For many students, reading books for a class can feel daunting and maybe even boring, but according to some English professors and students, this does not have to be the case. Professor of English Amy Qualls said choosing literature for her classes coursework is a long process that takes a lot of thought and intentional, but she takes the time to ensure the maximum benefits of learning for her students.
Qualls said she always takes into consideration the relevance of books and the context of the world around them, which may affect the way students read it. She said her favorite books to assign are those that can provoke relevant conversations for students today, and a book that demonstrates this to her is “A Mercy” by Toni Morrison.
“Toni Morrison is hard, she’s relevant, she’s a beautiful lyrical writer, and it’s haunting,” Qualls said. “It stays with you after you read it, and it teaches you and continues to teach you even after you’ve read it.”
Senior English major Madalyn Van Eaton agreed with Qualls about the beauty and relevance of “A Mercy” and said being able to read it for a class helped her appreciate it even more, because she was able to understand parts that she could not have on her own and dive into ideas that might have brushed over.
“It just helps so much to verbally process the things that you’re reading,” Van Eaton said. “Little sentences can mean so much, and I think that the ability to discuss the things that you’re reading allows you to understand just the power of words in general and the way that things can be arranged to help contribute to meaning.”
Qualls said even if you have read a book before, variables such as your context and maturity might have changed, and picking up the same book now could be surprisingly enjoyable.
“Sometimes, things that are difficult end up surprising them,” Qualls said about her students of all different majors.
Senior English major Abigail Curtis said a book she recently enjoyed was “When Breath Becomes Air” by Paul Kalanithi because it connected her to a field of study, medicine, that she does not usually feel connected to.
Curtis reiterated Qualls and Van Eaton by saying that sometimes the books that you would not choose to read on your own can bring immense benefits.
“If you look at a book hoping to learn from it and not just enjoy it, you might find that it’s worthwhile even if it’s not going to be your favorite book ever,” Curtis said.
“If you look at a book hoping to learn from it and not just enjoy it, you might find that it’s worthwhile even if it’s not going to be your favorite book ever,” Curtis said.
Qualls, Van Eaton and Curtis suggested that if students read books for class that they do not understand or enjoy, it is always helpful to talk to someone who has insight on the book or appreciates it.
Qualls also suggested that to engage with a book better, students who need to pretend as if they are having a conversation with it. Just as people nod their heads and say “mhmm” when having a conversation with someone, students should do that metaphorically while reading with a pen in hand. She said doing so can help students be more engaged and invested in what they are reading, and it might end up being a pleasant surprise.
