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    • Class of 2018
    • Chenxi Wang
    How does your experience in the Literature major help you with your career goal?
    Understanding the human psyche through the lens of literature has enabled me to be an excellent marketer. For the rigorous analytical training from the Literature program at Yale-NUS College equips the students with systematic evaluative skills that are highly transferable to any industry or sector. As a senior, I look forward to contributing my content generation skills to help organisations promote their messages and products creatively and effectively. 


    • Alumna, Class of 2017
    • Isa Ho
    Why did you choose the Literature major?

    I chose the Literature major because it was the natural next step for me in a trajectory that has its root in my childhood love for reading and writing. With only six Literature majors in the Class of 2017, we not only got to know each other very well, but we also got to establish close working relationships with our professors that might be impossible in other majors or colleges. The Literature major enabled me to dip my toe in a variety of literary traditions through classes such as Dystopian Fiction or Ancient Epic and Gangster Film. It allowed me to plumb the depths of some of my literary obsessions through the Capstone Project. My enthusiasm for literature and writing in general has led directly to the next stage of my career, and will hopefully continue to guide me along my academic and professional journey.

    • Alumna, Class of 2017
    • Carmen Denia
    How does your experience in Literature inform what you’re doing?
    I confess that I underappreciated how much I was learning while I was in college. Now that I’m in a different environment, I can see that I was given so much by my professors and peers. My sub-concentration at Yale Divinity School is titled ‘Religion and Literature’, so the continuity seems pretty clear, but even as I have moved to doing more research in the visual arts and liturgical studies,  I apply the same skills I was taught as a Literature major: placing the piece of art in its socio-historical context, breaking it down into its components, analysing these sections, and respecting that the complete work of art has something more than just the sum of its parts.
    Perhaps the most important thing being a Literature major at Yale-NUS has given me is confidence. Though I came to the major with little preparatory background, our professors were always encouraging. At every stage in my undergraduate career, they encouraged me to pursue my interests, even if I was not the quickest student or sure of where I was heading. It may not seem that special, but when I am faced with a difficult poem, painting, or task today, I trust that I can work through it with enough time, patience, and the right secondary sources! I think that is because my professors and classmates in Literature at Yale-NUS believed in me, and taught me to believe in myself. For that, I am truly indebted and most grateful.
    • Associate Professor
    • Geoffrey Baker
    How did I become a literature professor?

    Why did I decide to pursue a degree in literature? Many years ago, I found myself in a course on contemporary literary theory. In a moment of trying to be a joker, I decided to build my term paper for the course around  Anglo-Saxon warrior poetry and gangsta rap—think Beowulf meets N.W.A. I relied on ideas of linguistic colonialism that were popular with New Historicist and postcolonial critics. Such comparisons across space and time were not new at the time, I later discovered, but they were new to me.

    What had started as a little bit of a prank, however, became a topic that absorbed me, and the final paper elicited from my professor the remark that, whether my argument worked or not, these “important” questions to raise, questions of power and the traces it leaves in languages and cultures. His use of that one word—“important”—altered my entire perception. I had thought literary study had mostly to do with liking to read and talk about books. But the idea that what we do could be “important,” could reverberate outside the classroom, or even affect the world, or train us to critically engage in the world—all of this shocked me into a new sense of the possible significance of literary study.

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