Introduction
The books Scarlet Letter’ and ‘Moby Dick’ were the most engaging during the literature course. Both books are rich in themes concerning human nature. Although the books have been set in a different previous era, their contents are very appealing considering the similarity of human nature during that period and now. Characters in both texts are shown to be struggling with social issues inherent in people during that time, as is the case in contemporary society.
Engagement with the Texts
Studying both literary works appeals to the individual’s ability to explore critically human relations, social norms, and the general outlook of the society. For instance, the novel ‘The Scarlet Letter’ revolves around Hester Prynne. She is forced to adorn a scarlet letter “A”, sewn on her dress, to display publicly that she is adulterous. She undergoes humiliation and incarceration despite her having presumed her husband dead. Interestingly, Hester is the only person bearing the burden of adultery publicly just because she refuses to reveal the man she committed the act.
The novel ‘Moby-Dick’ is equally appealing to the critical faculties of the reader. Ishmael, who is the narrator in the novel, and his barbarian friend Queequeg, have a better sense of life than most of the civilized crew members he goes out with on the whaling ordeal. Ahab, the captain of the whaling vessel they enlist to work in, on the other hand, is obsessed with killing Moby Dick, the whale that bit off his leg.
The opening of the novel ‘Moby Dick’ begins with the narrator introducing himself saying, “Call me Ishmael” (Melville 22). The choice of language used by the author is both thorny and biblical. The introduction alone renders a mysteriousness concerning the identity of the author. One is led to wonder whether the author chose the name concerning the Biblical Ishmael, who ended up being an outcast in his own family. Apparently, the name reflects the character of the individual.
Perhaps through the eyes of Ishmael’s narration, the most critical aspects of Moby Dick manifest. A reader cannot fail to realize that despite Ishmael being just a sailor; his viewpoint on society offers a very interesting perspective. Themes such as humanism, superstition, and cultural sensitivity manifest in those days in the same way they do today. Reviewing the various perspectives portrayed by Ishmael excited my viewpoint towards social relations, beliefs, and the general attitude that people commonly have towards life.
An example of Ishmael’s perspectives manifests in the onset of the novel when he first meets with Queequeg. Initially, Ishmael is wary of spending the night with the barbarian although he confesses, “Better sleep with a sober cannibal than a drunken Christian” (Melville 61). The biblical language used in this case is ornate to some extent. The reader cannot fail to notice the rhetoric and elaborative nature of the writing. The confession, for instance, indicates the height of discrimination and tolerance during an era when such behavior was common. Ishmael in the beginning is an individual who views life and day-to-day activities with a resignation that most people can identify with today.
However, as the novel progresses, critical analysis of the philosophical perspectives of Ishmael makes the reading more interesting. A good example is where Melville through the narrator makes apparent the multi-cultural nature of the Pequod. Some of the crew members did not appreciate the dancing and singing that went on board the ship. Ishmael for instance confesses, “I gave myself up to the abandonment of the time and the place, but while yet all a-rush to encounter the whale, could see naught in that brute but the deadliest ill….” (Melville 368). The cogitative nature of Melville’s writing style is also made apparent in this passage. The narrator’s words reveal that he carefully reflected upon the ordeal they were facing. In addition, the author’s viewpoint on whaling is also manifested in the language.
The individuals aboard the Pequod hail from various cultures; however, they are bound by the particular course of hunting the Moby Dick. The people aboard the ship need to be more accepting of individual differences. In my viewpoint, the same case applies to humanity in the present day. All people are aboard a common ship, in this case, the earth, and thus should be more tolerant of one another to propagate life. Chapter 42 in Moby Dick, as well as several chapters that follow, express the need for cultural sensitivity, evident from Ishmael’s acceptance of interpretation regarding the “Whiteness of the Whale” (Melville 355). Ishmael ultimately describes white as having a “hue, which strikes more of panic to the soul than that redness which affrights in blood” (Melville 355). The choice of language in this passage advances symbolism propagated throughout the text. The author’s words indicate that despite the calmness assumed to be underlying the white color, there existed an equal level of transgression or evil.
Understanding the various themes underlying Hawthorne’s Scarlet Letter also required me to develop an equal ability to analyze a text such as that required in Moby Dick. The themes of breaking societal norms and alienation stand out in the novel. Hester, for instance, is alienated from society by being condemned as adulterous for the rest of her life, a fact evident from wearing the scarlet letter “A” throughout her life. Interestingly, the perspective of life through Hawthorne’s characters also reveals immense facts about life.
