Faerie Land

I realize there’s no blog due today, but I just got done with a bunch of homework and I decided I needed a break. So I drew out the map of Faerie Land. Or rather, how I perceived Faerie Land when reading Spenser’s The Faerie Queene.


I realize its kind of empty, but that’s because that’s all of Faerie Land that I have read…so far. This was physically and emotionally exhausting. I have a whole new respect for Tolkien.

Bigger image here: http://img189.imageshack.us/img189/2118/faerieland.jpg

To Matthew Hall, or Whom it May Concern:

I am writing to inform the relevant parties that while attempting to peruse Edmund Spenser’s “The Faerie Queene”, a work reproduced and remediated by Vanderbilt University for the use of its students in its English 115F “Worlds of Wordcraft” seminar, I found numerous errors that make the work incredibly hard to read and therefore difficult to utilize.  This difficulty ultimately lead to the spending of more time than necessary reading what this university seemingly deems “a poem”.  The time lost by Tyler Gilcrest U.G.S. (Undergraduate Student) relates directly to future dollars and cents in an exponential, but indeterminate, relationship (fig. A) and is due to the fact that he was forced to spend undue amounts of time with your organization’s product.

Fig. A

One error encountered during the use of your product was the presence of numerous and grievous spelling errors.  Spellings such as “gealous”, “farre” and “raine” (for the word “reign”, not “rain”, mind you) are clearly gross oversights in your efforts for remediation for the use of Vanderbilt students such as my client.  one particularly atrocious example, “dreryhedd”, can only be speculated as to its actual meaning.  Not only do such examples occur, but they do so with such egregious abundance that it begs us to question who you employ for editing service, or whether you request that he take off his winter gloves when he types.  Such simple errors like said spelling errors reflects poorly on your efforts at this remediation.

Another problem with the product lies in the sheer length of the remediation.  The work is supposed to be a “poem”.   A poem implies a short work of fiction.  However this published version is longer than most novels.  In fact, our research indicates that this is the longest poem in the English language.  The length of this poem severely increases the amount of reading time.  And much of the excess is merely fluff.  The first stanza of Book III, Canto I, for instance, can be summarized the following way:  “The Briton Prince and Fairy Knight rested and were healed so that they could continue their adventures”.  Instead the author decides to take an inordinate amount of lines to explain this simple statement.  Again, the amount of money this has cost my client is inexcusable.

The following are suggestions to improve the remediation of the product so as to make it a more efficient and therefore desirable read:

  1. Use spell check.  This functionality comes in most modern word processors.  Comprehension of the material increases greatly with such a tool.
  2. Use a different format other than portable document format.  Not only does this limit the amount of mutability in remediation but it also limits the ability to perform suggestion 1.
  3. Fire your editor.
  4. Shorten the length of the work, add some visuals and/or vibrant flash animation, and make sure the final product can be understood by most 11th grade students.  Tyler Gilcrest cannot be bothered to think over allusions, archaic constructs or difficult vocabulary words.

With these changes implemented, both parties will undoubtedly be happier.  Any questions, comments or concerns can be returned along with explanation to this office and will be forwarded accordingly to Tyler Gilcrest U.G.S.  We appreciate your future compliance.


Samuel Thompson

Office of Wrongly Assigned Students

Thompson and French P.A.