For the next few weeks, we are learning the skill of close reading, what I consider to be the act of picking a
part language in order to reveal meaning. Today, we dug into Ruth May’s first chapter in The Poisonwood Bible, uncovering her voice by noticing figurative language, diction, syntax, selection of details, and tone. After today’s classes, I am wondering how we can move past identifying her voice as “childish” in order to develop the overall meaning of her chapter. Her presence in the novel. Does she innocently and matter-of-factly tell us the truth? Or are her observations and re-tellings of what she’s heard sifted through her filter of misunderstandings? Why does any of this matter?
The Poisonwood Bible is one of my favorite novels to re-read and teach. I hate Nathan each time I re-read — and I try to empathize with the pain of his survivor’s guilt. I come close, but then Ruth May dies, and I focus my empathy on Orleanna. The changing point of view in each chapt
er reveals so much more than character traits and plot because we see the story through five pairs of eyes, the eyes of imperfect women and girls trying to make sense of life and their role in the village. Yet they make little sense of things while living in the village; they must leave it in order to look back and cycle through their memories, each under their
Tonight, the students and I are close reading an excerpt from Rachel’s first chapter, analyzing her voice and
how it reveals meaning. Her first sentences — “Man oh man, are we in for it now, was my thinking about the Congo from the instant we first set foot. We are supposed to be calling the shots here, but it doesn’t look to me like we’re in charge of a thing, not even our own selves.” — suggest an irony about her observations, her understanding of the situation that the other members of the Price family do not recognize. Why is it important that we notice Rachel’s use of malaprops, even when her sisters do not? How does Rachel’s vanity filter distort her observations? What can she tell us that Ruth May cannot?
Our practice in close reading this novel hopefully will help us understand why we read literature, priming our pump, so to speak, for our PBL challenge — Why should AP World students read literature?