to oriented," and about the same price--appealed more to my community college students. It's less pertinent to composition students (a composition / lit class--"how to" handbook-type stuff on writing, quoting sources, etc), but is more relevant for literature students since it has more coverage of theoretical perspectives. One could make a case for using Tyson in a Critical Thinking through Lit class. I hope this review is helpful.
0 of 1 people found the following review helpful.
From a college professor: Accessible, Brilliant, and CHEAP!
By Stephanie Odom
I have only written a handful of Amazon reviews but I feel compelled to review this book to spread the word about how fantastic it is. I just received an exam copy of this book and regret that I don't have enough time to assign it for my introductory writing-about-literature course this spring. This book is the best textbook for teaching novices how to write about literature that I have ever seen, and as someone who's been teaching this skill for several years, I have examined many such textbooks. Wolfe and Wilders' strategies for teaching how to write about literature are based on decades of research, but the way they write is definitely accessible to college students. The authors build on interviews with literature scholars, writing process theory, analysis of the way literary scholarship is written, and rhetorical theory to explain in simple terms how experienced literature scholars develop and write arguments.
This approach reminds me of Graff and Birkenstein's wildly successful book, They Say / I Say in the way that they break down the processes scholars use to talk about texts in accessible ways. This kind of explanation is difficult for teachers and professors to do because they have internalized these processes after years of practice and feedback. It takes real experts who imagine novices as their audience to articulate those difficult cognitive steps.
The contents of the book are fantastic, but perhaps one of the best features is its small size and THE PRICE. While I was examining my copy, I was thinking "I wish I could request that my bookstore order this for my classes, but it's too close to the start of the semester and I bet that it's very expensive since it's brand new." Then I checked the price on Amazon and was astonished. I don't know how they did it, but the price is very affordable. And the size is very convenient. The size and weight are more like a writing handbook rather than a literature anthology. They do include several example texts for analysis (and examples of writing about those texts, with different levels of writing quality so students can evaluate them), but they are brief poems or short stories.
In a nutshell, I will definitely order this for my ENGL 3308 the next time I teach it. Congratulations to the authors of this textbook--they've produced a fine resource for professors and students.
0 of 1 people found the following review helpful.
Good service. Thank you
By Amazon Customer
The book is very new and the delivery is quick. Good service. Thank you!
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