The D20 Reading Challenge, or 'How I plan to read more widely in 2016'.

I love bookshops, but they also stir a feeling in me which (to my knowledge) there is no word for: a sadness that however many books I read, there will always be good ones which I miss. I’m not much given to biblical quotation, but I’m inclined to agree with Solomon’s observation that ‘of the making of many books there is no end’, and there doesn’t seem to have been any let up in the intervening 3 millennia. And if I’m determined to add to their number, I know that I should be reading as widely as possible.

This is where the problem lies. The modern bookshop presents such tyranny of choice that it’s too easy to give up and stick to familiar names (meaning that you never discover anything new – less established authors are deprived of new readers and you end up with a narrow experience of the literary world). Worse, sometimes I am so overwhelmed that I give up, and leave empty handed.

With this in mind, I decided it was time for a solution – something to push me out of my comfortable reading nook. Turning to the twenty sided die, that universal symbol of geekdom, I devised the D20 reading challenge. It’s simple, just roll the dice and pick a book in that category. Roll, Read, Review and Repeat. The categories are not mutually exclusive, but nor are they meant to be. My version is below, but if you want to try it, feel free to substitute any of the categories with ones better suit you.

1. The canonical novel.

Probably not a controversial choice this, but despite my three years (*embarrassed cough*) of literature A-level, three year English degree, and my current role as an English teacher, feel that I’ve still only scratched the surface of the great corpus of English novels. More controversial is the concept of the canon itself. Not wishing to fall into that debate, for my purposed the canon is defined simply as ‘the novels any serious reader is ‘supposed to’ have read’.

2. 21^st Century novel

In pursuing the classics, it is easy to neglect the many novels that are being published here and now. Serious reader (particularly those who want to be writers) should be aware of what is going on around them. ‘Nuff said.

3. A novel which is an old favourite

One of the great pleasures of reading is in re-reading. It is always interesting to return to a favourite book after a number of years to see how your attitude to it has changed. As you reach new stages in your life, different aspects of the novel can seem more important – you may find that you interpret the ideas in the novel differently, or find yourself relating more to characters who didn’t interest you in the past. In the clamour for new and exciting reading experiences, it is important not to forget where you have come from. However, I would have been disappointed if this had come up first.

4. A new novel by a familiar author

‘New’ here meaning ‘one I haven’t read before’. Like anybody, I have my favourites, but there are not many writers who have more than one or two books on my bookshelf. This is a chance to further explore those authors who are under-represented, or to expand my collection of those writers I like the most.

5. A small press, local, or self-published novel

Because I know enough writers and publishers that deserve support, particularly in the Birmingham area. And because easy self-publishing is probably one of the most important developments in modern literature – it would be silly to ignore it.

6. Poetry – A new book by a familiar poet

My reasoning here is, unsurprisingly, similar to number four. This seems like a good place to mention that I am more interested in individual collections rather than anthologies or ‘selected works’ – a stance which probably goes back to being introduced to bands like Pink Floyd at a young age. Poetry collections, like albums, should be seen as one coherent unit.

7. A small press, local, or self-published poetry collection

This is perhaps more important here than it is with novels; independent publisher are the life-blood of poetry, seeming to make up the vast bulk of poetry publishing in the UK.

8. A poetry collection which is an old favourite.

All the things I said about ‘old favourite’ novels apply doubly here. The complexity of how language is used in poetry make changing interpretations even more likely, and its roots in the oral tradition mean poetry is designed to be repeated.

9. Poetry in translation

I used to avoid translated literature out of an immature snobbishness about it not being in its ‘original form’. I only read in English though, so if I kept up this attitude I would be missing out on entire cultures worth of literature. The issues surrounding the translation of poetry are interesting, and it could be argued that translated poems are more like new works which are intrinsically connected to their sources.

10. Poetry by ‘important’ poets

The idea here is similar to the ‘canonical novel’, but I have substituted ‘canon’ with ‘big name’ as many of the poets I am interested in for this category worked in the 20^th and 21^st centuries. This is the category for bigger publishers and the more famous poets, alive or dead.

