Another AP English "essay" about Gatsby.

This is the final "essay" we had over break.
The teacher's prompt:

Edmodo post #3 (DUE Monday 1/2 @ 11:59 p.m. OR when you finish the book, whichever comes first)
• Again, what book are you reading and what page are you on now? Have you actually finished the book?
• First, respond to someone’s question from post #2 AND comment on one other thing that person wrote in his/her post (this part can be late if you are on the “out of town” list, but please do it at some point when you return).
• Consider two definitions of American Classics that we explored in the NPR transcript: 1) that a classic shows you something you didn’t quite realize about yourself 2) that a classic endures because it somehow conveys something important about its setting (time and place) that may not have been apparent when it was written. In your opinion, does the novel you read fit either definition? Why? Is it the WAY the author writes or is it the CONTENT of what he writes that is significant?
• If you were a teacher, would you assign it to your students? What would be your rationale and what would you hope they learn/observe/think about?
• Are you glad you read it? Why? What, if anything, did you come away with?

The student's question:

Melissa R.: What do you think about Gatsby and Daisy’s secret “relationship.” What would you categorize their “relationship” as? Finally, do you want Gatsby and Daisy to be together?

And my response:

I am on time. This means I’m 1 for 3. Words cannot express my monotony towards this achievement.

My apparent scoliosis is gone. I think, at least. Actually, it’s starting to come on again. I think it’s mental. I think I’m mental.

As of a few minutes ago, I have fully read F. Scott Fitzgerald’s prestigious novel known as The Great Gatsby. That’s right, I completed a book. And it had no pictures between the covers. This is a chronicle of the ages. My great-aunt would be proud.

@Melissa R. – I say, what an interesting inquiry we have here. Gatsby and Daisy is indeed a topic to talk on. I truly believe (or believed, since, you know, I finished the book) that the relationship was too forbidden to exist. Even though the two seemed to be madly in love, the whole idea of a dedicated connection seemed like a bit of a fantasy. On a personal note, I wouldn’t have really cared if Gatsby and Daisy had skipped off into the hills happily ever after or not. My subconscious was aware that this relationship would never really take off, so I never really had an opinion on whether I wanted them to be together or not. Maybe I’m too emotionless to care about fictional relationships, or maybe just heartless, or realistic. Or mental. I also found your interpretation of the valley of ashes interesting. It correlates with mine in a way, although not really in the same vein. Both analyses could work though.

The Great Gatsby fits the second of the two “classic novel” definitions. To make this post longer, I am going to copy-and-paste said definition here: “a classic endures because it somehow conveys something important about its setting (time and place) that may not have been apparent when it was written.” Fitzy’s book has quite a few underlying themes, and one of them I haven’t quite elaborated on, let alone mentioned as far as I remember. This theme involves the American dream of success, fortune, and prosperity—all which kind of mean the same thing, so I don’t know why I said all three. I tend to do that. Gatsby represents the excessive wants of an average American, as well as the lack of satisfaction no matter what is achieved. Although his methods were unlawful, Gatsby did indeed fulfill the quintessential American dream, and he failed to realize that. His undying passion for Daisy and relentless efforts to win her again indirectly led to his demise, emotionally and literally. Many Americans during the Roaring Twenties pursued the American dream, and were eventually blinded by greed, ignorance, and…see, now I’m having trouble thinking of a third thing. I guess I could just leave it at two. Greed and ignorance. That’s fine, I suppose. Fitzy (is that nickname getting disrespectful and/or stale?) conveys this theme both in his style of writing and his literary content. Nick’s intelligent and unbiased mind successfully summarizes the themes somewhat vaguely, and characters (such as Gatsby and the Buchanans) are utilized as symbols to signify them as well.

If I were a teacher, I would whip my students. But besides that, I would absolutely make them read Where The Wild Things Are. I would also, of course, make them read The Great Gatsby. The Great Gatsby is an excellent read. After persevering through the thick forests of confusion in the beginning of the novel, you will be glad you stuck it out. Aside from being captivating and enjoyable book, it is also jam-packed with themes and symbols to interpret. I find that interpreting symbols is an excellent way to stimulate your mind, and makes reading funner. I will never say “more fun.” Never. It’s “funner.” So to sum up my thoughts, I would encourage my students to look for themes and symbols within the pages.

I am very glad that I read The Great Gatsby. Had I not read the book, I would probably not know what to write for my Edmodo posts, and end up receiving poor grades on them. Also, had it not been for the book, I would have played video games until I developed deep-vein thrombosis. So this novel essentially saved my life from a painful fate. I look forward to The Great Gatsby film later this year, although I wish Gatsby was portrayed by a 30-year-old Christoph Waltz as opposed to Leonardo DiCaprio.