The Discipline

March 2, 2016 By: Kate Stanley

"The Discipline" explores untold histories of literary study in the twentieth century. What futures for our discipline do these new pasts make possible?

December 21, 2021 By: Melanie Benson Taylor

My subtitle deliberately echoes Houston Baker’s pivotal monograph, Turning South Again: Re-thinking Modernism, Re-reading Booker T, which—when it was first published in 2001—fundamentally altered the course of Southern studies. Beginning with a primal reorientation around the experiences of Black slavery and incarceration, the New Southern Studies went on to perform a sweeping reevaluation of its terms, tropes, subjects, and geographies. Arguably one of the more exciting developments (for me, at...

October 7, 2021 By: Thomas Sorensen

Literature is a protean phenomenon. Nobody seems quite sure how to classify it. Is it an object, immutable and self-contained? Or is it an event that happens when a self makes contact with a line of letters on a page? Nowadays, critics regard the text primarily as a resource. “There’s a lot of useful knowledge here,” we say, and our job is to show how this knowledge can help us in real life. Recently, I have come upon a fourth option. What if the text were an organ of perception, an extension of the body that structures our muddled, all-too-narrow picture of reality?

May 13, 2021 By: Kate Stanley

What resources can literature from the past offer when confronting the urgent present-moment reality of climate crisis? What function should the humanities classroom serve when the future of human life seems increasingly precarious? Anne Raine’s post, “Modernism, Eco-anxiety, and the Climate Crisis,” helped catalyze these questions for me by challenging us “to find ways to make climate change our job.” I’ve been trying to figure out how to meet this challenge in a course I’m teaching on literature and climate justice.

February 8, 2021 By: Benjamin Hagen

I had not heard of ProctorU software until October 1, 2020 when I noticed that several folks on Twitter, whom I follow for their thoughts on pedagogy, had retweeted and responded to the same upsetting TikTok video I had come across earlier that same day. The video shows a young woman, crying, explaining that she had just failed an online exam not because she had been unprepared but because her professor’s surveillance software flagged her as “talking” out loud while taking the exam.

December 29, 2020 By: Katy Ryan

In 1994, Renaldo Hudson was on death row in Illinois. As we became friends, I knew where I stood in relation to the place where the plan was to kill him. I was not interested in starting a book club there or teaching a class. I was not interested in writing an essay on the literature of resistance.

November 17, 2020 By: Heather A. Love

In 1926, Gertrude Stein delivered the lecture “ Composition as Explanation” to the Cambridge Literary Club at Oxford University (fig. 1). The talk couches a description of her own evolution as an experimental author within a broader discussion of history, culture, and art as a series of distinct “composition[s].”As Kristin Bergen helpfully explains, the “multivocal term” composition at once designates “the dominant mode of daily life for a given period and also the production of those who...

June 8, 2020 By: Todd G. Nordgren

How did people learn to be queer in an era before stable identities, lifestyles, or representations of sexual outsiders were readily available or, for that matter, before they even existed?

February 5, 2020 By: Kate Stanley

In my first stab at drafting an inaugural post as the new editor of this forum, I went the Raymond Carver route, writing “What We Talk About When We Talk About the Discipline” across the top of a blank page. When that imagined dialogue hung fire for several weeks, I ventured greater specificity, replacing “We” with “I.” Pronouncements still unforthcoming, I searched my hard drive for toeholds. What have I talked about when I’ve talked about the discipline? My Documents folders returned zero hits for the phrase “the discipline.” I tried again, deleting “the” from the search, which revealed that I have only ever used the word “discipline” as a verb or an adjective—most often to describe the reading and writing habits and practices of the subjects of my first book (Ralph Waldo Emerson, Marcel Proust, Gertrude Stein, Henry James, and Nella Larsen). This lacuna was perhaps predictable: in my early career as a graduate student and then an untenured assistant professor, I was more concerned (and more comfortable) with proffering granular descriptions of literary activity in my field than with scaling up grand claims about the literary institution my studies were constituting

