The Story
In Long Way Down, author Jason Reynolds brings readers on an intense, but brief journey with William Holloman as he struggles to decide how to react to his brother being murdered. This inner-conflict is so intense in fact, that most of the novel consists of a single elevator ride, as William descends into the depths of his conscience and contends with the potential consequences of his choice.
During this descent, William converses with the ghosts of friends and family who have also fallen victim to the rules of their community: no crying, no snitching, always get revenge.
William faces the ghost of his friend Dani, who he saw get shot and killed when they were just little kids. He meets his brother’s friend and mentor Buck, and the man who accidentally killed him. He also has emotional reunions with his uncle, his father, and his brother Shawn – the most recent to be killed. Over the course of a seven-floor elevator ride, William wrestles with these ghosts and what they represent.
Making the story even more engaging and unique is the style in which Jason Reynolds writes. Long Way Down is told in verse, with line breaks and white space creating rhythm and shaping meaning. This version of concrete poetry proves compelling. It grabs the reader and refuses to let go.
Why Teach It
Teaching Long Way Down by Jason Reynolds can be rewarding and meaningful because of the unique way in which it is written, and the relevance of the subject matter for today’s teenagers.
Long Way Down gives students an excellent example of how poetry can be compelling and effective. It is definitely different from most of the poetry your students will have encountered. Reynolds doesn’t use flowery language or corny cliches; instead, he creates vivid images using poignant metaphors and symbolism. Students absorb and connect to these images while rabidly consuming the fast-paced story, almost unaware, and certainly not put-off by it’s poetic presentation.
Students also connect with the story, the characters, and the dilemma that William faces. First of all, students often find it refreshing to read a story with a setting and characters they can relate to. And while he uses elements of the supernatural and magical, the world that Reynolds presents is both real and familiar. Students recognize William, his community, and the rules he feels bound by. They are interested in the issues and themes explored in Long Way Down: gun violence, loyalty, and being true to your roots and yourself.
New Classics
While the old favorites of English classes are undoubtedly excellent pieces of literature, it is long past time that the curriculum was updated. Jason Reynolds himself says that he would be disappointed if Long Way Down were still being taught in 40 years, not because he doesn’t think it deserves to be taught, but because he believes that as society changes and evolves, so should the literature students explore in school.
It is time for teachers pivot towards the new classics. These texts should reflect the values and demographics of our society today instead of being dominated by the perspectives of mid 20th century. The diversity of our communities should be represented in the literature our students explore in school. They should have the opportunity to recognize themselves and their communities in these stories. And the subject matter should engage and be relevant to modern teens.
None of this need be interpreted as denigrating the old classics. They were excellent pieces of literature, and they served their purpose admirably. But it is time to embrace more modern literature, and teaching Long Way Down provides an exceptional opportunity to inspire new readers.
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