Schnauble on Tolstoy II

Mr. MacKnight July 5th, 2008

Bruce Schnauble teaches English in Hawaii and blogs about his work. Unfortunately for us in China, his blog (http://throughlines.blogspot.com/) is blocked here, so instead of simply linking to his posts about Anna Karenina, I am forced to reprint them entirely so that you can read and learn from them. Pay attention: he can teach you a great deal about how to be a careful, observant, and insightful reader, qualities that will help you in particular when you write commentaries. Schauble’s first post actually concerns a passage that comes later in the book, so I am starting with this one, which in our edition can be found on pp. 165-66. Note that Schnauble is using a different translation than we are. —etm)

Tuesday, April 15, 2008

Tolstoy II: Horsiness

Here’s a thought experiment. Or if you prefer, a writing exercise. You might do this as sort of guided meditation, or actually sit down and try to write your way through it.

Picture an animal, one you have seen often enough and know well enough to be able to call it to mind. Think your way through how you would go about describing it. What would you say to someone, what would you write down, to bring this animal to life in the mind of someone else? If you wish, take a few minutes now to do a freewrite. Or have a mental conversation with yourself about this animal.

Finished? Very good. Now read this. It’s a passage from Anna Karenina where Vronsky, about to be take part in a horserace, goes to the stable to check on his mount:

He opened the door, and Vronsky went into the stall, faintly lit by one little window. In the stall stood a dark bay horse, shifting her feet on the fresh straw. Looking around the half-lit stall, Vronsky again took in at a glance all the qualities of his beloved horse. Frou-frou was of average height and not irrrproachable. She was narrow-boned all over; though her breast-bone protruded sharply, her chest was narrow. Her rump drooped slightly, and her front legs, and more especially her hind legs, were noticably bowed inwards. The muscles of her hind and front legs were not particularly big; on the other hand, the horse was of unusually wide girth, which was especially striking now, with her trained shape and lean belly. Her leg bones below the knee seemed no thicker than a finger, but were unusually wide seen from the side. Except for her ribs, she looked was all squeezed from the sides and drawn out in depth. But she possessed in the highest degree a quality that made one forget all shortcomings; this quality was blood, that blood which tells, as the English say. Her muscles, standing out sharply under the web of veins stretched through the thin, mobile and satin-smooth skin, seemed strong as bones. Her lean head, with prominent, shining, merry eyes, widened at the nose into flared nostrils with bloodshot inner membranes. In her whole figure and especially in her head there was a distinctly energetic and at the same time tender expression. She was one of those animals who, it seems, do not talk only because the mechanism of their mouths does not permit it. (181-2)


Now that you’ve read this passage, go back and make note of the places where Tolstoy does something as a writer that surprises you or interests you, something that you yourself did not think or would not have thought to have done in this way. Chances are that you’ll find quite a few instances, and that all of the ones you find will be instructive.

One move I notice, for example, is when Tolstoy actually pushes down past a description of the major bodily parts to a description of the horse’s lower legs: “Her leg bones below the knee seemed no thicker than a finger, but were unusually wide seen from the side.” Embedded in that description is an implied shift in observational perspective: looking not just at the lower legs—which would be perhaps a more specific focus than most of us might have attempted—but looking at the legs first from the front, and then from the side. This is a writer who is paying very close attention, to the extent that he seems to be conducting a sort of almost three-dimensional physical examination. He not only notes the Frou-frou’s flared nostrils, he goes so far as to look up the animal’s nose and remark on its “bloodshot inner membranes.”

Then there’s the elegant and rather surprising move that concludes the paragraph. It’s a variation on a stock descriptive device, the move we often find in narrative that begins “he was the sort of person who…” Here it comes out as “She was one of those animals who, it seems, do not talk only because the mechanism of their mouths does not permit it.” This sentence is an amplification by categorical example of the move, begun in the previous sentence, away from physical description and toward what might be called spirit or intellectual character: this is a horse smart enough to speak if only she had the physical ability to do so.

I could go on in this vein for some time. In almost every sentence, there is an artfulness on display that arises from the quality of the attention that Tolstoy is paying to this horse, this wholly imaginary horse that he is in essence calling into existence by virtue of the words he is writing on the page. I say Tolstoy, rather than Vronsky, because in fact all of what Tolstoy is at such pains to present to us is absorbed instantaneously, holistically, by Vronsky “at a glance.” He already knows this horse, her strong and her weak points. Vronsky is deeply into a psychic relationship with this horse, and the depth of his knowledge implies that he loves her and cares for her. And all of the close attention, leading to a sort of sympathetic attachment, that Tolstoy encourages us to pay to this very particular, very beautful horse, is by way of setting up our reaction when, less than twenty pages later, Vronsky, in the race, overreaches himself and drives the horse to her death. At which point we begin to come to some conclusions about the sort of person Vronsky is.