June 20, 2019 By: Alys Moody

In the Modernism/modernity Print Plus cluster on “ Modernism’s Contemporary Affects,” Claire Barber-Stetson writes probingly of the relationship between the precarious existence of graduate students and early career academics in English and the rise of global modernism. She sees the expansion of modernist studies, of which global modernism is perhaps the signal instance, as “driven­—at least in part—by more pervasive precarity in literary studies as a profession,” and worries about the various challenges it poses to modernism as practiced in English departments. “It threatens,” she writes, “to dilute the term modernism beyond critical purchase, to leave graduate students without sufficient institutional support, and to divert resources from other fields, periods, and movements, including contemporary literary studies.”

December 20, 2018 By: Morgan Day Frank

“If it’s secret and elite, it can’t be good,” intones Luke McNamara, played by Joshua Jackson, the guy from The Mighty Ducks and Dawson’s Creek, in the final moments of the now forgotten movie, The Skulls (2000). The line is presented as a hard-earned revelation. Though McNamara, a scholarship student at Yale, is at first seduced by the secret society Skull and Bones, taking a vertiginous journey into its hidden world of power and luxury, he eventually comes to the sobering realization, after surviving a series of near-fatal altercations with its leaders, that the society’s anti-democratic tendencies “can’t be good.” The fact that such a banal revelation is presented as a revelation at all suggests the exhaustion of this bit of common sense. We’ve become tired—as worn out as McNamara is in the scene—of the lesson that secret society stories teach, the lesson that exclusive student organizations are nefarious while the universities that house them are meritocratic and transparent.

October 3, 2018 By: Angus Connell Brown

When a convener adds Things Fall Apart (1959) to their syllabus something strange happens. If all goes well the class will read Chinua Achebe’s novel together, discussions will grow around the colonial history of Nigeria, and textual details will emerge from their conversation. Two systems will touch: context and close reading will intersect. The imperial damages and fugitive traditions of world history will come into contact with the New Critical leftovers of contemporary criticism. What’s...

July 4, 2018 By: Lavelle Porter

The epigraph implies origin. As a literary device it often announces source material for a text, and it is a place where, presumably, the reading experience begins. The epigraphs I have placed above are modeled after the form that Samuel R. Delany uses for his 1995 novella “Atlantis: Model 1924,” which has two literary excerpts at the beginning of each chapter. [1] Four of the five chapters of “Atlantis: Model 1924” contain epigraphs from Robert Hayden’s poem about the trans-Atlantic slave trade, “ Middle Passage.”

April 11, 2018 By: Rachel Sagner Buurma and Laura Heffernan

From this day forward, every time you see the name Roberto Busa invoked as a—or the—founding scholar of either quantitative or computational method in the humanities, we want you to mentally search and replace with another name: Josephine Miles.

January 4, 2018 By: Kate Stanley

What can the acknowledgements page of an academic book reveal to us about the discipline of literary studies? Scholarly acknowledgment is often characterized by the special fulsomeness of its intimate enumeration of gratitude. It’s easy to experience a kind of vertigo when moving from the cozy intimacy of these expressions of thanks to the rigorous delimitations and impersonal critical surveys of the introductory material that follows. What would it mean to close the gap between these modes—to uncordon acknowledgment from prefatory convention so that it infuses more overtly within a monograph’s critical investigations? How might the work of denoting scholarly debts extend beyond a demarcated page to shape the sensibility of a book as a whole?

August 30, 2017 By: Séan Richardson

In the Spring of 2016, I received confirmation that I had been awarded funding to undertake doctoral study that coming October. Overwhelmed, I physically jumped for joy, promptly thumping my skull on the shelf that rested shortly above me. Usually, we bang our heads due to frustration brought about by inertia, but I think about this literal knock as a transitional moment, one which allowed me to cross the battle lines drawn by my desk, seceding from the administrative camp and joining the ranks of graduate school

June 8, 2017 By: Sara Bryant

An early letter from Willa Cather to Zoë Akins in 1914 consists almost entirely of blunt feedback to the aspiring writer. Some representative lines, "This story, my dear Zoe is written to be smart. . . . There’s either got to be real feeling in a story, or an intellectual interest of the highest order. . . .

