English Language, Literature and Creative Writing: A Practical Guide for Students

ENGLISH LANGUAGE, LITERATURE

AND CREATIVE WRITING

ENGLISH LANGUAGE,

LITERATURE AND

CREATIVE WRITING

A Practical Guide for Students

Sarah Dobbs (ed.),

Val Jessop,

Devon Campbell-Hall,

Terry McDonough

and Cath Nichols

Anthem Press

An imprint of Wimbledon Publishing Company

www.anthempress.com

This edition first published in UK and USA 2014

by ANTHEM PRESS

75–76 Blackfriars Road, London SE1 8HA, UK

or PO Box 9779, London SW19 7ZG, UK

and

244 Madison Ave #116, New York, NY 10016, USA

Copyright © Sarah Dobbs, Val Jessop, Devon Campbell-Hall, Terry McDonough and Cath Nichols

The moral right of the authors has been asserted.

All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior written permission of both the copyright owner and the above publisher of this book.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library.

Library of Congress Cataloging-in-Publication Data

English language, literature and creative writing : a practical guide for students / Dr Sarah Dobbs (ed.), Dr Devon Campbell-Hall, Dr Val Jessop, Dr Cath Nichols, Terry McDonough.

pages cm

Includes bibliographical references and index.

ISBN 978-1-78308-288-9 (papercover : alk. paper)

1. English language–Rhetoric–Study and teaching. 2. Creative writing–Study and teaching. I. Dobbs, Sarah, 1980– editor.

PE1404.E67 2014

808’.042071–dc23

2014024039

Cover image: Olga Danylenko/Shutterstock.com

ISBN-13: 978 1 78308 288 9 (Pbk)

ISBN-10: 1 78308 288 7 (Pbk)

This title is also available as an ebook.

CONTENTS

INTRODUCTION

This guide was born out of a genuine desire to help students. All of the authors of this book went into teaching in order to translate our knowledge and passion for our respective disciplines to others. Education can change lives. It has certainly changed ours and we genuinely want students to do as well as they can. When I was studying for my own English literature degree, I noticed the importance of understanding the impact of a particular module’s learning outcomes. Looking at past exam papers, I started to make an educated guess at what future exam questions might look like. This helped organise my revision. There’s no magic formula to getting the mark you want, but with a little common sense and our insight, we believe you’ll be well on the way to achieving the degree you’re hoping for. Some inside tips, as well applying a little logical thinking, can go a very long way – as well as saving you some precious time! We’ve included examples and analyses of student work, tasks that will help get you thinking in a way that will aid your study, and advice from previous students.

The ‘golden’ years of getting grants and easy funding to go to university is a thing of the past. We recognize that it’s quite likely you’re working in paid employment and taking care of your family. All this while trying to commit to one of the most intense – and inspirational – periods of your life. There are many wonderful textbooks that will provide you with in-depth explorations of, say, the evolution of English literature, or how to apply postcolonial theory. This book was written to help you pass your degree. Increasing your knowledge and stretching your own abilities will undoubtedly change your life. Whatever combination of English language, literature or creative writing that you’re studying, we truly hope this book will help you on your way. But why study for a degree in these subjects? Are you still deciding which degree to do or what combination? I wanted to include Dr Devon Campbell-Hall’s thoughts on the interconnection between English language, English literature and creative writing to help with this, but also to remind us of why we’re interested in these disciplines in the first place. The best of luck in your academic career!

Sarah Dobbs

English Literature versus English Language versus Creative Writing

The variation between English degree courses is enormous – students can focus entirely on English language, English literature, creative writing, or a combination of these. Despite their main area of focus, most English degrees will include aspects of each of these disciplines. Professor Andrew Melrose argues: ‘Creative writing students […] have to be encouraged to read better, to read critically before they can think about writing what they read – and this is the legacy of critical theory as a writer’s tool. […] Thus the phrase: better readers make better thinkers make better writers’.¹

To be a good writer, then, one must become a more effective critical reader, and to become a more effective reader, one must become a better critical and creative writer. In order to study the peculiarities of English linguistics (that is, the study of the English language and how it has developed and changed over the centuries), literature provides a rich source of examples of the wonderful quirks of our language. In order to understand the intricacies and beauty of English literature, it is helpful to have at least a basic grasp of linguistic analytical theories and concepts. To be an effective creative writer, elements of both of these are helpful.

If your degree is English language, you are likely to focus on linguistic theories, using literature as a source of examples of how the English language has changed through history. If your degree is in English literature, you will also analyse the power of language, but will spend the majority of your time deeply involved in literary texts as cultural artefacts which reflect the societies in which they were created and disseminated. However, some English degrees will include elements of language and literature, as well as a significant focus on creative and critical writing. This approach – which combines the traditionally academic with the practical – enables a deeper understanding of how successfully to decode and interpret texts created by others. One of my Making and Reading Poetry students wrote the following on their anonymous unit evaluation: ‘Getting us to write poetry as well as read it was a stroke of genius! We were forced to try out the theories we had been studying at a safe distance, and this made us realise that these ideas were not just abstract, but practical. Through learning the how, we began to make sense of the why.’

