63 pages 2-hour read

How to Read Novels like a Professor: A Jaunty Exploration of the World's Favorite Literary Form

Nonfiction | Book | Adult | Published in 2008

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Preface-IntroductionChapter Summaries & Analyses

Preface Summary: “Novel Possibilities, or All Animals Aren’t Pigs?”

Foster answers two important questions in the Preface. The first is why the novel remains an enduring form of writing. The second question Foster tackles is why he needed to write a separate book on reading novels when he already authored one on appreciating literature.


To answer his first question, Foster explains that the novel endures as the dominant book genre because it uniquely immerses readers in its characters’ lives. Furthermore, novels encourage active and involved reading, which amounts to a collaboration between the author and the reader. Thinking about the characters, their motives, the subtext of the narrative, and other elements is part of the process of reading a novel, which makes readers complicit in creating meaning in the novel.


Another reason the novel endures is that it can reinvent itself. The name of the genre itself means “new” and alludes how, when it first became popular in Europe, the novel was a radical way of writing prose fiction narratives. Even when it is proclaimed a dying form, the novel comes back with fresh possibilities, as it did in the late 1960s. In 1967, French philosopher Rolan Barthes authored an essay called “The Death of the Author,” stating that the writer no longer existed, in the sense that only readers’ interpretations could provide freshness to the novel. Around the same time, American novelist John Barth wrote an essay called “The Literature of Exhaustion,” suggesting that the novel had exhausted all its creative possibilities. However, two novels soon tested the assumptions of Barthes and Barth. John Fowles’ The French Lieutenant’s Woman (1969) experimented with form by introducing metafiction, using Victorian conventions to tell a modern story, but allowing the narrator to draw attention to the deliberate use of artifice in his telling. Fowles’ novel thus showed a whole new way of playing with literary conventions.


The other pathbreaking novel during this period was Gabriel Garcia Marquez’s One Hundred Years of Solitude (1967), which blurred the lines between the real and the fabulous through its use of magical realism. Suddenly, the novel was not only alive but set for an exciting future, showing that the centuries-old form could take readers in new directions.


Foster moves on to address his second query: why he should write a separate book on how to critically appreciate the novel when he already authored a more general book on appreciating literature. To answer this question, Foster uses the old syllogism: “All pigs are animals, but not all animals are pigs” (103). Since all novels are literature, but not all literary forms are a novel, Foster considers it is important to examine the novel (the pig) as a distinct entity. Elements like narrative voice, point-of-view narration, and beginnings and endings give the novel its unique form and thus merit separate exploration. Additionally, since readers are so central to the literary form of the novel, they must inform themselves with an understanding of it to more fully appreciate it.

Introduction Summary: “Once Upon a Time: A Short, Chaotic, and Entirely Idiosyncratic History of the Novel”

Before exploring the novel’s unique narrative elements, Foster surveys the genre’s history, showing how it evolved in sync with cultural and economic developments. As a form, the novel grew out of many prose traditions, from epics such as The Iliad (by Homer) and The Epic of Gilgamesh (anonymous) to travelogues, autobiographies, and romances. The first recognizable European novel is said to be Joanot Martorell’s 1490 French tract Tirant lo Blanch, published on the eve of Christopher Columbus’s exploration of the world. Foster posits that the date is not a coincidence; instead, it suggests that the novel links to the rise of capitalism and modernity.


The next big development in the novel arose in the 17th and 18th centuries with the emergence of two novels considered the “first” of Modern tradition. One, attributed to Madame de Lafayette, has fallen out of favor but was as huge a hit in its time as today’s Harry Potter series by J. K. Rowling. The novel was the French La Princesse de Cleves (1678), considered the first novel of analysis because it investigated its characters’ emotions and mental states. The second, far more enduring contribution, and considered a masterpiece of world literature, was Miguel de Cervantes’s Don Quixote (1605). Published in Spanish and translated into several languages, Don Quixote featured the iconic pairing of an out-of-touch but noble hero, Quixote, and his sidekick, Sancho Panza. In addition, because Cervantes wrote it as a parody of outrageous heroic narratives of the past, Don Quixote revealed the novel’s subversive capacity.


An interesting feature of the novel genre is that the word novel itself is not always precise. For instance, many of the famous novels of the 18th and 19th centuries, such as Nathaniel Hawthorne’s The Scarlet Letter (1850) and Bram Stoker’s Dracula (1897) are considered romances because they focus more on archetypal and supernatural elements than on characters’ interior lives. However, for coherence, most book-length fictional prose narratives are now classified as novels. The early novel peaked in its Victorian form, as is evident in the works of George Eliot, Jane Austen, and Charles Dickens. The Victorian novel’s form is still emulated because it has elements that work: a linear narrative, plots centering on characters who must grow up and conquer difficulties, and an emotionally satisfying resolution.


Written as serial installments for monthly journals over as long as two years, these novels needed to include elements like memorable characters and cliffhangers to sustain readers’ interest. While they are now considered as classics, the novels of Charles Dickens and George Eliot were commercial ventures adapted to the tastes of the reading public. This shows that art and commerce are not as separate as purists would believe: Unlike the lyrical poem, the novel has always been meant to bring its authors an income. Since the Victorian formula worked so well, one might think that the novel did not need to deviate from the format after the late 19th century. Nevertheless, the novel changed—dramatically.


