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For the Love of Snorkacks

@fortheloveofsnorkacks / fortheloveofsnorkacks.tumblr.com

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okay hear me out:

It was recently brought up between friends that dementors probably can’t destroy horcruxes (so they said), but I countered that they could possibly destroy a horcrux housed in a living being, right?

Except if the horcrux is bound to the container aka the body, the body would still be alive because the dementor’s kiss doesn’t kill people, yes?

So theoretically, the horcrux-soul might be able to take over with no native consciousness to oppose them

basically what I’m proposing is an au (most likely crack-y but maybe dystopia, idk) in which Harry’s soul is eaten circa PoA and the rest of the story is horcrux Voldemort trying to pretend he is Harry.

Of course Voldemort is kinda obsessed with himself, so Horcrux-Voldemort-Harry is probably obsessed with Prime Voldemort. Thus, we have a scenario where Horcrux-Voldemort-Harry tries to gain a following. Publicly, this is justified as “opposing Voldemort,” and privately Voldemort 2.0 is planning to hand over an army to Prime Voldemort, except Voldemort fundamentally cannot deal with anyone competing with him, so Voldy 2.0 can’t actually be loyal to Voldy Prime, and maybe is lying to himself and denying that he actually wants to beat Voldy Prime and win over his followers.

A few possible ways this might go: Serious dystopia that is interested in how the main characters may be corrupted: Voldy 2 is able to defeat Voldy Prime and maybe consume him, but in the process of winning over the “good” side, the defeat of actual Voldemort does nothing to salvage the messed-up society. 

For a serious, non-cracky version that’s not a full-on dystopia, Voldy-as-Harry turns into a better person in the process of masquerading as Harry (because he’s cared for by others and maybe influenced by Harry’s goodness) and then has the whole “remorse” thing and is able to re-unite with Voldy-prime somehow (and then it turns out Harry’s soul wasn’t fully consumed by the dementor because it was anchored to the Horcrux, and so when Voldy reunites, Harry is back too. Happy ending!)

Crackfic version probably ends up with both Voldemorts developing distinct consciousnesses and then being re-combined (possibly into Harry, who is probably still in there and learning how to take control), and then possibly exorcised into a container together where they mostly yell at each other and maybe end up in therapy (the therapist specializes in ghosts and helping them move on. She’s considering expanding her clientele to include portraits). The exorcised Voldies are not ghosts but can be a really annoying object by bouncing around at odd hours and making weird noises. they end up in the troll’s leg umbrella stand, actually. There, they squabble pettily and reluctantly work out their issues with the ghost therapist because they’re bored and it’s nice to get dunked in a pensieve every now and then and get a break from the other. bonus points if she is a reformed poltergeist).

nobody responded to my genius so naturally I am going to reblog it and make it my pinned post.

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sideprince

Hello hello, love your blog and all the meta! Do you have any thoughts or saved meta on Snape’s accent? I don’t remember us seeing any indications in book-canon about him having an accent that stands out in any way, but I’d imagine that a poor boy growing up in the midlands (or in the north, as we thought before Spinner’s End was revealed to be in Cokeworth), to have a strong regional accent. Since this is an obvious class marker would he have tried to tone it down or hide it as he got older in Hogwarts? Thoughts?

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Hello! Thank you, I'm always surprised anyone reads my post so that's such a nice thing to hear! I've actually been thinking about Snape's accent lately so I love this ask and also get out of my head.

The books seem to show Snape speaking the Queen's English (ie. the dialect spoken primarily in the South of England and considered by some to be "proper" English, those people being dismissive of regional dialects in ways I personally don't agree with). This can be deduced more from seeing how the dialogue of characters like Dobby and Hagrid are written than anything else. Hagrid is written as speaking with a thick West Country accent, with a lot of "yeh" instead of "you" and "ter" instead of "to" etc. You also see similar clearly denoted regional dialects with characters like Mundungus Fletcher (whose accent is Cockney):

“Blimey,” said Mundungus weakly ___ “Keep your ’airnet on!” said Mundungus

-Order of the Phoenix, Ch. 2

“Well, you’re a bunch of bleedin’ ‘eroes, then, aren’t you, but I never pretended I was up for killing meself -”

-Deathly Hallows, Ch. 11

Because we see these characters with their pronunciations clearly written into their dialogue, we're meant to assume the other characters speak the Queen's English, as no specific dialect is otherwise indicated. McGonagall is Scottish but it's never mentioned that her accent might be as well, and her dialogue doesn't indicate it is either. In fact, if you do a quick search on potter-search.com for the word "Scottish" the only instance that comes up in any of the HP books - which are set in the Scottish Highlands with McGonagall as a prominent Scottish character - is at the end of Deathly Hallows when the dragon the trio break out of Gringotts with deposits them in the middle of a Scottish loch. It’s the only time the word Scottish is used in the whole series. I think that says a lot about JK Rowling as the writer and what her own biases are when it comes to writing representatively of the places her story - and its characters - inhabit.