The point being that nothing here is wasted. This careful, measured, almost obsessive description is not an indulgence in art for art’s sake. It is integral to everything we are learning about Vronsky, and it is relevant to everything else that happens in the book.

For incoming Grade 11 students

Mr. MacKnight June 24th, 2008

Paul Peng, Yee Jean Lim, and Jonathan Wee did not respond to my message in the daily announcements. If you can, please contact them, give them the address of this web site, and ask them to send me an email message so that I can add them as users of the site.

(Same for anyone else you know who may be taking English A1 in the fall.)

Thanks, and have a great summer holiday!

—etm

Summer 2008 assignment: Grade 10–>11 students

Mr. MacKnight June 19th, 2008

Over the summer I’d like you to study the 15 sonnets by Shakespeare that we will be reading as one of our Part 4 works. Please go to the Handouts page and download the three documents concerning sonnets: an introduction to the sonnet, the 15 sonnets you will be responsible for, and a set of 20 questions about them for you to answer in writing over the summer holiday. Please note: your computer must have a copy of Adobe Reader installed for you to open and read the handouts. If you don’t have Adobe Reader, download it for free from www.adobe.com.

Please submit your answers to the 20 questions as a post on this blog.

Before you can post to this blog, you will have to send me an email message so that I can enrol you as a contributor.

We will use these sonnets as an opportunity to practice literary commentaries, both written and oral, to prepare you for the commentaries that together count for 40% of your final grade for the course. It’s very important that you complete your answers to the 20 questions and post them to this blog before the 2008-09 school year begins.

If you have any questions or problems with this assignment, leave a comment on this post and I will respond to it.

Cheers,

etm

Anna Karenina: getting started

Mr. MacKnight June 16th, 2008

First, this is a long novel but it has short chapters designed for syndicated publication in magazines, so if you take it in short bits you’ll be surprised at how easy it is to digest. I read it for the first time years ago, one chapter a night, and when I got to the end I didn’t want it to be over.

It’s also easier than you might expect because of Tolstoy’s style.

Difficulties: the Russian names and the large number of characters.

Basically we have two intertwined love stories. Constantine (Kostya) Levin, who is quite clearly a fictionalized version of Tolstoy himself, is a young idealistic landowner who prefers country life. He is in love with Kitty Scherbatskaya, the younger sister of Dolly Oblonskaya, who is married to one of Levin’s friends, Stiva Oblonsky. Oblonsky’s sister Anna is married to Alexey Karenin, and thus her name is Anna Karenina (notice how the wife’s family name is a feminine version of the husband’s family name). Unfortunately for Levin, Kitty at the start of the story is in love with Vronsky, a handsome young cavalry officer. But when Anna comes to town to help her brother with his marital problems (he has been unfaithful and his wife Dolly has found out), she meets Vronsky, and they fall madly in love with each other.

Anna’s story may be usefully compared with Tess Durbeyfield’s: while Hardy clearly sides with Tess and against the social norms of her time, Tolstoy, while making us sympathize with Anna, just as clearly thinks she deserves to be condemned for her infidelity—even while he sees the double standard that makes her brother’s infidelities—along with the infidelities of many other men and women among the Russian gentry—acceptable to society and forgivable by their spouses. And Tolstoy also clearly regards Levin and Kitty as the ideal couple of the story, leading lives that are quite different from those of their decadent friends and relations in the city. So while Tolstoy can deliciously satirize the Russian upper classes and criticize their superficial values and frivolous behaviour, he fully accepts the moral teachings of the Church (in his case the Russian Orthodox Church), as opposed to Thomas Hardy, who was critical both of society and of the church.

Tolstoy is also funnier than Hardy. Stiva Oblonsky, right at the beginning of the novel, is a wonderfully comical epicurean. Even Tolstoy the sometimes humourless moralist can’t help seeing the humour in Oblonsky’s ridiculous behaviour.

I’ll be add other posts that will help you as you read along. If you encounter questions or difficulties—or passages that you really like!—add a post of your own so we can all learn together.

Color Purple Questions

Mr. MacKnight April 29th, 2008

What questions are raised on the following topics by The Color Purple?

