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Pole2Many short short stories — so-called “flash fiction” or “sudden fiction” stories  — seem to operate in the manner of poetry, powered by their associative qualities. A particular image or series of images deepens in meaning, growing increasingly nuanced and complex. That’s what George Saunders does with the crossed metal pole in the story “Sticks,” barely more than a page in length. At first, the pole seems to simply serve, as the story suggests, as the father’s “one concession to glee,” a place where he commemorates holidays and other special occasions. But when Saunders promptly juxtaposes this image with the father’s absurdly controlling behavior and Spartan rules — “he hovered over us as we poured ketchup, saying, Good enough good enough good enough” —  the meaning of the cross becomes broader, more sinister.

The meaning deepens with the opening of the next (and final) paragraph: “We left home, married, had children of our own, found the seeds of meanness blooming also within us.” (And consider what else Saunders does with this single sentence: stretches the first-person point of view forward by decades, uses the single word “also” to refine not only the portrait of the father and the narrator but the entire family, and plants a new metaphor: the pole cross as an image of blooming meanness.) And the deepening meaning continues: the decorations of the pole convey the very complexity and dark mystery of the father himself: his love, his grief, his nostalgia, his plea for forgiveness. When the father dies and the house is sold, the young couple who have bought the house yank out the pole and leave it by the road “on garbage day,” and Saunders manages, with this final image, to suggest both obliteration and renewal.

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The story of George Saunders’s Victory Lap is written in a style that makes reading feel more like watching through a slideshow of the events. It has relatively fast paced scenes from beginning to end. There are a lot of changes in point of view, making it almost feel like there is more than one story. Indeed, it could be the author showing us the quick ascension from childhood to adulthood, with the climax of the story being the kidnapping.

Sometimes, it is hard to decipher what I am reading because of the prose.  The author’s choice in names also indicates that they are typical and normal, just your average kids living a typical life. We never get a good glimpse of the characters’ physical appearance, but we can assume that both Kyle and Alison are at least 12 or 13. Nobody would put up for a teenager a chores list where he can accumulate points. Certainly, no one would propose a twenty-minute television watch as a reward for accomplishing his chores.

Later in the story, adults are referred to as “grown-ups” from Kyle’s point of view, so it is safe to assume that Kyle isn’t at least a teen. Alison’s imagination of the talking fawn in Becca’s voice is also strange, even surreal. Yet this little snippet suggests Alison’s age. The sudden rising point in the story comes out of the blue, what with Alison(?) being kidnapped by Kenny, who is most likely a pedophile. Here is where the point of view and prose leaves me confused, as at first, I think Kyle helps Kenny with kidnapping Alison.

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Responsibilities / Requests

15541999_742805794571_3915460014448123260_nYour responsibilities in the class will include:

— writing a weekly blog post
— preparing comments and questions and then leading two class discussions of the assigned reading (you should choose reading assignments that are within the genre in which you’re working for your portfolio)
submitting three sections of your portfolio to be workshopped during the term. These sections can be individual essays, stories, or poems or a group of them (Lengthy sections must be submitted at least five days in advance)
preparing critiques of your classmates’ work
submitting a final portfolio consisting of (1) a bibliography of writers whose work has influenced your own; (2) a brief statement (3 pages at most) discussing your writing (its ambition, its focus, your approach to creative expression, or whatever other ideas you might like to discuss); and (3) a collection of your best creative work, carefully revised, edited, and proofread.

As soon as possible, look over the class schedule and send to me the following:

1. two class meetings at which you’d like to lead our discussion (you might propose a third, alternate meeting as well in case either of your proposed dates overlap with a classmate’s). Don’t forget that you should select assignments that correspond to the genre (or genres) in which you’ll be working for your portfolio.

2. three class meetings in which you’d like to have sections of your portfolio discussed in class. (This work must be turned in at least one class prior to the scheduled discussion date. For lengthy submissions, as I state above, you should give the class five days to read your work.)

Of course, I may have to alter the schedule a bit from what you propose, but I’ll do my best to accommodate your requests.

Texts

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