I don't think Rowling put that much thought into Snape's accent and where he's from. The underlying message is that the Queen's English is the "default" accent and peppering her books with regional dialect in the dialogue of folksy characters like Hagrid gives them a bit of color, or that giving someone like Mundungus a Cockney accent denotes his being an untrustworthy criminal (and it's not exactly a revelation that she has unchecked internalized biases that show through her writing). But I also think that she wrote Snape with Alan Rickman in mind and that made her vision of him a bit conflicting, ie. she wrote his backstory as growing up in a Midlands slum and yet he speaks like the RADA trained actor she envisioned him as in her mind.

That won't stop me from coming up with meta about Snape's accent, though! I've been thinking about it lately, actually, because I see a lot of posts that talk about how he must have lost his accent at school to fit in with the other Slytherins, since there are, historically, many pure-bloods and Sacred 28 families in that house and he would have had a hard enough time fitting in as it was. I've always thought these theories made sense but lately I've been wondering if there could be an alternate reading of Snape's accent.

We don't really know much about Snape's mother but I've thought about how she might have come from a reasonably well-off wizarding family, or at the very least from a higher class background than she ended up raising her son in. Although most Brits grow up speaking with the accent of their region, some do grow up speaking how they're taught to at home if it diverges from other locals. The example that comes to mind is how John Lennon always had a scouse accent having grown up middle class in Liverpool, while Paul McCartney - also from Liverpool - spoke the Queen's English because his mother insisted on teaching him to speak it at home, despite their family being working class, in order to give him a leg up through the classist confines of British social classes.

So my own meta has lately been to play with the idea that Snape always spoke with the accent we see his adult self speaking with, because his mother wanted him to have a chance to do better in life than what she was able to give him (again, given how classist British society is, and was especially back in the 60s). It may also explain why he had so few friends as a child: if he was raised to speak the Queen's English in a working class slum, the other children may have ostracized him for it and he may have inadvertently alienated them.

The idea that Snape has always spoken with the accent he has as an adult is partly supported by the conversations we see between Snape and Lily as children, where Snape's accent isn't written in the regional dialects we see other characters having. There are a few minor moments where young Snape seems to have a Northern lilt, but it comes off more as something that slips into his speech than characterizes it, when compared to Mundungus or Hagrid (emphases mine):

‘We’re all right. We haven’t got wands yet. They let you off when you’re a kid and you can’t help it. But once you’re eleven,’ he nodded importantly, ‘and they start training you, then you’ve got to go careful.’ ______ ‘They wouldn’t give you to the Dementors for that! Dementors are for people who do really bad stuff. They guard the wizard prison, Azkaban. You’re not going to end up in Azkaban, you’re too -‘ He turned red again and shredded more leaves. Then a small rustling noise behind Harry made him turn: Petunia, hiding behind a tree, had lost her footing. ‘Tuney!’ said Lily, surprise and welcome in her voice, but Snape had jumped to his feet. ‘Who’s spying now?’ he shouted. ‘What d’you want?’

-Deathly Hallows, Ch. 33

There's a bit of Northern in how he says "you've got to go careful" and shortens "do you" into "d'you" but overall his speech is fairly standard Queen's English. It sounds more like a kid trying to sound cool, the way the Weasley twins and even Ron often do (Ron saying "geroff" to his mum, the twins shouting "oy" to each other or saying "blimey" even though they all grew up in Devon and their speech is generally also written following standard Queen's English).

Young Snape's accent may also have been something that caught Lily's attention or just put her at ease - seeing this skinny, twitchy kid wearing odd looking clothes and looking uncared for and poor but hearing him speak with a more familiar accent and vocabulary would have made it easier for her to connect with him. We see from Petunia's dialogue as an adult that she speaks the Queen's English, so we can assume the two girls grew up speaking it at home. There aren't really any colloquialisms in her speech, and what little (and it's really so, so little) we see of Lily seems to show the same.

Some people claim that Snape’s Northern accent comes out when he's triggered, but I can't find examples of it. At his most triggered in the Shrieking Shack in PoA, he still speaks as he always does:

'SILENCE! I WILL NOT BE SPOKEN TO LIKE THAT!’ Snape shrieked, looking madder than ever. ‘Like father, like son, Potter! I have just saved your neck, you should be thanking me on bended knee! You would have been well served if he’d killed you! You’d have died like your father, too arrogant to believe you might be mistaken in Black - now get out of the way, or I will make you. GET OUT OF THE WAY, POTTER!'