  • The abuse of women by men: among African-Americans, among Olinkas, everywhere
  • The abuse of blacks by whites: in America, in Africa
  • Ignorance and enlightenment
  • Religion and spirituality: in America, in Africa
  • Sexuality
  • African-American identity: particularly the relationship between African-Americans and Africa
  • Language

And running through most of these topics:

  • Relationships based on power and control vs. relationships based on love

You should re-read the novel with these questions in mind, take detailed notes, and be prepared to make an oral presentation on any of these topics.

WL2—revised deadline. How to write an essay.

Mr. MacKnight April 17th, 2008

I have changed the deadline for the first draft of your World Lit Assignment #2 to Monday, May 5, the first day back after the holiday. You will also have some reading to do over the break.

Today in class we read through Paul Graham’s “The Age of the Essay”. As a follow-up to that I recommend his piece entitled “A Version 1.0″ which includes an early draft of the first essay as an example of the kind of work required to produce a good final draft. You can learn a lot about how to write well from this fellow, if you pay attention.

Enjoy your weekend!

personal response-tess

Ayame April 7th, 2008

After reading two of Hardy’s novels, Farm From the Madding Crowd and Tess, I think I am most amazed by Hardy. His ability to express what he thinks and feels is commendable. He gives profound references to religion, society and nature. He is also able to provide elaborate details that orchestrate well as a final product. I find that fascinating. Hardy’s views are expressed through his characters representing ordinary people in society. This shows how he is able to incorporate everyday situation or commoners into his novel. Like Shakespeare, Hardy’s characters are models for deep psychological analysis. Their thought and actions are so intricate that they show human behaviour. However, I do not understand how an inquisitive man ended up writing melodramas. I think he would have been more successful as a philosopher, being able to pose complex questions in life and to answer them. I did not particularly like Tess or Far From the Madding Crowd; the storyline was trite. It is a cheap read similar to telenovelas; it’s entertaining but have no substance. The most intriguing parts of the novels are Hardy’s ideas: how and what he thinks, and why he asks such questions.

personal response-odyssey

Ayame April 7th, 2008

I have read the Odyssey four times, when I was in eighth grade, as a freshman, as a sophomore and again as a junior. Yet, every time I read it I’m amazed at what I didn’t pick up the fist time. I guess that’s what makes it such a ‘classic.’ The fact that I can read it, four consecutive years in a row, yet still find new meanings to the book is remarkable. It can be interpreted in so many different ways, and still make sense.

This year in particular, I learned from the Odyssey that Phaiakia refers to the ‘perfect world’ before heading back to reality. I’ve never really considered it as a ‘haven,’ or ‘utopia,’ just simply another stop over before Odysseus went home. But looking at the details, Phaiakia is the perfect place. It’s always sunny, there’s no war and everybody is happy. Yet, Odysseus chooses reality. This reflects his choices, living in reality (where he will grow old and die) or living like a god (immortality and youth). I find that contrast refreshing and inspiring.

I could continue reading the Odyssey and never pick up all of the hidden meanings behind the text.

Woolf’s style

Mr. MacKnight April 6th, 2008

Make note of items such as these, as well as others that will help you to imitate her style in a pastiche:

  • Dashes in pairs setting off parenthetic phrases or clauses.
  • If clauses
  • Sequences of sentences beginning the same way: “It is of . . . . It is of . . . . ” etc.
  • Semicolons used to separate phrases in long sentences, and sometimes even words in a series.
  • Imagery that is both visual and aural. Used often to describe emotions.
  • Qualifiers expressing doubt: I suppose, perhaps, etc.
  • Questions. “Who was I?”
  • Long, rambling sentences.
  • Dialogue enclosed by quotation marks.
  • Notes at the bottom of the page marked by asterisks and other symbols.

Reading schedule: ‘A Sketch of the Past’

Mr. MacKnight April 3rd, 2008

By . . . Read up to . . .

Fri, 4 April: p. 79
Sat, 5 April: p. 89
Sun, 6 April: p. 107
Mon, 7 April: p. 124
Tue, 8 April: p. 136
Wed, 9 April: p. 143
Thu, 10 April: p. 159 [end]

Look for anything that relates, directly or indirectly, to To the Lighthouse. Notice Woolf’s writing style: in particular, how does she use punctuation and sentence structure to express uncertainty or second thoughts? Make notes of characteristic words, phrases, rhythms, or structures that will help you to write a pastiche of Woolf’s style.

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