I haven’t yet had a chance to see The End of the Tour, James Ponsoldt’s film adaptation of David Lipsky’s book-length interview with David Foster Wallace, but I’ve found a lot to like about the responses it has drawn from critics so far — or, rather, the breadth and variety of those responses. At one end of the spectrum, you’ve got Tom LeClair lamenting that even though The End of the Tour “offers itself as a respectful homage to and elegy for David Foster Wallace,” “exploitation mars the film from its origin through its casting to the final product.” The result, writes LeClair, is “a movie that Wallace’s widow and his editors said Wallace would have hated” and, worse, “the kind of commercial entertainment that Wallace’s best work critiqued.” But then you’ve got Christopher Schaberg taking a more generous view of things — “the movie is perfectly okay!” — and pointing out that, far from downplaying or bypassing its treatment of Wallace’s major critical concerns, The End of the Tour gives consideration to most of them. “Nothing in the movie breaks from the overt themes of Wallace’s actual writings,” Schaberg insists, “unless you want to go meta and insist that the movie itself is everything Wallace would have hated — but then, the joke is on us, too.” Continue reading The Effects of The End of the Tour
Gary Saul Morson has an essay in Commentary entitled ‘Why College Kids Are Avoiding the Study of Literature.’ It’s a real piece of work. He begins by taking a few pot-shots at Martha Nussbaum’s familiar concerns about declining enrolment in literature courses at colleges and universities, then he identifies himself as the teacher of “the largest class at Northwestern University, with an enrollment of about 500 students. The course is about Russian literature.” He continues:
I speak with students by the dozens, and none has ever told me that he or she does not take more literature courses because every moment at school must be devoted to maximizing future income. On the contrary, students respond by describing some literature course they took that left them thinking they had nothing to gain from repeating the experience. … What can students learn from literature that they cannot learn elsewhere? Why should they bother with it? … For understandable reasons, literature professors assume the importance of their subject matter. But students are right to ask these questions. … To teach anything well, you have to place yourself in the position of the learner who does not already know the basics and has to be persuaded that the subject is worth studying. You have to subtract knowledge and assumptions you have long since forgotten having learned. And one of those assumptions is that literature is worth the effort of reading it.
That sort of stuff is music to my ears. I teach literature partly because I love exactly that aspect of the job: challenging myself to approach the familiar from an outsider’s perspective, dismantling my own assumptions about literature at the beginning of the academic year, and finding new and creative ways of introducing students to the discipline without ever taking for granted their interest in it. But then Morson drops this paragraph: Continue reading All Over the Place
When Matthew Olshan’s Marshlands was published last year, it met with a bewildering and dismaying response from reviewers. Set in an unnamed but vaguely Middle Eastern country, the novel follows a foreign doctor’s attempts to live with the pseudo-tribal inhabitants of the desert marshes — a people modelled on, but not faithfully representing, the marsh Arabs of Iraq. The lands of these “marshmen” have been occupied by a foreign power within the region and, in response to the occupation, a more distant foreign power offers military and logistical support to the insurgency of the marshmen. The marshmen are thus proxy soldiers in a war between two much larger nation states, and when that war results in the defeat of the original occupying forces, the marshmen launch an insurgency against the second-run occupiers who were once their allies. Continue reading On Backwardness