ENG 230 American University of Puerto Rico Chapter 16 John Updikes A&P HW Read/review the following resources for this activity: Textbook (Foster): Chapte

ENG 230 American University of Puerto Rico Chapter 16 John Updikes A&P HW Read/review the following resources for this activity:

Textbook (Foster): Chapter 16, 17
Textbook (Charters):
John Updike – “A&P”
Minimum of 3 outside resources (Resources may include .edu or .org website and/or peer-reviewed journal articles.)

Introduction
Foster speaks a good deal about the young knight, sallying forth with his lance to slay the dragon and win the maiden – or to find the grail (an ancient symbol of female fertility in addition to being a highly valuable religious artifact). With John Updike’s “A&P,” we have a young shop-clerk who valiantly throws himself into the middle of a situation to “protect” three female teenage customers being criticized in the middle of his shift. I propose that Sammy is a knight. His battlefield is the A&P. His co-workers are fellow knights. The female customers are the maidens he seeks to rescue.

Activity Instructions
To what extent does Updike use notions of sex, romance, and sexual symbols to make this the day Sammy must stand up and defend not only the teenage girls’ honor, but his own? Consider the following sub-questions:

Does this set-up only work with a youthful narrator, or does it also have to do with Sammy’s wealth and the opportunities his life presents him? At the end of the day, to what extent is Sammy heroic?

In doing your analysis of Sammy, find another character from literature who has played a knight – that can be anything from King Arthur to Luke Skywalker. Compare Sammy’s actions to those of a chivalrous hero we know from literature or pop culture.

Writing Requirements (APA format)

