At Aragon, and at most high schools throughout America, students study mainly classic literature, and the curriculum is beginning to be outdated. Our English teachers, however, shouldn’t hold all the blame for book selections. While they have some control over their class material, certain books and authors are required to be taught in high school, by the district or state.
Classics, or novels that are generally accepted as exemplary works of fiction, teach students a great deal, but contemporary literature has the potential to teach us even more. I believe that today’s literary fiction should be a larger part of Aragon’s English curriculum.
Every book read in English class is analyzed for symbols, motifs and themes which students use to write an essay. It’s a common misconception that today’s literature cannot be analyzed the same way, or that it lacks literary merit and sophistication. Some believe that because they do not possess qualities of the classics, these works cannot meet the same standards and objectives.
However, I believe modern literature possesses all of the necessary classroom qualities of literature. For example, in John Green’s “Looking for Alaska,” themes of suffering and mortality are expressed through the main character’s decisions, his obsession with last words, and his experiences with grief.
What makes “Looking for Alaska” even better for high schoolers is its relatability. You can’t expect a teenager to be able to relate to Oedipus’ adventures in 430 B.C. Greece. Looking for Alaska centers around a high school student’s experiences with his friends —something that teenagers experience everyday.
In addition, relatability to the story will compel students to read a novel, rather than use Sparknotes. In fact, most contemporary literature isn’t on Sparknotes. Instead of dreading reading two or three chapters every night, students will be enthusiastic about reading it.
On the other hand, there are benefits from classics that contemporary literature does not offer. Published in a variety of time periods, classics present a view of the world from a historical perspective, allowing students to learn about Old English from “Romeo and Juliet,” for example. Classics depict eras that modern authors cannot easily capture. Because of this, we shouldn’t completely eliminate classics from English curriculum.
A main aspect of English classes is writing essays about life lessons from novels student read. Classics do teach these life lessons, but with our rapidly changing world, life lessons in modern novels are probably more applicable to today’s teenagers. For example, Neil Gaiman’s “The Ocean at the End of the Lane” explores themes of feminism rarely found in classics. Ideologies such as feminism evolve over time, and new interpretations should be taught in the classroom in addition to older ideas.
Some may bring up the question of cost. While a copy of “Oedipus Rex” might cost about five dollars, a copy of “Looking for Alaska” or “The Ocean at the End of the Lane” costs around 15 dollars. However, the higher price is worthwhile because students will benefit more from reading a newer book. Where cost is an issue, there are alternatives to paying for the book. Students could be able to use an ebook, check the book out from the library, or receive financial aid from the school.
Aragon’s English curriculum offers an amazing variety of great classical literature, and even some modern literature, such as “This Boy’s Life” and “White Noise”—but it can definitely benefit from the addition of contemporary, socially relevant novels.
