does anyone like charles dickens as an author?

Question

i read tale of two cities and really enjoyed it .i did not appreciate his writing until i got older. i am 45 .i do not understand the school.why would they give this to young adults who do not have lifes experience to appreciate it

Answer 1

Charles Dickens is still my favorite 19th-century novelist. I like his works even better than Mark Twain's (except Huck Finn)--and that's heresy for an American, I suppose. It's his sense of humor, his unforgettable characters (and caricatures), his involved plot lines, and his satiric view of conventional society.

My other favorite 19th century novelist is Anthony Trollope. I have read (and reread) his Barchester novels and the Palliser series. But I certainly would not have liked them when I was a teenager!

I'm a former English teacher, and the second part of your question really rings a bell with me. The forced reading of the canon (what we like to call "classics") has always been a huge mistake perpetrated by English teachers. It turns more youngsters against reading than it converts to serious literature.

As a subject required every year for high-school students, English should focus on other things:

(1) Develop the reading habits and skills of good citizenship; i.e., critical reading of news and information. We might elect better presidents and Congresses if we really read carefully and critically instead of letting 30-second commericials direct our thinking. Many teenagers and adults prefer nonfiction (good biographies, for example, or current affairs, or human relations books, or science and technology). We should encourage that kind of reading too, but high school teachers rarely do that. They just require students to become dependent on textbooks. (Ugh!)

(2) Develop a lifetime habit of reading for personal satisfaction. This can be achieved by letting students choose their own titles and guiding them to better and better books. My English advisor at the University of Iowa, the late Dr. Bob Carlsen, developed an Individualized Reading program for this with remarkable success at all reading levels, from the most accelerated, honors students to reluctant readers. Also thematic units are recommended, where students read and discuss a few selections in common, read others chosen from a select list and discuss them in small groups with their peers, and then do considerable extensive reading on their own.

3) Develop competence as writers and speakers as well as readers, including the production of multi-media presentations. After all, that's what most adult professionals are now expected to do in their work, but high-school English rarely prepares them for the speaking/media part -- and not always for the writing. There's a movement called the National Writing Project, funded under legislation sponsored by Sen. Thad Cochran of Mississippi, that addresses this issue among teachers at all levels. Much high-school English composition is devoted to the analysis of literary texts, a kind of writing almost never expected of adults--and not one that encourages either reading or writing among teenagers.

4) Encourage students to write themselves for personal satisfaction, especially short works, like poems, personal essays, memories, letters to the editor--and, yes, responses to questions raised by Yahoo! Answers. Students should develop skill in expressing their own responses to their reading, not just to apply the criteria and techniques of the literary critic.

'Nuff said. You got me on my soap box, didn't you?

Let's join Mr. Micawber around a punch bowl.

Answer 2

I love Charles Dickens! I read A Tale of Two Cities, Oliver Twist, A Christmas Carol, Great Expectations, Hard Times, and David Copperfield all before turning 16 and enjoyed every one of them. I feel that his books have a certain sort of depth to them, a subtle element that makes them fascinating. Like, when I read A Tale of Two Cities the first time I was focused on the story, but when I went through it a second time, I noticed little details that link different parts of the book together and enhance the plot.
However, I agree that schools shouldn't force such books on students. I read all of these books on my own, and I doubt I would have liked them as much if they had been assigned by the teacher. Simply having them assigned to me would make reading them seem like a burden, instead of a pleasure.

Answer 3

Probably because 9 times out of 10, they need to know it so they can gain some maturity in life without having to learn from personal experience (other people's experiences, even through fictional books, is the smarter way to learn than personal experience). Reading can enrich a person. I had to read a Tale of Two Cities in High School but that was over 10 years ago and we also saw the Movie in our class (great movie!); I now own the book and I love it because there is not greater love, as the Bible says than that someone should surrender his soul in behalf of his friends.

Answer 4

I read "Great Expectations" when I was still in elementary school (a book club selection that was sent to me) and just loved it. Later, in high school, I read "A Tale of Two Cities", and also loved that. I think young people can relate to both of those stories. The mystery of the one draws you in, and the idealism of the other is natural to young people.

But he's not my favorite author, by any means. I sometimes find his sentimentality to be too direct. I want a store to draw what feelings it does from me naturally, and not try to force those feelings. I sometimes feels that he tries do that, especially in some of his Christmas stories, although I do like "A Christmas Carol" by and large, but mainly for Ebeneezer's journey through his life with the ghosts. And again, that is a story that children can appreciate.

Answer 5

I like his stories very much. But it's hard to read the original book because I study English as a second language. But I read abridged versions before reading the original. It's worth all the trouble.
I'm glad the schools direct us to his books. Because, from Dickens, I've learnt to see things in a diferent way.
Sidney's been my favourite character from the day I read 'Tale of Two Cities'.

Answer 6

This work and many others are a part of what is called the Canon. This basically is a compilation of what scholars believe should be included in one's education. It is supposed to act as a guide to literature and suggest what is worth reading and what is considered a masterpiece. Many novels are introduced at an age that is not appropriate because it has become a tradition in education. The Canon tells society what we are supposed to read and when we are supposed to read it, but there is controversy over whether it is right. A huge controversy with the Canon is that it does not alway recognize female writers. If you are interested in this read:

The Westen Canon by Harold Bloom

Answer 7

Same reason they force Shakespeare on everybody, long before they're ready for it. I imagine I would enjoy reading Dickens and Shakespeare right now if only my negative attitude towards their work wasn't fomed by pushy high school teachers. As it is, I've read hundreds of books since leaving school, for pleasure and not because they were assigned, and have never in my life picked up a Dickens or Shakespeare book on my own to read.

Answer 8

I don't think it's a matter of age. I began appreciating his work at the age of 15. The first book I read was "David Copperfield" and I loved it. Soon after, I read "Bleak House", "A Tale of Two Cities", "Pickwick Papers", "Oliver Twist", etc.

He's just somewhat more difficult to read than other authors and it takes patience and a love of reading to get through his books.

Answer 9

I loved Oliver, Tale of Two Cities, and Christmas Carol. Then I tried reading David Copperfield and swore off reading any more Charles Dickens.

And I read all of those in 7th grade. I love history and had no problems understanding them.

Answer 10

Not all students have a problem with Dickens, especially if they have the abridged versions of his books and the instructor guides the lesson skillfully.