3-4 pages (approx. 300 words per page), not including the reference page
1-inch margins
Double spaced
12-point Times New Roman font
Reference page (minimum of 3 outside resources) How to Read Literature Like a Professor:
A Lively and Entertaining Guide to Reading Between the Lines
By THOMAS C. FOSTER
Contents
INTRODUCTION: How’d He Do That?
1. Every Trip Is a Quest (Except When It’s Not)
2. Nice to Eat with You: Acts of Communion
3. Nice to Eat You: Acts of Vampires
4. If It’s Square, It’s a Sonnet
5. Now, Where Have I Seen Her Before?
6. When in Doubt, It’s from Shakespeare…
7. …Or the Bible
8. Hanseldee and Greteldum
9. It’s Greek to Me
10. It’s More Than Just Rain or Snow
INTERLUDE Does He Mean That?
11. …More Than It’s Gonna Hurt You: Concerning Violence
12. Is That a Symbol?
13. It’s All Political
14. Yes, She’s a Christ Figure, Too
15. Flights of Fancy
16. It’s All About Sex…
17. …Except Sex
18. If She Comes Up, It’s Baptism
19. Geography Matters…
20. …So Does Season
INTERLUDE One Story
21. Marked for Greatness
22. He’s Blind for a Reason, You Know
23. It’s Never Just Heart Disease…
24. …And Rarely Just Illness
25. Don’t Read with Your Eyes
26. Is He Serious? And Other Ironies
27. A Test Case
ENVOI
APPENDIX Reading List
Introduction: How’d He Do That?
MR. LINDNER? THAT MILQUETOAST?
Right. Mr. Lindner the milquetoast. So what did you think the devil would look like? If he were red with
a tail, horns, and cloven hooves, any fool could say no.
The class and I are discussing Lorraine Hansberry’s A Raisin in the Sun (1959), one of the great plays of
the American theater. The incredulous questions have come, as they often do, in response to my
innocent suggestion that Mr. Lindner is the devil. The Youngers, an African American family in Chicago,
have made a down payment on a house in an all-white neighborhood. Mr. Lindner, a meekly apologetic
little man, has been dispatched from the neighborhood association, check in hand, to buy out the
family’s claim on the house. At first, Walter Lee Younger, the protagonist, confidently turns down the
offer, believing that the family’s money (in the form of a life insurance payment after his father’s recent
death) is secure. Shortly afterward, however, he discovers that two-thirds of that money has been
stolen. All of a sudden the previously insulting offer comes to look like his financial salvation.
Bargains with the devil go back a long way in Western culture. In all the versions of the Faust legend,
which is the dominant form of this type of story, the hero is offered something he desperately wants –
power or knowledge or a fastball that will beat the Yankees – and all he has to give up is his soul. This
pattern holds from the Elizabethan Christopher Marlowe’s Dr. Faustus through the nineteenth-century
Johann Wolfgang von Goethe’s Faust to the twentieth century’s Stephen Vincent Benét’s “The Devil
and Daniel Webster” and Damn Yankees. In Hansberry’s version, when Mr. Lindner makes his offer,
he doesn’t demand Walter Lee’s soul; in fact, he doesn’t even know that he’s demanding it. He is,
though. Walter Lee can be rescued from the monetary crisis he has brought upon the family; all he has
to do is admit that he’s not the equal of the white residents who don’t want him moving in, that his
pride and self-respect, his identity, can be bought. If that’s not selling your soul, then what is it?
The chief difference between Hansberry’s version of the Faustian bargain and others is that Walter
Lee ultimately resists the satanic temptation. Previous versions have been either tragic or comic
depending on whether the devil successfully collects the soul at the end of the work. Here, the
protagonist psychologically makes the deal but then looks at himself and at the true cost and recovers
in time to reject the devil’s – Mr. Lindner’s – offer. The resulting play, for all its tears and anguish, is
structurally comic – the tragic downfall threatened but avoided – and Walter Lee grows to heroic
stature in wrestling with his own demons as well as the external one, Lindner, and coming through
without falling.
A moment occurs in this exchange between professor and student when each of us adopts a look. My
look says, “What, you don’t get it?” Theirs says, “We don’t get it. And we think you’re making it up.”
We’re having a communication problem. Basically, we’ve all read the same story, but we haven’t used
the same analytical apparatus. If you’ve ever spent time in a literature classroom as a student or a
professor, you know this moment. It may seem at times as if the professor is either inventing
interpretations out of thin air or else performing parlor tricks, a sort of analytical sleight of hand.
Actually, neither of these is the case; rather, the professor, as the slightly more experienced reader,
has acquired over the years the use of a certain “language of reading,” something to which the
students are only beginning to be introduced. What I’m talking about is a grammar of literature, a set of
conventions and patterns, codes and rules, that we learn to employ in dealing with a piece of writing.
Every language has a grammar, a set of rules that govern usage and meaning, and literary language is
no different. It’s all more or less arbitrary, of course, just like language itself. Take the word “arbitrary”
as an example: it doesn’t mean anything inherently; rather, at some point in our past we agreed that it
would mean what it does, and it does so only in English (those sounds would be so much gibberish in
Japanese or Finnish). So too with art: we decided to agree that perspective – the set of tricks artists
use to provide the illusion of depth – was a good thing and vital to painting. This occurred during the
Renaissance in Europe, but when Western and Oriental art encountered each other in the 1700s,
Japanese artists and their audiences were serenely untroubled by the lack of perspective in their
painting. No one felt it particularly essential to the experience of pictorial art.
Literature has its grammar, too. You knew that, of course. Even if you didn’t know that, you knew from
the structure of the preceding paragraph that it was coming. How? The grammar of the essay. You can
read, and part of reading is knowing the conventions, recognizing them, and anticipating the results.
When someone introduces a topic (the grammar of literature), then digresses to show other topics
(language, art, music, dog training – it doesn’t matter what examples; as soon as you see a couple of
them, you recognize the pattern), you know he’s coming back with an application of those examples to
