Jung Chang’s Wild Swans and James Joyce’s Dubliners don’t make my list of “books that changed my life” but as required reading for my grade twelve English class and therefore the sole focus of my attention for an entire year, let’s just say they’ve stuck in my mind.

He banged on a bit but James Joyce was great with words. Illustration: Michael Perkins.

If I ever want to remember what it felt like to devote an entire year to reading a couple of books, I only have to grab them down from the bookshelf and flick through the curled up pages and read the number of Post-it-notes still stuck to the spine or the lead pencil scrawled in the margins; a testimony to the days, weeks and months spent poring over the content, the characters, the plot line, the history and in the case of Wild Swans, the extensive family tree printed on the inside cover.

Yes, both books eventually did my head in. Yes, I often questioned their impact on my future life, the one that was sooo hard to see from my bedroom desk. But I’m glad I read them.

At first glance literature isn’t everyone’s cup of tea. But, just like a masterpiece in the art world or the speciality dish of a great chef, it’s the culmination of years of practise and development that in turn, as long as it’s got an interesting message, deserves to be the subject of someone else’s study. And what better audience than someone young enough to absorb the rhythm and skills of the writer’s style, and maybe even lend some kind of inspiration.

My seventeen year old self would probably roll her eyes at me, but it’s these things that I think of when I read in yesterday’s Daily Telegraph that New South Wales HSC students would be happier to do away with the literature aspect of the Advanced English curriculum and focus on grammar and language instead.

Bruce McDougall reports that one in six students who completed their final subjects last year, felt the exams were not fair, and another 18 per cent considered the assessment tasks too hard while Advanced English students had been the most vocal in their opposition to the structure of the curriculum.

“There isn’t an emphasis on grammar. There’s a big focus on content and so many students can end up losing the fundamentals,” one student told The Daily Telegraph.

“I would like to see more on communication so that we can be articulate in the workplace,” said another.

According to the NSW Board of Studies website, the Advanced English curriculum was devised to “encourage independent learning”, “critical thinking” and an appreciation of “cultural heritage”.

And it’s true.  Pledging your allegiance to one or two books for an entire year might not seem like the most rewarding thing in the world at the time and yes, grammar and language are essential, but a solid grasp of both are the tools of a good writer and a strong communicator. Skills that are important in almost every job you can think of.

The stronger argument to be made here lies in developing a better understanding of a student’s ability or your own capacity as a student. Be honest with yourself and if you need more work on your spelling and grammar, the higher levels of English subjects are probably not for you.

But if you’re feeling confident in those areas and you’re enthusiastic about language, how bad can spending a year devoted to the writing of some of the world’s greatest writers be? At the very least you’ll have something to talk about during a dinner party.

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    • English Degree says:

      07:02am | 15/09/10

      Yeah, note to 17 year olds:  shut up and once, just once, accept that maybe the world has been around longer than you and has reasons for how it works and the things it makes you do.  And as for the journalist and/or “researcher” who thought asking these kids what they’d rather do, that was at best cynical and at worst bad faith.

    • Jim says:

      07:48am | 15/09/10

      Keep literature as electives in year 12 for sure, I’m sure it appeals to those wanting to go into an arts degree. But forcing it on students below year 10 is wrong. I went to a small (800 student) high school in a country area; in year 9 we were force fed The Treatment and The Cure. A terrible novel that wasn’t suitable for kids that age. But because it was Australian and there was a political push by lefty intellectuals we had to read it. It took up so much time and resources that the beneficial subjects like maths and science - which prepare students for a run at the HSC - were diluted. I suppose that argument is null now that one can do interpretive dance as an HSC subject!

    • acotrel says:

      09:20am | 16/09/10

      You are talking about two things - the teaching of literature, and freedom of choice.  I resent being compelled to read anything.  I CHOOSE what I read! It’s not rocket science to give students a choice out of twelve books, on which to base their assignments?

    • KH says:

      08:01am | 15/09/10

      I read that article yesterday.  It was disturbing.  “Its too hard”, “its not fair” - what a pack of spoiled brats.  As if things haven’t been dumbed down enough in the education system.  Maybe if they spent a little more time studying, it wouldn’t be so hard…................

    • Books says:

      09:25am | 15/09/10

      I’m an English teacher (albeit in Victoria) but we have similar complaints from students here.
      I have a Linguistics major and do teach grammar and stylistics and all that stuff they want (many English teachers have never been trained to do any of this) and I don’t come from a Literature study background.
      The best way to learn/remember grammar/spelling/vocabulary/how to write???? READ MORE.  The students who read more are invariably the students who write better, use correct grammar and spelling and are more imaginative in their language use.  How can we possibly teach language/media analysis if the students can’t even understand the words being used in an article?  Asking students to name the verb/predicate/multi-valent transitive verb and its arguments/subordinate clause is fine in isolation - but grammar etc. needs to be taught dynamically and usefully.

      p.s. Sorry Jim, but 800 students is not a small high school (My country high school had less than 200 and the city school I teach in is only 550)

    • PJ says:

      10:07am | 15/09/10

      Having completed year 12 last year the stress of study is still fresh in my mind. I chose to undertake the International Baccalaureate and thoroughly enjoyed Higher Level English, studying mainly novels and poets. As much as others (and I, admittedly) complained about the some texts which were unarguably boring as all hell, I loved English. It’s because I’m good at it, I enjoy it, and I excelled in it. Those that thrived on Physics and Maths, however, generally struggled to grasp the concepts and techniques behind writing a good essay or analysing poetry. As much as everyone would have complained, mandated grammar and English classes would have been incredibly beneficial. Whilst somewhat patronising, they will at least go a long way in assisting everyone.