11. A ‘genre’ novel

My relationship with genre novels could probably make up a blog post in their own right. For a long time they were all I read, and then there was a (thankfully brief) period of snobbishness around the beginning of my degree. Later, I came to my senses and realised that good writing is good writing whatever it is about, and that science fiction or fantasy writers take their craft as seriously as ‘lit. fic.’ writers. I still don’t read many genre novels though, purely because there are so many books of all different types that I want to read (which is one of the reasons I’m making this list). Genre in the sense that I am using it includes fantasy, science fiction, horror and crime. I accept the argument that ‘literary fiction’ is really another genre, but as that makes up most of my reading, I feel I should include a category to move me into other areas.

12. Non-fiction – History, legend and myth

As great as fiction and poetry are, I feel that it is important to also be well read and well informed about the real world. This is where my reading habits really let me down. Faced by so many exciting novels, I rarely browse in non-fiction for long. This is strange, because I do love learning interesting things, and I’ve always been interested in history in particular. The ‘legend and myth’ part of this category is designed to allow for older texts which include things which people once believed to be true and are there for written as non-fiction (for example, Snorri Sturluson’s Prose Edda, which was written after Iceland had already been Christianised, but which was intended to keep record of the older beliefs which had shaped that nation’s culture). It should be noted that in all of the non-fiction categories, I’ll be looking primarily at books which are ‘writerly’ as well as informative.

13. Non-fiction – Memoir and travel writing

Around the same time that I had snobbishness about genre fiction, I also misguidedly thought that non-fiction is not really literature. This category is dedicated to Ian Marchant, whose ‘life writing’ module in the second year of my degree taught me that I was wrong.

14. Non-fiction – Philosophy, science and the social sciences

If the ‘history’ category is designed to keep me well informed on what has happened, this one is designed to keep me thinking about how things work, or at least how we think they do. That’s the logic behind putting philosophy and science together. Again though, I’ll be looking for books which are writerly as well as informative, so expect more pop-science and less text books.

15. A graphic novel

This is a means of storytelling which I have long thought of as interesting art form in its own right, with a format which is similar to prose, but has an entirely different set of tools to use. However, as there are so many books I want to read, it’s a format which I am still yet to really discover for myself.

16. A short-story collection

I love short stories. I love the brevity and the craft of them. Unfortunately for them, I love novels a little more, so this is an area of my bookshelf that has been a little neglected.

17. A novel in translation

Language and culture are intertwined, and as with poetry, I’m currently missing out on some of the best prose that other cultures have to offer. This category is designed to remedy that.

18. A book I never finished

I’m a fairly diligent reader, so there aren’t too many of these. But there some hangovers from university (The Monk and Waverley, for example) to polish off, and there are also books that have suffered from my habit of having two or three books on the go at once and my tendency to get distracted. It’s time to give them the attention they deserve.

19. Literary criticism, language and writing

These are the ‘how stuff works’ books that I would gravitate towards most naturally. I’ve given them their own category to push me into wider and more far-ranging topics for category fourteen. Their inclusion also reflects the importance of staying up-to-date and well informed in one’s own field.

20. Wild Card

I love the idea behind this category, and it could become the basis of a future reading challenge all on its own. The idea is that when I roll a twenty I will ask somebody whose opinion I trust (a friend or family member, a co-worker, a bookseller) what they think my next book should be, and read that.

Additional Information

I’m calling this a reading challenge because this year I intend to select all of my books like this (with the exception of books I need to read for work or books that I want to read as research for my own writing projects). To ensure breadth of coverage, the first time round I will eliminate categories as they have been selected, meaning that I will cover every category at some point this year. After that all the categories will be restored and repetitions will be allowed. The challenge will last for this year, or until I’ve covered every category. After that it will just be a way of selecting new books if I don’t have a specific one in mind. I haven’t included any drama categories because plays should be seen rather than read.

I’ve started already, throwing a 12 and selecting The Northmen’s Fury: A History of the Viking World by Philip Parker as my first book. If you’d like to join me, with my categories or with your own, leave a comment below. If you don’t own a twenty sided dice (doesn’t everybody?) you can use this website to generate your rolls.

