Thinker in training
After a good deal of thinking, and the combination of just the right encouragement and motivation, I've decided to set up a separate blog where I can write in a moderately professional, moderately serious matter about the (often irreverent or "non-literary") topics that I find interesting as a student of English literature.
So, if you're as interested as I am in the intersection of classroom literature and popular literature, follow me over at Austen and Aliens. The blog's inaugural post -- about what I learned about Jane Eyre by reading a modern science-fiction adaptation of Bronte's famous novel -- is probably a decent indicator of the tone and subject matter I plan to take up in the following posts. I'm already making long lists of future topics to tackle (answering questions such as "What do Austen's Persuasion and Beyonce's 'Single Ladies' have in common?" and "Why is it academically acceptable for me to read 18th-century pornographic literature in the classroom, but not modern romance novels outside of the classroom?") and will likely use it as a fertile outlet for intelligent discussion and wild procrastination as I pursue the course of my thesis in following months.
Ultimately, though, I expect it'll help me develop a confident and conversational though still professional and analytical voice in which to discuss literature -- and who knows, maybe it'll actually help me win those arguments about the significance of genre fiction that I've been having with my father for all these years.
So, if you're as interested as I am in the intersection of classroom literature and popular literature, follow me over at Austen and Aliens. The blog's inaugural post -- about what I learned about Jane Eyre by reading a modern science-fiction adaptation of Bronte's famous novel -- is probably a decent indicator of the tone and subject matter I plan to take up in the following posts. I'm already making long lists of future topics to tackle (answering questions such as "What do Austen's Persuasion and Beyonce's 'Single Ladies' have in common?" and "Why is it academically acceptable for me to read 18th-century pornographic literature in the classroom, but not modern romance novels outside of the classroom?") and will likely use it as a fertile outlet for intelligent discussion and wild procrastination as I pursue the course of my thesis in following months.
Ultimately, though, I expect it'll help me develop a confident and conversational though still professional and analytical voice in which to discuss literature -- and who knows, maybe it'll actually help me win those arguments about the significance of genre fiction that I've been having with my father for all these years.