      So let’s stop all of this ridiculous ridicule of the younger generation for repeating what students have been saying for hundreds of years - high school is stressful and hard. Let’s not ditch the literature, let’s just brush up on our English skills. Let’s face it, it’s not only high school students that are in need of this.

    • iansand says:

      10:07am | 15/09/10

      You learn to communicate by exposing yourself to good communication, otherwise known as literature.  I hope by wanting to learn to communicate they don’t mean learning weasel words.

    • Nick says:

      10:26am | 15/09/10

      I read that sort of stuff in high school. Pride & Prejudice, Othello, Heart of Darkness, John Donne. Snooze. Boring then, and I can’t think of anything more boring to do right now. Othello sort of kept my interest but I find reading plays tedious.

      Looking back at reading those books in high school, I would gladly skip it. It didn’t help me at all in what I’m doing right now and they were as boring as anything. At least give me something interesting to read.

    • bella starkey says:

      10:26am | 15/09/10

      Complaining that grammar isn’t tested in the HSC is like complaining that the maths course has too much of that triganometry and statistics rubbish and why aren’t they teaching the times tables.

    • stephen says:

      10:52am | 15/09/10

      Yeah Luce yer wont get too many writing on this topic.
      There checkin out their ipod songs - ‘love literatcha’ - or doin their shopping list ...‘hey darl, how do yer spell marjareen ?’
      If yer cant talk reasonable like or construct said thoughts through spellin, then yer brain ain’t wired proper.
      Language is the first step to culture. (And not high culture, any culture).
      You make friends through language and fall in love by it.

    • fairsfair says:

      10:56am | 15/09/10

      When I was at school the fundamentals were taught long before you got to year 12 - I am sorry - but you should have a firm grasp on grammar before you take on the HSC (or QCS or whatever). Maybe that is the real issue here.

      News for you all - life is not fair. And you will be confronted with tests in the real world that you will not want to do and feel unreasonable. The only difference being they have bigger consequences if you fail and you won’t have the opportunity to say “excuse me boss, but I think you were a bit hard on me then - lets brainstorm and work out how you can make my life easier”.

      When I was in senior we all got sick of logarythms and told our teacher that we couldn’t be bothere because what “relevance did it have to the real world”. His reply was:

      Unless you become mathmeticians you will never look at another logarythm again. You will however be repeatedly faced with complex situations that you can’t ignore. You will have to work them out anyway you can and solve them. This is the real lesson here. This is simply practice for life.

      Call me whatever you want but that stuck with me (and a lot of my peers). We didn’t question anything from there. And you know what - he was right. Suck it up kiddies - we all did it and it has made us better people - trust that it will make sense to you one day.

    • bobw says:

      11:01am | 15/09/10

      McDougall identifies a grand total of two (named) students who “question the relevance of some material in English Advanced”.  The polls that he mentions concern (on his account) the general “fairness” of HSC exams, and do not speak to student perceptions as to the value of literature in English courses.  If his apparently hyperbolic opening paragraph (“HSC students have slammed the English curriculum, saying it isn’t relevant to their lives and should no longer be compulsory”) can be justified by reference to facts, it’s not evident from the rest of the article.

    • Kylie L says:

      11:13am | 15/09/10

      The books chosen have to be appropriate/accessible etc., sure, but yes- for God’s sake, this might be the last time some of these studenst are exposed to great literature. Leave it on! There is so much to be gained from brilliant books taught well, and not just for those headed to arts degrees- great writing tells us about who we are, but it also brings us out of ourselves, into the world- it engages us with new ideas, new beliefs, new world views. I did “The Great Gatsby”, “The Crucible” and “Equus” (amongst others) in my own Year 12, 20+ years ago now, and those three great works are with me still for myraid reasons.  To think that I might have missed them and just done grammar instead… shudder.

    • Jim says:

      11:32am | 15/09/10

      Sorry Kylie, I disagree. Literature should be an option only, and it will only benefit those leaning towards an arts degree. For anyone wanting to head down the science/engineering/maths path it is 6-8 hours of study a week that would be better spent fine tuning physics and chemistry.
      I remember many a night tearing my hair out trying to interpret a book the same way I assumed my teacher would just so I could get over the pass mark.

