This was one of the many questions posed at the recent Franschhoek literary festival, and one which certainly didn’t get a definitive answer. The jury is still out on whether popular reads and crime fiction should be classified as ‘literature’.
However, it was generally felt that literature should evoke an emotional reaction in the reader, whether it be positive or negative. No writer wants to be categorised as ‘OK’ – they would much rather be hated than be tainted by mediocrity. As readers we need to be able to verbalise our reactions. Saying “I really like your book” is so lame – you need to put into words what you liked, how you reacted to it and what meaning it gave you.
With this in mind, I thought it was time that I gave you some feedback about my reading of ‘Absolution’. Generally, I enjoyed the first part: I found the characters interesting and believable; the plot was intriguing, and the pace was slick, making me want to read further despite the unnerving aspects. However, this all changed at the beginning of part two where the momentum was lost. There is too much repetition and it plods along. It does improve towards the end and I wonder whether tighter editing would have improved the novel.
Did it create an emotional reaction in me?
Most definitely! The torture scene made me want to put the book down and never pick it up again; some of the dream sequences unsettled me. On the one hand, I wanted to know the truth, but I was also fearful for the characters. Part of me wanted the characters to find answers and, perhaps, solace.
Did I enjoy the book?
No, I don’t think I did. While I appreciate its multi-layered structure, I don’t know if my life (or my literary experience) is any richer for having read the book. But, I think Clare and Sam will stay with me for a long while, which makes me concede that it might be a good book …
Do I think it is suitable for high school reading?
Oh, how I wish I could debate this with the selection panel … I don’t think it is suitable, but no less suitable than previous titles which have been selected. Perhaps the panel had to select one title from a batch presented to them, and this was the best of the bunch. I think the novel might appeal to boys more than girls, and it does offer many opportunities to discuss moral, philosophical and political issues, so good luck to those teaching it!
Future blogs:
I will post musings about the suitability of ‘Tess’ in the coming weeks, and, later in the year, the authors of our new study manuals for these two novels will let us know why they think learners should study the novel that has enveloped their being for the last couple of months. As they will have lived, breathed and inhaled the titles in order to write the study manuals, I am sure their arguments will be far more compelling than mine.
Watch this space!
MacMo