Because the discipline of successfully completing an English degree signifies that students have not only learned to read and write both critically and creatively, successful graduates enter the employment market with a toolbox of exceedingly useful skills. An English degree shows potential employers that you are intelligent, motivated and imaginative, and that you can communicate ideas clearly in a range of formats. English graduates can write elegantly and persuasively, and can work either under their own steam or as part of a team. Perhaps most significantly, English graduates are able to think ‘outside the box’, using their research to find answers to challenging problems, and they have good time-management skills.

English graduates often go on to have careers in teaching and education; writing and publishing; PR and advertising; TV and media; journalism; acting; legal, financial and sales work; management or administration; or on to further study. Whatever subject or combination of subjects you have chosen to study at degree level, we hope this guide helps you navigate your way through one of the most challenging, yet hopefully inspirational, times of your life.

Devon Campbell-Hall

Footnote

1 Andrew Melrose, ‘Reading and Righting: Carrying on the Creative Writing Theory Debate’, International Journal for the Practice and Theory of Creative Writing 4, no. 2 (2007): 109–17 (113).

Part One

English Language

ENGLISH LANGUAGE: YEAR ONE

Terry McDonough

Introduction

This chapter will consider what language is, as well as discussing what people presume language to be. Subsequently, we will look at how language is studied and discuss some hints and tips for how you can be a successful English language student. There will also be helpful advice from previous students, whose comments greatly influenced the construction of this chapter.

I wish I had known more about the language modules before I started the first year, especially the importance of historical context!

(Zoe, Year One, BA English Language)

Quick! Come here! Listen to me for a moment. I’m going to tell you a few secrets about the wonderful world of language. I’m going to tell you about a lot of things we take for granted and don’t always have time to communicate in our lectures. I’m going to give you a roadmap that will help you survive your first year as a language student and beyond. You see, I asked my students what they would have liked to have seen in an introductory guide, the advice that really helped them, as well as the things they learned the hard way. I’m not going to tell you what you already know or what you’ll find in every other introductory guide. No. I’m going to tell you the things you might not hear elsewhere. Here’s what we’re going to do:

1. We’re going to discuss what language actually is and how many of us make big assumptions about its nature.

2. We’re going to have a look at what we call linguistics and how these linguistic types study this stuff we call language.

3. We’re going to go through a few tips – advice that really works and will make a big difference to how successful you are.

If you’re ready, we’ll get started. There’s no point wasting words or thanking my neighbour’s cat. These are the tips you won’t get elsewhere. Grab your backpack and your boots. We’re heading into the jungle. You might want to pack a machete too.

Adapting to University Life

Starting anything new fills each of us with anxiety from the first day of high school, college or sixth form to beginning a new job or moving into a new home. Starting university is no different but, rest assured, it will be the first day of the most incredible experience of your life. Not only will you meet new, lifelong friends and enjoy a host of new, and exciting, experiences, you will also enter into the only phase in your life when you can take the time to indulge in the study of a subject that you are truly passionate about.

Studying language is an exciting and interesting opportunity. It is different from studying other subjects because language is all around us: it breathes within us and lives in the world outside of us. The more you learn about it, the more intrigued you become about its puzzles and intricacies, the more you will see its influence in your everyday life. This is, perhaps, the most important thing to remember – language is everywhere. It doesn’t just live between the pages of a textbook. Language is life and you are about to become a part of that life.

Some practicalities. You might be worried about getting ‘lost in the crowd’ if you’re at a large university. The best bet here is to join in with social groups – there might be a language society! Or even start your own study group (less exciting but practical). Get involved right from the beginning and you’ll start to feel like you belong. Student populations at university are expanding and if you’re homesick or have any other personal concerns, seek out the counselling service. There is one at every institution. Quite often there are helplines as well if you want to speak to someone anonymously. It’s interesting to note that students coming from college often find that after six months that homesickness eases. They’ve learned how to microwave beans as well as having the freedom to eat cheese toasties at 2:00 a.m. Mature students – expect to feel guilty. Expect to try and be Wonder Woman or Superman. Expect to wish that Beatle’s song was true and there was eight days in a week. You’ll adapt and those you care for will adapt with you. It’s difficult but doable – we see the stories and the mini-triumphs at every graduation ceremony. Yours will be one of them.

Remember also that if you need help with study skills there are often extra classes (sometimes optional, sometimes built into the course) you can take advantage of. If you have any additional requirements, for example you are dyslexic or feel you would benefit from being assessed, make an appointment with student services. It’s important to get the ball rolling with this as early as possible. Some students might be partnered with scribes or note takers, or be given additional support to help brush up their English skills if they speak another language. Help is out there, you just need to ask. Finally, take advantage of your lecturers’ office hours. They’ll be posted on the door or on their staff pages – that’s what they’re there for. Last word of advice before we get cracking – be careful of those pounds. Any bursary you might get is for books (there will be many), not for the pub. Stagger it too – many of our students have become panicked after spending their bursaries in the first week or so. It’s for the year! Ask student services in advance whether your institution has similar financial help for students. Get a penny jar.