Book Review: 'The Wake' by Paul Kingsnorth

Hastings, 1066. For many of us this is where English history begins. Before this, we are taught, a few barbarian warlords wrestled the land away from the equally barbaric Celts in the power-vacuum left by the Romans, then squabbled over it for the next 500 years or so until William the Conqueror and his knights chased away the dark ages, restoring civilization, establishing Chivalry, and setting England on her path to the glorious empire of the 19^th Century.

The cliché tells us that history is written by the winners, and this particular propaganda has been persistent. It is pretty much the story I learned in primary school, and seems to have echoes in the ‘Our Island Story’ curriculum Gove was pushing a couple of years ago. This book, though, is concerned with the losers. For Buccmaster of Holland, 1066 marks the death blow for England, but it is not a clean wound. The Wake follows Buccmaster into the forests of Lincolnshire, where he becomes a ‘green man’, fighting a guerrilla war against the French invaders.

One of the challenges of historical fiction, even if it deals with primarily fictional characters, is how to engage readers in a story with a foregone conclusion. Kingsnorth approaches this by focussing on Buccmaster’s personal journey against the backdrop of a hostile foreign occupation. When telling a tale like this, there is a temptation to write about a heroic underdog, leading his noble but ultimately tragic people in a final stand against tyranny, but here the big historical players, William, Harold, and even Hereward the Wake, whose epithet gives the novel its name, exist only as distant rumours[i]. The Norman invaders are inarguably oppressive, but the inequalities in English society are accepted as natural by the characters, and Buccmaster does not see the irony in his adoration of the Anglo-saxon raiders who had crushed the existing Romano-British culture in the same way he fears the Normans will destroy the English way of life.

Buccmaster himself is decidedly unheroic. He is petty, arrogant, probably delusional and ultimately pathetic, but it is through his voice that the story is told. While he is sometimes a difficult character to like, it seems right that we should see these events from the point of view of somebody who is ordinary and flawed; most of us will only ever play bit-parts in the grand narrative of human history, and in Buccmaster, Kingsnorth gives us protagonist who struggles to see this, both as an individual, and as a representative of a culture in terminal decline.

One of the novel’s great successes is the way that it brings Buccmaster’s voice and his world vividly to life. This is achieved through Kingsnorth’s great experiment: in recognition of the fact that ‘our assumptions, our politics, our worldview, our attitudes’ are reflected in the language we speak, the novel is written in a ‘ghost tongue’ – an approximation of Old English designed to be accessible to modern readers. What could easily have become a gimmick is in fact one of the strongest aspects of the novel, and while the language takes a little perseverance at first (and perhaps more so if you aren’t already involved in word-geekery), it soon becomes natural. Other than a few of the more unusual words (most of which are covered by a glossary), I found that within a few pages, I was able to read and comprehend the language as it is, rather than needing to mentally translate. In fact, Kingsnorth’s ‘ghost tongue’ lives up to its name, as I found its vocabulary sticking with me after I had put the book down. In attempting to write in a language which has not been moulded by a thousand years of loan-words, and political, economic and philosophical change, Kingsnorth gives his narrator a speech which is rooted in agriculture, the natural world, and a pre-feudal view on human society, avoiding the trap of giving his 11^th Century characters 21^st Century minds. This ghost-tongue also has a lyrical beauty of its own: ‘it is early in the mergen mist is risan from the waters and on top of the waters is mos grene lic the grenest daeg and deop below deop in the blaec water can be seen great leafs what is suncan almost from sight. all is flat all this land is flat naht stands abuf the reods. low we is and we gan slow through the green and naht is to be seen but the water…’

This 11^th Century mind-set does not mean that the novel has no relevance today. Kingsnorth has written non-fiction about the loss of English cultural identity, and it is interesting to read the novel in a society where this is increasingly dominated by nationalists. The book offers no answers, but it did make me wonder if the paranoia about immigrants eroding the English way of life might stem from deep cultural memories. Whether you start English history at 1066 or in the 5^th Century with the first Germanic settlers, the national origin story is one of conquest and displacement. I do not wish to draw comparisons between the Norman conquest and the migration patterns of the last century – a top-down, military subjugation of the native population is clearly entirely different from a steady influx of families and individuals looking for greater economic or social stability – but I suspect these deep-seated invasion narratives from our early history have coloured some aspects of the debate on migration.

