I sat down to read Dear Committee Members, Julie Schumacher’s second novel, on the same day a former student emailed asking for a letter of recommendation to become a resident assistant on campus. As I scrolled through the email, I had to chuckle. Not only did I vaguely remember this student, but as I searched my memory (and previous online grade book), I realized this student did not do particularly well in my class nor did he demonstrate any of the qualities necessary for a resident assistantship.
So to is the woe of Jason Fitger, the epistolary novel’s witty anti-hero and beleaguered professor of creative writing and literature at Payne University, who chronicles a year’s time with the incessant requests for letters of recommendation from current and former students, many of whom do not possess the intelligence and/or the aptitude deemed essential for their sought after positions. Take the case of a Mr. Allen Trent for example. Professor Fitger writes, “Mr. Trent received a C- in my expository writing class last spring, which – given my newly streamlined and increasingly generous grading criteria – is quite the accomplishment. His final project consisted of a ten-page autobiographical essay on the topic of his own rageful impulses and his (often futile) attempts to control them. He cited his dentist and his roommate as primary sources” (22). Some were requested by little known students like Melanie deRueda, who, Fitger explains, “I’ve known . . . for eleven minutes, ten of which were spent in a fruitless attempt to explain to her that I write letters of recommendation only for students who have signed up for and completed one of my classes” (12). These student stories remind me of the video “So You Want to Get a PhD in the Humanities?” that I was introduced to in graduate school (2:00-2:17), a humorous yet all-too realistic take on the state of affairs in our field.
Others showcase bright students as products of academia and a hopeless job market, as Fitger explains: “You or any other employer will be very fortunate to hire a person such as Ms. Cuddigan . . . I hope you will not consign her to a windowless environment populated entirely by unsocialized clones who long ago abandoned the reading and discussion of literature in favor of creating more restrictive and meaningless ways in which humans are intended to make themselves known to one another” (88).
Although student shortcomings and our product-driven world are the focal points of many letters, taken as a whole, the novel acts as a beacon of social criticism. It highlights the travesty of minimalizing students, professors, and the profession into a stock, three-paragraph letter. There are quite a few instances in Schumacher’s book where Professor Fitger must complete a confidential, online letter, only to be cut off mid-sentence due to an imposed word limit. In one such application, the question reads, “Are there any other comments you would like to add,” to which Fitger angrily retorts, “Yes: I would like to finish my fucking sentences. I suppose your organization is to be commended for not resorting to the absurd array of little black boxes . . . but given that your damnable form has cut me off every time I initiate a” (55). It seems as though these letters also undermine the very subjects and lessons I teach, such as the larger social significance of ideas, the power of face-to-face interaction, and critical thinking.
I emailed my student back requesting a visit and a chat prior to the commencement of my letter writing. We met over coffee on campus, and I learned so much about my student’s hopes and dreams for his future. After our talk, I sat down and crafted a letter, adding in my own sincere request for a phone conference to discuss matters further at the end of the letter. So, during the crazed end of the fall semester, I’m reminded, thanks in part to Schumacher’s hilarious, social critique, not to lose sight of why I even got into this profession in the first place.
c 2014 Tara Friedman