What Is Language?

This is the first question I ask. There’s usually silence. A tumbleweed rolls across the floor. Somewhere in the distance a lone coyote howls. The silence kills me. Not one brave hand. First-day nerves, I think. I haven’t just fallen into a Sergio Leone western. I inevitably send around a plain envelope so they can offer their definitions on slips of paper. I feel like I’m collecting teeth. I think it’s only polite that you do the same. No, I don’t want you to collect teeth. I want you to tell me what language is. Go on, I’m listening.

Task – Complete the sentence: Language is …

Now, imagine you’re folding the slip of paper and placing it in my envelope. We’ll get to the ‘answer’ in a moment but we first need to have a think about what I’ve just done. Did you notice what I was doing?

I just sent you a message from the past. It’s not a recording of what’s happening to me right now but the subjective memory of a moment I experienced prior to writing this. I’m almost acting as a relay for a moment in my past in an attempt to express an idea to you, a person in some unknown future. For all I know this future moment – the moment when you read this chapter – could be years, even decades, from when I wrote it. I will never know if my idea has been communicated but I can at least be sure that I expressed it. I’m addressing you directly though, in the present tense. I’m making this happen now. I’ve either mastered space and time, or there’s something both peculiar and amazing about this thing we call language. It’s almost magical, and we might label much of that magic as metaphor. Some would say that metaphor characterizes how we think and communicate. I drew upon the domain of the spaghetti western with its tumbleweeds and howling coyotes to illustrate the barren wasteland which is that first lecture when everyone is still acclimatizing. I also mentioned collecting teeth. It would literally be quite sinister if it was true, but we accept that this is a metaphor that signifies a difficult task. (Or perhaps you imagined me as the tooth fairy?)

Overall, I have used language to my advantage, to colour a scenario and highlight an important question, but I have also been used by my language because I have been obliged, forced even, to codify the muddle in my mind into a series of intelligible sound-symbols. Our relationship with our language is one of intimacy with our world. If you had never heard of a spaghetti western, Sergio Leone or the folklore surrounding the tooth fairy, then my metaphors would have fallen flat and my language would have failed me. I would have failed to communicate my thoughts even though I used our common tongue.

For now, back to that first question: what is language? I have your answer in my envelope.

So you think you know what language is?

Every year, without exception, the most common definition from students is that language is a tool for communication, something so common and everyday that it’s barely worth thinking about. Even dogs have it, apparently, or so one of my students believed. Whilst language might be one of the ways in which we communicate, in which we express our thoughts, our desires and our needs, it is by no means simply an interchangeable tool for communication. Sometimes, as we discussed in the previous paragraph, language can fail to communicate anything at all. Language seems to exist both inside of us – as the stuff of memory and conscious thought – and outside of us – as the header on a letter or the words on this page. Language is so powerful that it can convince us of things that aren’t true and even get us into trouble. It seems to be everywhere and it seems to come from everywhere. If we could hover above the earth and see human activity as a whole we would see that much of that activity is linguistic, from the father in Kenya teaching his child a song, to the astronaut aboard the ISS remembering when she first learned to sing.

Language is never a nothing, or a something; it is our everything. It came before us. It will be here when we’re gone. If you are not convinced, then think about what we have just done, you and I together. We’ve traversed space and time to create a meeting of minds. We will never meet. We will probably never even pass in the street yet here we are together, you and I, thinking and talking across space and time. It’s amazing, don’t you think? Language is the genome of our civilization. That’s the answer. But that’s what you placed in my envelope, isn’t it?

Why does language make us special?

Chimpanzees frequently use tools. When necessary, an orang-utan can walk upright. The orca whale even has some semblance of culture. Not one of these sophisticated, advanced species has a language. Yes, they can communicate (I speak limited chimpaneese) but we have yet to demonstrate their possession of a language. We have yet to come across a dolphin telling a porpoise about the finer details of existential finology, or a bonobo chimp telling a gorilla how to construct a house from bamboo. A language, you see, is defined by the possession of a grammar: by a set of rules, an agreed series of organizing principles common to all language users. Despite the variety of human language systems, the possession of a grammar is universal and not too dissimilar, bound as it is by our embodied experience of a shared world. Whether our first language is Cantonese, Swahili or Gaelic, we experience the world in much the same way. We (the subject) all experience (the verb/predicate) the world (the object) in the same way (the adverbial). How we interpret, understand and describe this experience is another thing altogether.

Isn’t this all common sense?

Our common attitude to language is one big assumption. We might even say that our informed attitudes to language are, to a certain degree, based on a series of assumptions. Everybody has an opinion about language. The correct or incorrect use of language is a political topic which still has a degree of currency. You only need to glance at