“In my mind I am eloquent; I can climb intricate scaffolds of words to reach the highest cathedral ceilings and paint my thoughts. But when I open my mouth, everything collapses.”
R often addresses the audience directly when he talks, which creates an interesting effect. Right away, R reflects on names as he talks to the reader: "I'm sorry I can't properly introduce myself, but I don't have a name anymore. Hardly any of us do. We lose them like car keys, forget them like anniversaries..." R goes on to reflect on the significance of names as part of identity and culture: "But it does make me sad that we've forgotten our names. Out of everything, this seems to me the most tragic. I miss my own and I mourn for everyone else's, because I'd like to love them, but I don't know who they are."
R's stunning eloquence as a narrator is juxtaposed with his utter inability to articulate his thoughts verbally. He struggles to say simple words and phrases. After trying to communicate with Julie, who is human, R states his frustration: "Julie looks at me like she's waiting for more, and I wonder if I've expressed anything at all with my halting, mumbled soliloquy. Are my words ever actually audible, or do they just echo in my head while people stare at me, waiting? I want to change my punctuation. I long for exclamation marks, but I'm drowning in ellipses.” What I love about Marion's prose is the captivating beauty with which he expresses the conundrum of communication. While R's struggles have to do with his undead state, he also articulates what so many people (perhaps teenagers most especially) experience when they try to share their thoughts with others. I want to change my punctuation. Ah, if that isn't beautiful, self-reflexive language, I don't know what is.
Despite my love of the novel, I was quite skeptical that my students would enjoy it. The text is much more difficult than many YA novels (in fact, it would probably not be classified as YA, though many people pushed it since the movie is definitely geared toward teens). The plot (despite the whole zombie thing) moves rather slowly. Additionally, the end, while functional, raises lots of questions. However, as with all novels I read and want to share, I put it to the test by placing it in the classroom library, and I found it to be a wild success. There was a waiting list for it, and I could never keep it on the shelf. Students who aren't crazy about reading seemed to handle it relatively well, and they enjoyed it.
If you're considering teaching a contemporary, post-apocalyptic novel, this one might be a good choice for a variety of reasons. First, the syntax and style of the novel beg closer study. Additionally, Marion provokes thought about complex issues of identity, alienation, and the determination to live despite horrifying circumstances. I would consider teaching Warm Bodies in advanced upper level classes (such as AP Lang or AP Lit) because of the syntactical structure as well as the complex questions that it raises about what makes life valuable. It would also be a great text to study along side of the film because the film version made some drastic changes (including sparing the life of a major character). You could explore the way that audience impacts storytelling and consider why Hollywood producers might soften the grittier parts of a novel for a teen movie audience. Additionally, Marion creates parallels between Shakespeare's Romeo and Juliet and his own novel (which I discussed here), and that paired reading would be fun to explore as well.
“Peel off these dusty wool blankets of apathy and antipathy and cynical desiccation. I want life in all its stupid sticky rawness.”