For the English of The Wake, there can be no period of gradual adjustment. When William the Bastard seizes the thrown, it marks a catastrophic end to the Anglo-Saxon way of life. The language may be unfamiliar, the protagonist unsympathetic at times, but this book offers an intimate exploration of the way people might react to such a complete destruction of their way of life while offering some insight to an often overlooked period of English history from the perspective of those who are not destined to be remembered.

---

[i] It is interesting, as a modern reader, to experience a society where news cannot travel faster than a man can walk. The world seems bigger – more isolated. Important events are one step removed from the characters’ lives.

2015 - a statement of intent.

One of the great things about having a birthday in the doldrums between Christmas and New Years Eve is that I get to do all of my stock-taking in one go. Honestly, it's been a pretty exciting year. I'm not going to harp on about why in great detail like some sort of Christmas round-robin, but this year I've qualified as a teacher and seen my first novel* hit the virtual shelves. I feel a little bit of harping is justified.

But I don't want 2014 to be the year I peaked, so I'm hanging my New Years Resolutions on the web for all to see, aware that my faithful readers will be able to judge me if I fail. This year, I will:

• Blog here at least once a month with the usual selection of book reviews and other thoughts.
• Prepare a revised edition of my university poetry collection for publication on Kindle Direct Publishing.
• Submit some poems to actual journals.
• Attend  open mics and other local writing events.
• Start a new blog project (by the end of this week - watch this space).

* It's called Circ and it was the result of a collaborative project between myself and nine other writers, published by the excellent Pigeon Park Press. You can buy it here.

Five Books That Made Me.

When I first started this blog, I chose the name ‘Under the Influence’ as a way to acknowledge that as a writer, I have inevitably been affected by everything I have read. In fact though, it goes deeper than that – books have actually been some of the building blocks of my identity. A few months ago, there was a brief fad on Facebook for people listing the books which had had the biggest impact on their lives. I didn’t bother with it at the time because I felt a list without any explanation would not really be interesting. I’m hoping these will spark some sort of discussion - chip in with your own thoughts in the comments below. It would be good to know what books other people have found formative. Keep in mind that these are the books which have had the biggest influence on me, not necessarily my favourite books, or the best books I have ever read (although there is of course some cross-over).

Roughly in the order I came across them:

The Bible – various authors.

Nothing like starting with a controversy. Those of you who know me, know that I am not religious; those of you who know me best know that this has not always been the case. I was raised (on one side, at least) as a Jehovah’s Witness, meaning that the Bible actually played a pretty big part in my life growing up. I categorically do not think that religion is the only reason that humans have developed a sense of morality, and I believe that moral systems based on the Bible have a long history of being flawed, but it would be intellectually dishonest to pretend that it didn’t play a part in my own development: principles like ‘treat others as you would like to be treated’ are probably fairly universal in human culture, but this was where I heard it first.

Perhaps more importantly, stepping out from under its shadow when I was on the threshold of adulthood gave me the chance to reassess my understanding of the way the world worked, and revaluate my moral code. What it left behind was an interest in the stories we tell ourselves to explain who we are – I still find the Bible fascinating as a cultural artefact.

The Slimy Stuarts – Terry Deary

This is the only book on the list that I have never owned. Let me tell you a story: I am eight years old. It is the school holidays, and my mother has taken my brother and me to the local library. I am not enthused – I have somehow picked up the notion that reading is boring. This is the only time I ever remember thinking this. I can only assume I picked the idea up at school. Luckily, my mom talked me into borrowing The Slimy Stuarts. Deary has a knack for fishing out the bits of history most likely to appeal to young boys. I was hooked on books again, and had a newly discovered passion for history. I’ve never looked back.