the main topic (voilà !). And he did. So now we’re all happy, because the convention has been used,
observed, noted, anticipated, and fulfilled. What more can you want from a paragraph?
Well, as I was saying before I so rudely digressed, so too in literature. Stories and novels have a very
large set of conventions: types of characters, plot rhythms, chapter structures, point-of-view
limitations. Poems have a great many of their own, involving form, structure, rhythm, rhyme. Plays, too.
And then there are conventions that cross genre lines. Spring is largely universal. So is snow. So is
darkness. And sleep. When spring is mentioned in a story, a poem, or a play, a veritable constellation of
associations rises in our imaginative sky: youth, promise, new life, young lambs, children skipping…on
and on. And if we associate even further, that constellation may lead us to more abstract concepts
such as rebirth, fertility, renewal.
Okay, let’s say you’re right and there is a set of conventions, a key to reading literature. How do I get
so I can recognize these?
Same way you get to Carnegie Hall. Practice.
When lay readers encounter a fictive text, they focus, as they should, on the story and the characters:
who are these people, what are they doing, and what wonderful or terrible things are happening to
them? Such readers respond first of all, and sometimes only, to their reading on an emotional level; the
work affects them, producing joy or revulsion, laughter or tears, anxiety or elation. In other words, they
are emotionally and instinctively involved in the work. This is the response level that virtually every
writer who has ever set pen to paper or fingertip to keyboard has hoped for when sending the novel,
along with a prayer, to the publisher. When an English professor reads, on the other hand, he will
accept the affective response level of the story (we don’t mind a good cry when Little Nell dies), but a
lot of his attention will be engaged by other elements of the novel. Where did that effect come from?
Whom does this character resemble? Where have I seen this situation before? Didn’t Dante (or
Chaucer, or Merle Haggard) say that? If you learn to ask these questions, to see literary texts through
these glasses, you will read and understand literature in a new light, and it’ll become more rewarding
and fun.
Memory. Symbol. Pattern. These are the three items that, more than any other, separate the
professorial reader from the rest of the crowd. English professors, as a class, are cursed with memory.
Whenever I read a new work, I spin the mental Rolodex looking for correspondences and corollaries –
where have I seen his face, don’t I know that theme? I can’t not do it, although there are plenty of
times when that ability is not something I want to exercise. Thirty minutes into Clint Eastwood’s Pale
Rider (1985), for instance, I thought, Okay, this is Shane (1953), and from there I didn’t watch another
frame of the movie without seeing Alan Ladd’s face. This does not necessarily improve the experience
of popular entertainment.
Professors also read, and think, symbolically. Everything is a symbol of something, it seems, until
proven otherwise. We ask, Is this a metaphor? Is that an analogy? What does the thing over there
signify? The kind of mind that works its way through undergraduate and then graduate classes in
literature and criticism has a predisposition to see things as existing in themselves while simultaneously
also representing something else. Grendel, the monster in the medieval epic Beowulf (eighth century
A.D.), is an actual monster, but he can also symbolize(a) the hostility of the universe to human
existence (a hostility that medieval Anglo-Saxons would have felt acutely) and (b) a darkness in human
nature that only some higher aspect of ourselves (as symbolized by the title hero) can conquer. This
predisposition to understand the world in symbolic terms is reinforced, of course, by years of training
that encourages and rewards the symbolic imagination.
A related phenomenon in professorial reading is pattern recognition. Most professional students of
literature learn to take in the foreground detail while seeing the patterns that the detail reveals. Like
the symbolic imagination, this is a function of being able to distance oneself from the story, to look
beyond the purely affective level of plot, drama, characters. Experience has proved to them that life
and books fall into similar patterns. Nor is this skill exclusive to English professors. Good mechanics,
the kind who used to fix cars before computerized diagnostics, use pattern recognition to diagnose
engine troubles: if this and this are happening, then check that. Literature is full of patterns, and your
reading experience will be much more rewarding when you can step back from the work, even while
you’re reading it, and look for those patterns. When small children, very small children, begin to tell
you a story, they put in every detail and every word they recall, with no sense that some features are
more important than others. As they grow, they begin to display a greater sense of the plots of their
stories – what elements actually add to the significance and which do not. So too with readers.
Beginning students are often swamped with the mass of detail; the chief experience of reading Dr.
Zhivago (1957) may be that they can’t keep all the names straight. Wily veterans, on the other hand, will
absorb those details, or possibly overlook them, to find the patterns, the routines, the archetypes at
work in the background.
Let’s look at an example of how the symbolic mind, the pattern observer, the powerful memory
combine to offer a reading of a nonliterary situation. Let’s say that a male subject you are studying
exhibits behavior and makes statements that show him to be hostile toward his father but much
warmer and more loving toward, even dependent on, his mother. Okay, that’s just one guy, so no big
deal. But you see it again in another person. And again. And again. You might start to think this is a
pattern of behavior, in which case you would say to yourself, “Now where have I seen this before?”
Your memory may dredge up something from experience, not your clinical work but a play you read
long ago in your youth about a man who murders his father and marries his mother. Even though the
current examples have nothing to do with drama, your symbolic imagination will allow you to connect
the earlier instance of this pattern with the real-life examples in front of you at the moment. And your
talent for nifty naming will come up with something to call this pattern: the Oedipal complex. As I said,