March 15, 2017 By: Christopher Findeisen

In Mary McCarthy’s 1952 academic novel The Groves of Academe, the protagonist Henry Mulcahy is let go from Jocelyn College, a self-described sanctuary of academic freedom in a world haunted by the specter of Joseph McCarthy. The facts of the matter are undisputed: Mulcahy writes an article for Marxist Quarterly about dialectical materialism in James Joyce, donates money to the Henry Wallace campaign, attends a meeting given in support of dissenting political opinions, and then is informed by his employer that his contract with the college will not be renewed.

December 1, 2016 By: Mark Cooper

As we completed our book on the US research university amidst the political tumult of the last several months, we resisted the urge to add laments, policy recommendations, or vision statements to the growing pile. Instead, we sought to reframe familiar arguments about the university by calling attention to its media, which are so often looked past (or through) by critics of higher education.

May 26, 2016 By: Jonathan Goodwin

Laura Heffernan’s introductory post describes work being done in what she calls the “new disciplinary history.” I have an interest in using quantitative methods to practice disciplinary history. In this post, I explore some of these methods using the archives of Modernism/modernity. The quantitative analysis of a journal has a long history. Sociologists of science, for example, have long used citation patterns to reveal the disciplinary structure of a field.

March 2, 2016 By: Laura Heffernan

In the Spring of 2001, while a graduate student in Philadelphia, I inherited the instructorship for a Temple University continuing education course called, accurately if awkwardly, “Books You Wish You’d Read.” Everything about this gig screamed “easy money,” starting with the course title’s modest past perfect promise — no one, it seems, was expecting me to transform adult students into readers of the classics; all I had to do was turn a few classics into books they had read.
Print Plus Exclusive

My Brilliant, Scolding Friend: Willa Cather and Zoë Akins’s Epistolary Feedback

June 8, 2017 By: Sara Bryant

Volume 2 Cycle 2

Tags:

An early letter from Willa Cather to Zoë Akins in 1914 consists almost entirely of blunt feedback to the aspiring writer. Some representative lines:

This story, my dear Zoe is written to be smart. . . . There’s either got to be real feeling in a story, or an intellectual interest of the highest order. . . . Now this is meant to be a scolding because I think you ought to be more in earnest . . . . You’ll never do anything worth while as long as you flutter so.

Cather softens the claim before wishing Akins a “serious” New Year and signing off.[1] Such prodding to be more serious and to develop “real feeling” in writing characterizes the lifelong, feedback-oriented correspondence from Cather to Akins, of which about 100 letters remain. Akins would go on to become a Broadway playwright known for melodramatic romances and, throughout most of the 1930s, a frequent screenwriter for Hollywood. Among her screenwriting credits are multiple pre-Code films (including four directed by Dorothy Arzner) and George Cukor’s Camille and Zaza. Her Broadway adaptation of Edith Wharton’s The Old Maid won the Pulitzer Prize for Drama in 1935.

Portrait of Willa Cather by Carl Van Vechten, 1936. Courtesy of the Van Vechten Trust.

In many ways, Cather and Akins could not be more different from one another. Cather fostered an ethos of seriousness and anti-modern remove. Akins became known for her Hollywood parties.[2] Ernest Hemingway, in his derogatory “The Lady Poets with Foot Notes,” allegedly means Akins when he describes a “lady poet” who “made half a million dollars writing bum plays” and whose “Stomach’s gone bad from liquor. Expects do something really good soon.” Cather eventually forbade adaptation of her work for film and the stage; Akins’s career relied upon adaptation (her own adaptations of others’ work, and film adaptations by others of her plays).