The change in the novel reflected the monumental and swift shift from the Victorian age to the early Modern period. Within a few decades, technology enabled people riding in buggies to consider buying cars. New strides in psychology and philosophy explored the psyche (via Sigmund Freud) and the existence of God (via Friedrick Nietzsche). Modernist fiction tried to capture this changed reality with experiments in form and language. Writers like Gertrude Stein, James Joyce, Virginia Woolf, and Franz Kafka “made complete hash of whatever the conventions may have been” (12). Woolf’s Mrs. Dalloway (1925) is a stream-of-consciousness novel that details a single day in the life of its protagonist, and the plot consists mostly of her thoughts. The vocabulary of Joyce’s Finnegan’s Wake (1924) draws heavily on made-up words and arbitrary phrases like “regginbrow, and “bellowsed mishe mishe” (15). Joyce’s works were considered highly experimental and played with language, while those of formalists like E. M. Forster explored the idea of consciousness.


Although the Modernist novel and its successor, Postmodernist fiction, continued to play with form, language, and narrative, the Victorian novel never disappeared. Linear narratives may be considered outdated in so-called literary fiction, but they endure in genre works such as romance and thriller novels. The simultaneous existence of highly experimental and traditional novels shows that every age has innovators and formalists. Sometimes, formalists rebel against the imperative to rebel itself. Thus, every literary history, including Foster’s, is a partial lie, since it gives the impression that a time period has uniform literary tastes. Reporting forms and developments can never capture the giddy diversity of voices in fiction.

Preface-Introduction Analysis

Providing an overview of the text, the Preface and Introduction establish the dialectical quality of Foster’s narration and introduce some of his key ideas, such as the centrality of readers in literature. Dialectics refers to the scholarly method that uses a dialogue of questions and answers to reach the truth. Imagining readers of his book as a classroom with whom he is interacting, Foster poses questions such as, “Are novels pigs?” (xvii), and, “Did it work, this Victorian formula?” (10). After posing these questions, he becomes the classroom himself, offering answers. The question-and-answer method is not just an aesthetic choice to make the reading experience lively and interactive; it is also thematically necessary. Thematically, the dialogic form illustrates one of Foster’s central ideas: that the best books are ongoing dialogues between writers and readers.


Another distinctive feature of Foster’s narrative style that this section establishes is his use of the first-person persona. Although the book is nonfiction and its speaker is literature professor Thomas C. Foster, the “I” narrator is still a construct, a professor who uses dramatic flourishes, irony, and pop-culture references to talk to his students. Foster himself draws attention to this made-up aspect of his narrative voice by emphasizing throughout the text that all books are artifice. Thus, he himself performs a meta-narrative trick of the sort that he wants readers to recognize in novels. Foster’s diction is informal, making his educational guide approachable. For instance, in a discussion on Dickens’s preoccupying concern that his characters may not be memorable enough, Foster scoffs: “As if.” Also, he humorously describes the Victorian drive to keep audiences loyal as “give ‘em a reason to come back tomorrow, next week, next month” (8). Aware that an educational guide may get overwhelming, Foster keeps his content interactive by using jokes and colloquialisms.


In addition, the author tabulates information in useful points to break up the text and provide visual relief, such as when he lists the three aims of the Victorian novel as maintaining continuity, keeping information manageable, and sustaining audience loyalty. Furthermore, he follows long paragraphs with one-liners and immediately follows complex terms with relatable and funny explanations, such as referring to bildungsroman as “a German jawbreaker applied to those novels about growing up from childhood to adulthood” (47).


The Preface and Introduction introduce one of the text’s main themes: Readers’ Importance in Creating a Novel’s Meaning. Foster makes the case that readers are the unsung hero of the novel genre: “We are the ones, after all, who exist long after the author […] is in the grave, choosing to read the book” (117). The idea that art makes its artist immortal—via fame—is not new, but Foster adds the radical concept that not just art but also its audience contribute to a work’s longevity. Foster makes readers central to not only the reception but also the creation of art, since readers’ inferences make characters come alive. Foster’s concept of readers draws on Postmodernist literary theory, which prioritizes the audience over the artistic ego. However, readers are also central to Foster’s text because he wants to encourage people to read, positioning active and involved reading as a necessary intellectual exercise for any culture.


To illustrate another of the book’s main themes, The Enduring Power of the Novel, Foster focuses on the adaptability of the form. Foster posits that the reason the novel has remained the dominant, literary form of the last few centuries, outpacing plays and poems, is that the novel is “always being renewed, reinvented” (1). He links this reinvention with the reinvention of an era: Just like thought, culture and economic forces change over a century, the novel changes as well. Thus, Foster provides both an aesthetic and a material basis for the novel’s adaptability. His equal emphasis on aestheticism and historical materialism is a distinct feature of Foster’s premise. Another attribute is Foster’s admission that though he is writing a “how-to” guide on reading, his opinion is subjective and ambiguous, like all opinions. Thus, he states that although he provides definitions, terms “are butter knives employed where surgical precision is demanded” (5). Foster’s emphasis on ambiguity has a pedagogical function: to encourage readers to seek their own definitions and meaning rather than passively accepting what they read.

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