Abstract

Traditionally, we English faculty have warned our students against simply identifying with a literary work’s characters. For us, such attachments constitute “reading badly.” But we engage in identifications, too, including ones with the work’s author. A consideration of critical responses to “Benito Cereno” and Uncle Tom’s Cabin enables us to see how our own identifications often operate. In our teaching of reading, we should openly acknowledge our own commitments and help our students negotiate them.