The differences between Cather and Akins continue to be reflected in the status of their archives. Cather allegedly disposed of personal correspondence in her possession prior to her passing; her will prohibited publication of her letters.[3] Akins left her papers (manuscripts, correspondence, photographs, and more)—185 boxes worth—to the Huntington Library. Akins’s collected correspondence speaks to a rich network of artistic mentorship, collaboration, and appreciation including, among many others, Alice Meynell, Anita Loos, Edith Wharton, Thornton Wilder, Gloria Swanson, and F. Scott Fitzgerald.

I offer this brief sketch of Cather and Akins’s friendship as a solicitation to begin thinking through lost histories of literary feedback among modernist-era women. Perhaps the paradigmatic instance of modernist feedback remains Pound’s comments on Eliot’s poetry—that is, the case of one high modernist poet offering feedback to another. The correspondence between Cather and Akins gives us an archive of women writing across generic boundaries as well as perceived distinctions of the serious and the popular. This archive, in turn, gives us access to the complex affective structures of feedback—affable and testy, lighthearted and serious, personal and artistic. The ad hoc, occasional nature of feedback presents both an opportunity and a challenge for us to piece together diffuse archival materials as we trace the intersubjective histories (or biographies) of modernist artistic production.

Akins and Cather’s correspondence began with letters of rejection written to Akins by Cather during her time as managing editor at McClure’s Magazine (1906-1912). Akins recalls Cather critiquing poetry submissions with encouragement and inviting further writing. Soon Akins, on a visit to New York, trekked to the McClure’s office during a blizzard to introduce herself and submit more poetry. She was greeted by S. S. McClure, who admonished her for not wearing boots in the snow before sending her to Cather’s office. Akins’s unpublished writing on Cather—including a letter drafted to Cather a few years after her death and a chapter in a book-length autobiographical manuscript—speaks to the vividness with which she continued to recall this first meeting and notes that Cather became the reader Akins most wanted to please.[4]

Portrait of Zoe Akins by Carl Van Vechten, 1935. Courtesy of the Van Vechten Trust.

I have opened with an example of how blunt or even harsh Cather could be in her correspondence. Yet her criticism was as constructive as it was tendentious. The earliest archived letter from Cather to Akins is dated January 27, 1909, although it does not appear to be the first communication between the two. Cather turns down Akins’s poems before reflecting abruptly on the range of Akins’s writerly pursuits and the possibility of focusing her efforts: “I wonder if you will ever settle down and do something with all your might and main . . . ? And whether you will ever cease to coquette with the stage.” Cather claims dissatisfaction with current dramatic work and concludes by suggesting that Akins’s “real gift” is playwriting.[5] Despite protests from Cather here and in later letters that she doesn’t know much about playwriting, her feedback to Akins over the years tends to be most specific and engaged when addressing drama. This feedback is extensive and occasionally glowing. For instance, in 1922 she writes about Akins’s The Texas Nightingale on Broadway, “The play is a splendid thing . . . . too clever and too brilliant to be disregarded,” and praises at length the performance by Jobyna Howland, a stage and film actress who would later live with Akins in Los Angeles.[6]

Akins’s influence on Cather is more difficult—but not impossible—to trace. Akins provided feedback to Cather’s writing in their correspondence, but there are no extant letters (to my knowledge). What can be located are Akins’s published reviews of Cather’s books, including One of Ours (1922), for which Cather won a Pulitzer Prize, and A Lost Lady (1923). A full-page advertisement for Cather’s novels in a 1925 issue of The Saturday Review of Literature includes a blurb from Akins’s A Lost Lady review: “Put all the books that have been produced in America this year in one heap, balance A Lost Lady against them in scales of literary value, and it will outweigh them as a bar of pure gold outweighs the feathers of a thousand geese.”[7]

