Shipman 1

McKenna Shipman
Mrs. Cramer
Comp 1 Pd. 5
3 November 2017

The Heart of Literature

Literature is a fundamental piece in the foundation of an enlightened world. It is as

complex a topic as they come, though can be divided, for the most part, into the old and the new.

Perhaps it is time to uncover just what it is that separates literary masterminds into invisible, but

increasingly prominent categories of admiration and reverence. However difficult it may be to

compare classic literature to the contemporary writing of today, a stance can be taken when

considering literary value, the comprehensive education of two worlds of literature, and the

forming of well-versed minds in the absorption of canonical and modern texts based on the

respect of writers interlaced with history and those making their mark now.

A clear definition of transcendence can be observed in literature throughout history, but

the realm of literary criticism is open to interpretation. On one hand, there are the creative minds

whose names will demand respect for centuries to come. As Andrew Delbanco, Colombia

University professor, expresses the valid concern that "the symbols through which he thought

Americans could receive and transmit a sense of common density have been terribly vitiated."

(West, par 7) The American dream has evolved while the writers who represented it cling to

relevance in a consistently modernizing society. Classic literature has been analyzed, studied,

and tirelessly pored over in order to reach the conclusion that there is a significant difference in

the weight of value of these pieces. There is a reason contemporary writing is not held to the

same standard as classic establishments and that is primarily determined by application to the

academic world (Kurt, par 1). Suzanne Collins' writing, for example, may not be as prevalent in
 Shipman 2

an English curriculum as the words of Hemingway, leading to a less valuable contribution to the

literary world. With many classic authors' writing not garnering appreciation until their deaths,

the relevancy of their works may not have been recognized as readily as the immediate

distribution of contemporary literature. But, in the case of literary functionality, why not learn

from those who made the rules? Every modern writer was inspired by a classic novelist. Obvious

difficulty is found in dissecting the authentic work of Shakespeare and Fitzgerald, but lays a

foundation for a reader with a comfortability in seeking deeper meanings through every future

piece of writing set out to be devoured. If classic literature's value is largely based on its use in

today's education system, it should be accepted as the groundwork for a generation with the

ability to carry centuries-old lessons and bring back to light the true value of the complexity of

literature in the education system.

Literary education slips as students lose the motivation to read beyond requirement.

However, as much of a place as reading has in education, its greatest place should be in the free

will of the individual holding the text. British startup "Inkle Studios" is pioneering the interactive

storytelling movement, with the intention of "putting player choice into books" so that readers

are able to utilize a creative and technologically stimulating mindset by determining the outcome

of their favorite novels (Monks). Still, there is danger in this as it takes away from authentic

reading experiences and encourages the utilization of technology as the means to every

possibility. Education hubs across the nation have tested the effectiveness of summer reading

programs as a required sector of students' curriculums. Most schools have taken the approach of

distributing reading lists of novels that feature a variety of choice in genre and age. Select

schools, such as West Islip, have honed in on the promotion of young adult novels, hoping that

their book options would push readers back in the direction of classic literature. As Dale Hodges,
 Shipman 3

William Floyd district library chairwoman has stated, "We want to stress the fun of reading."

(Hubel) As evidence suggests, though classic literature has well earned its spot in classrooms,

YA (young adult) novels have more of a steadied presence in the selective choosing of today's

young minds. With loose enforcement of the 1998 New York State Department of Education

requirement for all students in grades 7-12 to read a minimum of 25 books a year, it is the hope

of all educators that reading will become its own reward (Hubel, par 3)."Reading is a

springboard for vocabulary and analytical skills, as well as thinking and public speaking," stated

Nina Wolff, director of Bay Shore's English department (Hubel, par 10). Now, reading

requirements in place and freedom to choose an option, a more inclusive net is thrown over

students. Reading quietly shapes the mind, and, whether it is a subject of adoration or dread, has

the ability to mold a more capable and sympathetic individual, prepared to function in a modern

and evolving society.

Society-based progression is surging forward, with education trailing closely behind. The

Common Core encourages a curriculum that blends the ground-breaking novels that started it all

with the YA novels of today, far from afraid to cast a direct light on the perils of humanity. Such

teaching is necessary in the effort to inspire students as well-rounded individuals willing to face

injustices head on, with a steadfast knowledge in their historical foreground. It is hypothesized

that "young adult literature is seen as taboo in the classroom," as teachers are unfamiliar with the

YA genre and fall into the comfortable pattern of exposing students to time-tested classics

because their literary merit is superior (Cart, 2003). Readers of the 21st century drift toward

books with subject matters reflected in personal lives, society, world politics and conflicts.

However, is it possible that this ability to reflect society through writing is not a new concept at

all, but that the new generation of readers has adapted to more simply-put subject matters,
 Shipman 4

whereas literature of the past requires in-depth concentration and comprehension to thematically

place? A novel such as To Kill a Mockingbird addressed issues of discrimination similarly to that

of modern novels like Thirteen Reasons Why and Between Shades of Grey. Yet, at the heart of

every new versus old argument is the same unrelenting message: "Literature allows us to see

people as they truly are: complex, good, evil, and sometimes contradictory in their words and

actions" because, "Once we see someone as a person in all their humanity, then we've reached

beyond the stereotype." (Glasgow, 2001) That message reigns true just as strong now as it ever

has.

The attempt to pit classic literature against contemporary writing is a battle that can circle

itself endlessly, with new perspectives and points being raised at every second. At the end of it

all, "there is well written literature, and there is poorly written literature" (Kurt, par 5), whether it

is as old as time or published within the last year. Modern writers reflect classic ideals and ways

of thinking, but are uniquely individual all the same. Despite the varying levels of literary value,

the ever-changing education standards of the two overarching types of literature, and the molding

of well-rounded humans by means of taking in every bit of inspiration that literature has to offer,

the respect of writers who represent history themselves have paved the way for writers who

confront today's society in their fearless depiction of it. Writing has always mattered and it will

always matter, as its message resonates with each consumer in a way that only the articulation of

powerful words can.

 Shipman 5

Works Cited

Cart, M. (2003). Bold books for innovative teaching: A place of energy, activity, and art. The
English Journal, 93(1):113-116, Accessed Oct 25. 2017.

Glasgow, J. (2001). Teaching social justice through young adult literature. National Council of
Teachers of English, 90(6): 54-61, Accessed 25 Oct. 2017.

Hubel, Joy Alter. "Tempting Students Away From Screens." New York Times, 23 June
2002, p.11. Opposing Viewpoints in Context, Accessed 25 Oct. 2017.

Kurt. "Why is popular contemporary literature valued less than classic literature?" Zerys.
YoExpert Q & A, Accessed 25 Oct. 2017.

Monks, Kieron. "Superbooks: High-tech reading puts you inside the story" CNN Wire, 10 Sept.
2014. Opposing Viewpoints in Context, Accessed 25 Oct. 2017.

West, Woody. "In defense of 'American classics'." Washington Times [Washington, DC],
28 Sept. 1997, p.7. Opposing Viewpoints in Context, Accessed 25 Oct. 2017.