The Hitchhiker's Guide to the Galaxy – Douglas Adams

I think I arrived at this book at just the right time. At fourteen, my reading diet consisted largely of Star Wars tie-in novels, and I was primed for something that would take my sci-fi fandom in a different direction. The ‘lived-in’ state of my copy is probably evidence of how much I enjoyed this book, but to justify its inclusion on this list, it also needs to have changed me in some way. My sense of humour seems like the obvious place to look. Adams was not afraid to follow a digression to see where it went, and he managed a careful blend of old fashioned silliness with astute observations on human nature which has almost definitely influenced what I find funny (although arguably I must have been in the same ballpark to ‘get it’ in the first place), but I think this book probably affected me in other ways too. I related to Arthur Dent, although in many ways he is an unusual protagonist – he doesn't want some big thing that will conclude his plot-arc – he wants a quiet life and a nice cup of tea. More importantly, the big events he stumbles into aren't part of some over-arching scheme. Coincidences are rife, as are random events. Things happen because people are trying to get by, and this has unpredictable consequences in other places. When they do try to answer the big questions of what the universe is about, the conclusions are always unsatisfying or mundane. This is how I suspect it is in the real world – there are no ‘big answers’, we just have to do the best we can in the circumstances we have.

Crow – Ted Hughes

This was the first poetry collection I ever bought, and I include it here knowing that in some circles, wading in on this side of the Plath/Hughes divide will be as controversial as my ideas about the Bible will be in others. Crow was very hugely influential for me as I began to figure out the sort of writer I wanted to be. Firstly, although the poems have no connecting narrative, they are all centred around one figure, and are packed full of repeated ideas and images. My musical tastes had already prepared me to look for this sort of consistency in the CDs I bought, and it is the album, not the song, which forms my base unit of consumption for music. This book taught me to look for the same thing in poetry, and gave me something to aim for in my own writing. The collection also has a mythic quality which (perhaps as a result of early exposure to the Old Testament) I have often tried to imitate.

Howards End – E.M. Forster

If the Bible started my moral education, this is the book that helped me to develop it into adulthood as I dealt with the implications of no longer believing in a god who could provide some external measure of right and wrong. It also gets to the heart of some of the big ideological questions which still affect our politics today, without ever being too overtly political. Forster tells the story of the relationship between two families – the culturally aware and socially progressive Schlegels and the more practical, traditional Wilcoxes. If this all sounds heavily allegorical, it doesn’t feel that way in reading, and I think there are two reasons for this. Firstly, the main protagonist is herself grappling with how to reconcile these two positions – giving the novel a means to explore the issue without needing to resort to allegory. Secondly, it does not offer an easy solution; neither side is presented as being entirely wrong or right, rather the author suggest the importance of finding a balance and of making connections on a human level. I read this book as part of my A-level course, and it forms part of the foundation of my political and moral identity.

Incidentally, in researching this blog post, I found out that Zadie Smith wrote a sort of updated homage to Howards End. I might have to have a look…

In Defence of Teaching English Literature (or, 'Why should you pay me to talk to kids about poems?')

It’s been quite a while since I last posted. In the intervening time, I have been part of a collaborative novel writing project and qualified as a teacher of English. Although I have never intended this to be an education blog, there are many things happening in education which are worth discussing and may be of interest to the general public. Over the summer, I will post on one or two of these things, starting with why we teach should English at all.

I won’t discuss here why we teach kids to read and write. We are fortunate enough to live in a society where the value of functional literacy is so universally accepted that it is taken for granted. Rather, I want to write about why we teach English Literature.  That our children are taught literature is a less secure assumption – it is not uncommon for schools to teach GCSE English Literature only to the higher sets, and in a climate where a school’s percentage of students achieving a ‘C’ or above in English can make or break a reputation, it’s easy to see why. Literature must be studied alongside Language to count in the league tables, and this is often seen as a more difficult option than the straight English GCSE.

At its worst, English Literature can be a tired process of straining novels and poems through endless PEE (point, evidence, explanation) paragraphs to produce useless and disjointed analysis. It becomes an exercise in ticking boxes:  Yes I have spoken about the effect of specific words. Yes I have talked about the historical context, yes I can find alliteration. But I have no ideas what it’s about. These are issues produced by the current system of assessment, and they do need to be addressed, but I did not come here to talk about my subject at its worst.