not only English professors use these abilities. Sigmund Freud “reads” his patients the way a literary
scholar reads texts, bringing the same sort of imaginative interpretation to understanding his cases
that we try to bring to interpreting novels and poems and plays. His identification of the Oedipal
complex is one of the great moments in the history of human thought, with as much literary as
psychoanalytical significance.
What I hope to do, in the coming pages, is what I do in class: give readers a view of what goes on when
professional students of literature do their thing, a broad introduction to the codes and patterns that
inform our readings. I want my students not only to agree with me that, indeed, Mr. Lindner is an
instance of the demonic tempter offering Walter Lee Younger a Faustian bargain; I want them to be
able to reach that conclusion without me. I know they can, with practice, patience, and a bit of
instruction. And so can you.
1 – Every Trip Is a Quest (Except When It’s Not)
OKAY, SO HERE’S THE DEAL: let’s say, purely hypothetically, you’re reading a book about an average
sixteen-year-old kid in the summer of 1968. The kid – let’s call him Kip – who hopes his acne clears up
before he gets drafted, is on his way to the A&P. His bike is a one-speed with a coaster brake and
therefore deeply humiliating, and riding it to run an errand for his mother makes it even worse. Along
the way he has a couple of disturbing experiences, including a minorly unpleasant encounter with a
German shepherd, topped off in the supermarket parking lot where he sees the girl of his dreams,
Karen, laughing and horsing around in Tony Vauxhall’s brand-new Barracuda. Now Kip hates Tony
already because he has a name like Vauxhall and not like Smith, which Kip thinks is pretty lame as a
name to follow Kip, and because the ‘Cuda is bright green and goes approximately the speed of light,
and also because Tony has never had to work a day in his life. So Karen, who is laughing and having a
great time, turns and sees Kip, who has recently asked her out, and she keeps laughing. (She could stop
laughing and it wouldn’t matter to us, since we’re considering this structurally. In the story we’re
inventing here, though, she keeps laughing.) Kip goes on into the store to buy the loaf of Wonder
Bread that his mother told him to pick up, and as he reaches for the bread, he decides right then and
there to lie about his age to the Marine recruiter even though it means going to Vietnam, because
nothing will ever happen for him in this one-horse burg where the only thing that matters is how much
money your old man has. Either that or Kip has a vision of St. Abillard (any saint will do, but our
imaginary author picked a comparatively obscure one), whose face appears on one of the red, yellow,
or blue balloons. For our purposes, the nature of the decision doesn’t matter anymore than whether
Karen keeps laughing or which color balloon manifests the saint.
What just happened here?
If you were an English professor, and not even a particularly weird English professor, you’d know that
you’d just watched a knight have a not very suitable encounter with his nemesis.
In other words, a quest just happened.
But it just looked like a trip to the store for some white bread.
True. But consider the quest. Of what does it consist? A knight, a dangerous road, a Holy Grail
(whatever one of those may be), at least one dragon, one evil knight, one princess. Sound about right?
That’s a list I can live with: a knight (named Kip), a dangerous road (nasty German shepherds), a Holy
Grail (one form of which is a loaf of Wonder Bread), at least one dragon (trust me, a ‘68 ‘Cuda could
definitely breathe fire), one evil knight (Tony), one princess (who can either keep laughing or stop).
Seems like a bit of a stretch.
On the surface, sure. But let’s think structurally. The quest consists of five things: (a) a quester, (b) a
place to go, (c) a stated reason to go there, (d) challenges and trials en route, and (e) a real reason to
go there. Item (a) is easy; a quester is just a person who goes on a quest, whether or not he knows it’s a
quest. In fact, usually he doesn’t know. Items (b) and (c) should be considered together: someone tells
our protagonist, our hero, who need not look very heroic, to go somewhere and do something. Go in
search of the Holy Grail. Go to the store for bread. Go to Vegas and whack a guy. Tasks of varying
nobility, to be sure, but structurally all the same. Go there, do that. Note that I said the stated reason
for the quest. That’s because of item (e).
The real reason for a quest never involves the stated reason. In fact, more often than not, the quester
fails at the stated task. So why do they go and why do we care? They go because of the stated task,
mistakenly believing that it is their real mission. We know, however, that their quest is educational.
They don’t know enough about the only subject that really matters: themselves. The real reason for a
quest is always self-knowledge. That’s why questers are so often young, inexperienced, immature,
sheltered. Forty-five-year-old men either have self-knowledge or they’re never going to get it, while
your average sixteen-to-seventeen-year-old kid is likely to have a long way to go in the self-knowledge
department.
Let’s look at a real example. When I teach the late-twentieth-century novel, I always begin with the
greatest quest novel of the last century: Thomas Pynchon’s Crying of Lot 49 (1965). Beginning readers
can find the novel mystifying, irritating, and highly peculiar. True enough, there is a good bit of
cartoonish strangeness in the novel, which can mask the basic quest structure. On the other hand, Sir
Gawain and the Green Knight (late fourteenth century) and Edmund Spenser’s Faerie Queen (1596),
two of the great quest narratives from early English literature, also have what modern readers must
consider cartoonish elements. It’s really only a matter of whether we’re talking Classics Illustrated or
Zap Comics. So here’s the setup in The Crying of Lot 49:
1) Our quester: a young woman, not very happy in her marriage or her life, not too old to learn, not too
assertive where men are concerned.
2) A place to go: in order to carry out her duties, she must drive to Southern California from her home
near San Francisco. Eventually she will travel back and forth between the two, and between her past (a
husband with a disintegrating personality and a fondness for LSD, an insane ex-Nazi psychotherapist)
and her future (highly unclear).
3) A stated reason to go there:…
Purchase answer to see full
attachment