    • Justin says:

      12:31pm | 15/09/10

      @Jim
      Life is not just a vocation!
      Although I can see your point, do you really want your child making his/her mind up at 15 as to what they want to ‘do in life’ and as such only get exposure to subjects/material deemed relevant?
      What a waste of an opportunity to give the person a chance to open their minds to other possibilities. Life cannot be just about going to work. We will fall into that rat race as a matter of course, until then… let them learn and experience.

    • fairsfair says:

      01:41pm | 15/09/10

      Jim please no! The engineers that I work with can calculate the depth of a stormdrain in 39.2 seconds, but chitchat in the tearoom - god help them. If the didn’t do that forced literature that developed the minor communications skills that they currently posess they would all be living in that very same stormdrain by now. Though I am sure if would be of perfect dimention and build strength and not ampliphy the sound of the cricketts.

      Horrible generalisation I know - and sorry to all you socially functioning engineers smile - but come on - these things make us who we are and how we react to doing something we all enjoy is in itself a reflection of us as a person and ultimately builds character.

    • iansand says:

      03:00pm | 15/09/10

      In the words of a friend of mine “I am the civil engineer”.  Most engineers don’t get the joke.

    • Max says:

      03:31pm | 15/09/10

      How can Shakespeare possibly help a student’s grasp of the - modern - english language?  No one has made a compelling reason why english shouldn’t be structural and a core, and literature analytical and an elective.

    • Cassius Earth says:

      04:56pm | 15/09/10

      out damned spot ..... was Lady Macbeth kicking her dog…et tu brute…..heard in a rugby scrum….brevity been the soul of wit…was good advice for stand up comedians and finally ..to be or not to be…. the apiarists lament…

    • iansand says:

      08:39pm | 15/09/10

      That Shakespeare bloke is soooo overrated.  He just writes cliché after cliché after cliché.


      For the very first time.

    • James says:

      04:20pm | 15/09/10

      its unfair that students with a predisposition towards science and maths are forced to take arts subjects that waste their time. HSC Advanced english is one of the most time consuming subjects in the HSC and gives little benefits to people who dont want to do arts at university.

      How can reading Shakespeare be compulsory when basic usable maths is not. General maths teaches lots of useful financial maths, that helps students understand how loans work and how to avoid debt and make sound financial decisions.

      Also why is it that maths students are forced to take arts subjects, where as arts students can avoid all maths/science etc and just do interpretive dance and drama. Hardly fair.

    • Eric says:

      04:48pm | 15/09/10

      Well said indeed, James.

      Sadly, many of the graduates of High School and University are pretty much innumerate. The lack of education in serious matters such as science, mathematics and engineering has created a class of degreed but useless people.

    • Judy says:

      06:14pm | 15/09/10

      1) Shakespeare is not compulsory in Standard English.

      2) Advanced English is not compulsory, nor is extension English. It’s perfectly possible to get a high ATAR with Standard English.

      3) Last time I looked, *interpretive* dance wasn’t an HSC subject.

      4) Drama is damn hard at HSC level, as are all the other creative arts subjects such as music and visual arts. You can’t just memorise a bunch of facts but actually have to investigate the subjects, as well as do a practical performance. To get a band 6 in the practical you need to be at a level that’s higher than you do to do the same subject in the first few years of university.

      5) Drama is a recommended subject at university in many law and business degrees - it’s not easy to stand up and ‘perform’ in front of a sometimes-hostile audience. It’s not just a subject for arts students!

    • Rachel says:

      07:49am | 16/09/10

      Well said!! As an English teacher, I get really sick of people making assumptions on the course based on what they did at school years ago. And a lot of the time, if they had to study books that were “boring” - it was because their specific teacher/school chose it - no book is “required” in any year and the year 12 course is the only one that actually prescribes text - but there is always a long list of books/poetry/films/drama that can be chosen from.

    • MC says:

      07:34am | 16/09/10

      Many of the regular readers would notice that written media contributors misspell and misuse grammar more times than I would think possible in this day and age of spelling and grammar checks on standard word processing programs. If so-called “writers” can still make mistakes, what hope is there for the rest of us common folk?

    • Marnie says:

      09:32am | 16/09/10

      I resented having to learn maths up to year 10 but I’m not whinging. It works the other way too you know.

    • Kitty says:

      01:27pm | 16/09/10

      As a post-graduate student currently writing a PhD thesis in political science, I thank my lucky stars that I was immersed in literature for an entire year at high school.

      Although I did not go on to do an ‘arts’ degree (which some of you have implied is the only outcome of advanced English courses), I have taken the lessons that I learnt in high-school advanced English through my university career and am a much better student for it.

      The only way to learn how to engage and interest the reader is to read things that engage and interest you! Students have choice on what they read in Year 12, no one is forcing them to read Othello; but forcing them to read SOMETHING is going to be infinitely more valuable than rote-learning grammar.

      I honestly think that I owe my future academic career to my year 12 English teacher, because he was the one who gave me the tools I needed to communicate through the written word; and despite the advent of Twitter, good writing skills are still relevant.

 

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