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Salient. Victoria University Student Newspaper. Volume 36, Number 16. 12th July 1973

The Plot Congeals

The Plot Congeals

What is involved here is a method of teaching. A historical approach can easily degenerate into a mere summary of the plot, a potted biography of the writer and a recitation of some of his major influences. This does happen, sometimes inevitably. Like in Jacobean drama, which "analyses" 30 plays and 17 playwrights in one four credit course. But "only" 15 plays need be "known" for finals. A thematic approach deals with meanings before style. Having established what the play is about, you then study how this is communicated, the works are used more as examples, which makes comparison a lot easier and more natural. Instead of making an epoch or a genre the focus of analysis the lecturer and his class would begin with a meaning at least recognisable by all concerned.

Need I repeat that the English department offers no courses that use this method of teaching? It probably has its reasons for stressing historical trends, but there are areas where it could experiment with different methods. Especially, if this is the reason for its somewhat shabby treatment of modern writing. There are reasons for working up to the modern day.

It could also be argued that first year students could best apply their skills to literature that is more familiar to them and then work back to the startling discovery that these situations, themes and characters are not just modern inventions but reflect timeless human concerns. You can go in either direction, and again, it would be interesting to know why the department has decided it must, and we must, tackle modern writing by starting at the Renaissance.