Hawthorne (68) describes the scarlet letter imposed on Hester as having “the effect of spell, taking her out of the ordinary relations with humanity: and enclosing her in a sphere by herself.” The language used by Hawthorne in the text also seeks to propagate symbolism especially the letter ‘A’. Hester had committed a crime, however, by casting her out. Society also shared blame and guilt due to a lack of charity. Hester had not chosen her fate, unlike Ishmael. However, the culture of Puritanism and conformity of law are painful.
The Scarlet Letter makes a very interesting disparity concerning experiences of both sexes concerning gender equality. Hester is forced to live her life paying for the sin of adultery. Dimmesdale, on the other hand, can live a lie by concealing his sin, albeit at a great cost in the long run. On the Election Day sermon by Dimmesdale, Hawthorne poses the question, “What was it? The complaint of a human heart, sorrow-laden, perchance guilty, telling its secret, whether of guilt or sorrow, to the great heart of mankind; beseeching its sympathy or forgiveness, —at every moment, —in each accent, —and never in vain!” (Hawthorne 364). The language used by Hawthorne is not only stupefying but also captivating. The very choice of words conjures peculiar images in the minds of the readers.
In both texts, the titles and writing styles had a significant impact on my comprehension of the English language and ultimately critical reading. The authors utilized symbolic, ornate, and captivating language styles, which contributed immensely to my language acquisition. Although the period during which the books were written had an effect on the writing styles by the authors, a reader cannot fail to notice that the authors sought to engage the readers critically. In my language acquisition, the writing styles have exposed me to various methods of expressing ideas in a manner that excites readers and engages them more creatively.
The in-depth analysis of these texts’ underlying themes and writing styles enhanced my understanding of the English language to a great extent. Reading and analyzing the contents of these books did not require a mere enhanced understanding of the English vocabulary, but also a comprehension of the writing styles. The books have been essential in my language acquisition while being enhanced by my ability to decipher implied and underlying themes as well.
Implications of Experiences from the Texts
As a student, reading the two books was revealed to be an interesting and appealing way of understanding, as well as teaching the English language to non-native speakers. One of my observations was that teaching English to non-native speakers should be done in a manner that not only instills knowledge but also excites the conscience. Consequently, teachers should select literary texts that exhibit a combination of these factors.
Reading the two texts, for instance, proved both entertaining and educating to me as an individual. Even though the setting of the books was in early periods, they involved themes that I identify with as a student and a future teacher of the English language. Both books provided me with an adventurous experience built upon diverse social settings and characters. The books also provided me with a richness of language, as evident from diction in both of the texts.
In most current literary works, the English language used is so simplified that grasping the root vocabularies cannot be attained. Selection of literary texts for teaching non-speakers English should also consider the significance of vocabulary to the learner. While reading the books, I had to keep an English dictionary beside me, a factor that contributed to my vocabulary immensely. In addition, the writing styles used required that I critically analyze queries raised by various arguments and propositions, as well as their significance.
Both The Scarlet Letter and Moby-Dick are literary texts referring to the hidden meaning, mysterious words, and clues. The English used in the texts manifests originality, a vital component in mastering the language. The exploration of America, white man dominance, and the earlier social systems among others appeal to the readers, hence holding their attention.
Such experiences should be pursued by English teachers in their contact with non-native speakers. The effort required by such texts on students might seem overwhelming. However, the ability of the readers to comprehend and critically review such books will have a far-reaching effect on their overall ability to develop the language. The exploitation of these factors among others can be very fruitful in the teaching of languages, both to non-native, as well as native speakers.
Conclusion
Learning any language including English should not be a very difficult task. The teachers should utilize all possible resources to make the experience as exciting as possible. The literary texts used in teaching English to non-native speakers should have the quality of making maximum use of the mental faculties of such speakers and engage their critical thinking abilities. The Scarlet Letter and Moby-Dick by Nathaniel Hawthorne and Herman Melville respectively provide such kinds of literary texts.
Works Cited
Hawthorne, Nathaniel. The Scarlet Letter, New York: Dover Publications, 1994. Print.
Melville, Herman. Moby-Dick, New York: Bantam Publications, 1981. Print.