What then, can the subject do at its best? As someone who has spent the past nine years voluntarily studying novels, stories, poems and plays (and as somebody who attempts to write some of these things), I’d like to say that it is because of the transporting power of literature – because of the enjoyment that can be had in exploring a good book. Some of you might think that this alone is not enough to justify the percentage of your taxes that goes to paying for me and my colleagues. Why then should English Literature be a core subject, taught to all children? Clearly, I have a vested interest in the answer to this question.

Firstly, a system where literature is taught only to the higher achieving students has a number of unpleasant consequences. It denies a diet of stimulating books to those students most likely not to have them at home. Worse, it reinforces divisions in our society by taking a large portion of our school-aged population and telling them ‘literature is not for the likes of you’.

But my argument for English Literature being taught to all students is not built purely on a sense of fair play. I really believe that literature, taught well, can do things which PSHE cannot. I do not mean this in the prescriptive Liberal Humanist  sense that a canon of Great Books can build moral character (although a fairly recent study does suggest that reading fiction can foster empathy), rather I mean that it can be used to foster a sort of ‘cultural literacy’ which equips us with the skills to engage fully with the society we live in.

The first time I heard the term ‘institutional racism’ was in an English lesson. More recently, I have seen teachers introduce the basics of feminism to GCSE English Literature classes. I witnessed one brave teacher who, when confronted with Curley’s infamous ‘glove full of Vaseline’ in Of Mice and Men (‘he’s keeping his hand soft for his wife’) confront it head on as a way of discussing the same attitude that leads to today’s Curleys passing on nude selfies, or uploading revenge porn (don’t worry, the link is to a Guardian article!).  In my experience, I would have been tempted to rush through the passage and hope the students didn’t notice.

By training students to analyse the way people and situations are presented in novels and plays, they become more able to analyse how they are presented in other media.  Of course, when students are taught ‘purpose’ and ‘audience’ well they should be able to spot authorial bias in newspaper articles and editorials, but the study of literature supports the ability to analyse the more deep-rooted cultural prejudices which still exist below the surface.

I am not claiming that this role can only be filled by English Literature. I have observed a Media Studies on comic books where students were introduced to the concept of ‘moral panic’, and been in another media room where wall displays explained the meanings of ‘representation’ and ‘male gaze’. In fact, I sometimes wonder if Media’s place on the margins of the curriculum has given it greater freedom to explore these issues. Shame on those who denigrate it as a Micky Mouse subject, and shame one those who decided to cut all reference to new media in a GCSE English curriculum which serves children growing up in an increasingly media rich world. However, English Literature has the advantage of being a component of a core subject – it has the potential to reach a far greater number of students than an optional subject like Media Studies.

While there are numerous other reasons that students should study English Literature, it is this which I feel most justifies it position as a core subject: it encourages students to ask questions about our culture, and gives them the tools to do so.  It does not (or should not) engage in polemics, but enables our students to develop their own standpoint on the issues facing our society, and it does all of this while widening students’ horizons and engaging their empathy with people in a wide range of situations. Surely we should strive to make this opportunity available to all students, regardless of their predicted grades.

P.S. I wrote on this topic in greater academic detail as one of the first assignments on my training year. If you are interested in reading a more academic argument with references, you can find it here.

NaPoWriMo 19

Two poems written, one redrafted, and almost all of my books marked for work. A very productive evening indeed. This is my nineteenth poem for National Poetry Writing Month, and brings me right back on schedule.

William Harvey
(an erasure poem adapted from Aubrey's Brief Lives*)

He made dissections of loss before a bullet
from a great gun made dead amongst the dead
men.

And he awoke upon himself for warmth
after high sun, or wind, had made his age
another thing.

And he would sit on the lead roof.

NaPoWriMo 16

This one may be a day late, but since the aim is to produce 30 poems in 30 days, I still have time to catch up. For those of you wondering why only a few poems have made it onto here, it's because I'm selfishly hoarding the rest, revealing only short samples on Facebook and Twitter.

Here's today's effort:

Damnito Memoriae

 They put their chisels to her name,
and in a chattering of bronze
on bronze, she turned to crumbs of stone.

The Nile yawned and stretched, spine-like,
as the nation woke from a dream
remembered in uneasy frescoes,

as a sentence with the nouns torn out.