We might discern the possibility of more substantive—if veiled—engagement with Cather’s ideas in an article Akins wrote for Vogue in 1953 about the value of a “big” and over-furnished house. Writing six years after Cather’s death and sixteen years after the publication of her artistic credo “The Novel Démeublé [Unfurnished],” Akins argues against domestic downsizing for aging women who live alone, in part because accumulated furnishings allow one to retain “associations and habits” and to “keep something of her own style . . . in these changing days.”[8] While Akins writes about lifestyle rather than literary form, the connection between furnishings and habits of mind recalls Cather’s vision for the modern novel: that writers “could throw all the furniture out of the window; and along with it, all the meaningless reiterations concerning physical sensations, all the tiresome old patterns, and leave the room as bare as the stage of a Greek theatre.”[9] Cather published this in a collection of essays titled Not Under Forty, which she described to Akins in 1937 as the closest she had come to “explaining” and “defending” her own art (something she advises Akins not to do for New York theater critics, who had written disparagingly about Akins’s work).[10]

The relationship between Cather and Akins can serve, I hope, as one example of the kind of feedback we might productively explore as we constantly negotiate the contours of modernism and its archives. Yet this case may serve not just as an illustrative example but also as an opening onto a wider network of feedback among women writers and artists. Akins’s penchant for receiving critique might have been fostered by her friendships in St. Louis (and after) with members of the Potter’s Wheel group, eight young women who created a monthly handcrafted magazine to be read among themselves, family, and friends. There was only one copy of each monthly issue (from 1904-1907), which circulated along with a separate blank book to be filled with written responses.[11] Akins wrote admiringly of “the Potters”[12] and introduced Cather to women who had been in the group, including the poet Sara Teasdale and Celia Harris. Correspondence among Cather, Akins, Teasdale, and Harris reveals circuitous, even gossipy, routes for feedback. For instance, Harris writes to Akins in 1919 about receiving a letter from Cather that praises Akins’s ideas and aptitude for playwriting.[13] If the feedback between Cather and Akins challenges us to reconstruct an archive, that archive is itself a part of a broader constellation. By attending to feedback among friends, we can excavate dynamic stories of modernist production across genres, geographic regions, and lives.   


Notes

[1] Willa Cather to Zoë Akins, Jan. 1914, ZA 2981, Zoë Akins Papers, The Huntington Library, San Marino, California. Published in The Selected Letters of Willa Cather, ed. Andrew Jewell and Janis Stout, New York: Vintage, 2013, 186.

[2] William J. Mann, Behind the Screen: How Gays and Lesbians Shaped Hollywood, 1910-1969 (New York: Penguin, 2002), 74-75.

[3] See the Willa Cather Archive for information about Cather’s letters: http://cather.unl.edu/completeletters.html.

[4] Akins, “To Willa Cather,” unpublished autobiographical essay, ca. 1949, ZA 557; and Akins, “Others than Myself: Some Memories,” unpublished autobiography, chapter 8, ca. 1953, ZA 385, Zoë Akins Papers.

[5] Cather to Akins, Jan. 27, 1909, ZA 2970, Zoë Akins Papers. Published in Selected Letters, 120-21.

[6] Cather to Akins, Nov. 1922, ZA 2988, Zoë Akins Papers.

[7] The Saturday Review of Literature, October 24, 1925, 252.

[8] Akins, “Keep That Big House IF,” Vogue, November 15, 1953, 146. 

[9] Cather, “The Novel Démeublé,” in Not Under Forty (New York: Alfred A. Knopf, 1936), 51.

[10] Cather to Akins, Oct. 28, 1937 [?], ZA 3037, Zoë Akins Papers. Published in Selected Letters, 536-37.

[11] One of these feedback notebooks is held in the Albert and Shirley Small Special Collections Library at the University of Virginia, in the Sara Teasdale Collection.

[12] Akins, “Others than Myself: Some Memories,” chapter 3.

[13] Celia E. Harris to Akins, Aug. 26, 1919, ZA 3651, Zoë Akins Collection.