English Literature: the edited highlights?

There are ‘fears that many children are currently able to complete GCSEs in English without reading whole books — particularly those written prior to 1900 — while focusing on small “extracts” of Shakespearian plays’ (Graeme Paton, ‘More Shakespeare in “toughened up” English GCSEs’, Daily Telegraph, 8 February, 2013).

Last year I took part in a university open day, giving A-level students an overview of core and optional English literature modules on English joint honours courses.

When I’d given the students some basics on first-year modules, I invited questions. One young woman immediately put her hand up.

‘Can I ask,’ she said, ‘do the modules cover the whole text or extracts?’

Surprised at the question, I said, ‘Whole texts.’ The young woman looked rather disconcerted.

I took a few more questions, then told the students about some of the modules on offer at honours level. Again I asked if anyone had questions; the same young woman raised her hand.

‘What about the texts on the courses for second and third year students?’ she asked. ‘Do you study extracts for these, or are they complete books too?’

Still puzzled, I said, ‘Whole books.’ The young woman seemed no happier at this answer than at my previous response.

I wondered then, and have wondered many times since, why someone who apparently didn’t like or want to read was applying for a joint honours degree involving a minimum of fifty per cent study of literature, a subject which patently demands extensive reading; and why on earth she thought that excerpts might be used instead of complete texts. Until today, I had no idea that a school might attempt to teach literature via extracts. Adding this new information to last year’s knowledge, and seasoning the mixture with a little cynicism, I’d say it seems likely that this method is not confined to GCSE.