-Prisoner of Azkaban, Ch. 19

Even in HBP when he's fleeing and Harry triggers him, his speech is consistent with hiw it’s written through the rest of the series:

'No, Potter!’ screamed Snape. There was a loud BANG and Harry was soaring backwards, hitting the ground hard again, and this time his wand flew out of his hand. He could hear Hagrid yelling and Fang howling as Snape closed in and looked down on him where he lay, wandless and defenceless as Dumbledore had been. Snape’s pale face, illuminated by the flaming cabin, was suffused with hatred just as it had been before he had cursed Dumbledore. ‘You dare use my own spells against me, Potter? It was I who invented them - I, the Half-Blood Prince! And you’d turn my inventions on me, like your filthy father, would you? I don’t think so … no!’ Harry had dived for his wand; Snape shot a hex at it and it flew feet away into the darkness and out of sight. ‘Kill me, then,’ panted Harry, who felt no fear at all, but only rage and contempt. ‘Kill me like you killed him, you coward -‘ ‘DON’T -‘ screamed Snape, and his face was suddenly demented, inhuman, as though he was in as much pain as the yelping, howling dog stuck in the burning house behind them, ‘- CALL ME COWARD!'

-Half-Blood Prince, Ch. 28

There isn't really much in these moments to suggest a Northern accent coming out. So in a radical departure from the fandom, I've been mulling over the meta that Snape always had the accent we see him with. It's not as unlikely as people think, and certainly not impossible.

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sideprince

A movie question I wanted to throw your way: what do you think about the decision to use a decent amount of physical acting on Rickman’s part for comic effect? I’m thinking his snatch of thin air in Philosopher's Stone, his creeping along the table towards Ron and Harry in Chamber, his dramatic point in that same scene, his walk up to the stage for Dueling Club, his whacking students in Goblet and Order, etc.

On one hand, I feel like this does match the tone of the books; he canonically lurks and prowls and points and snatches at the air, and his menace is often undercut by a physical description that’s meant to be some level of comedic. On the other hand, we don't see Snape nearly as much in the movies as we do in the books, so this aspect of his character seems somewhat overinflated by the movies?

TLDR I don’t think these decisions in the movie were completely out of left field, but it also feels off for some reason. Idk I don’t know how exactly to verbalize my feelings on the matter and wanted to hear your thoughts!

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It will probably come as no surprise that I feel like any answer to this question is inseparable from the absolute hatchet jobs that are Steve Kloves' screenplays for the HP franchise. This reply is going to end up inevitably long (you ask me about my favorite subject, you suffer the consequences), but all of it is ultimately framed by the problem of having to make the best of a badly written script. (**edit: This post is way too long. Run away. Don't look back.)

The writing doesn't support the story

The first thing that jumps out to me is that there's a separation between where and how these comedic moments are used, up until the end of GoF and after. They're more a part of the story only until Harry's story arc reaches the point of Cedric's death, when he first witnesses death in the way that allows him to see thestrals after. GoF is when the story takes its first dark turn, and up until then the tone and story is much more in line with children's literature, so it makes more sense that Snape is portrayed in a bit of a playful way. After GoF - even though the films reveal it as an aside and much later than the original story does - Snape resumes his role as spy and becomes more integral to the story as a key character and is thus no longer just a foil in a children's story. I think what doesn't work about it is the inconsistency. The books have comedic moments with Snape too, which are cartoonish, up until the end of DH - I feel those are also out of place, but at least their existence gives a basis to what's done in the films.

Nevertheless, one of the biggest problems with the films is that they're badly edited. I'll leave that analysis for another post (you're welcome), but essentially these comedic moments feel inconsistent in part because there's often a disconnect between the performance a director has asked of his actors and the tone that's established in the editing room once pacing and a soundtrack are added. Any vision a director had for these films was muddled by the involvement of big studio producers and limitations. This is made more jarring by the way that Kloves has interjected light, funny moments in awkward ways throughout the scripts. He struggles overall to convey the world that Rowling has created, and if it weren't for the brilliant production design of Stuart Craig, Kloves' failures would be much more obvious (again, worthy of its own roast post).

Take the scene where Snape whacks Harry and Ron on the head in Gof: why are the students all studying in the Great Hall? Why are various years sitting together? Why is Snape overseeing them? It's a scene almost verbatim out of the book (Fred asks Angelina to the ball casually, he and George tell Ron and Harry to get dates "before all the good ones are gone," we find out Hermione already has a date), but like pretty much every scene that originally takes place in the Gryffindor common room, this one is moved to another location for no discernible reason. The main difference in the change is how restrictive it is: in the common room the children are free to be themselves, but in the Great Hall, under a strict teacher's nose, they have to be quiet and restrained. Another subject that would need its own post is the myriad of ways Kloves goes out of his way to rewrite settings and characters to avoid allowing them to express themselves or grow as characters, and how hard he works to stifle and limit them in ways that are convoluted and work against the story, as if he himself couldn't deal with any kind of emotional vulnerability (in a way, his scripts are a desperate cry for help). This directly contributes to why so many of Snape's comedic moments feel off.

The changes in the scene in GoF don't even make sense from a production perspective, as they required more actors, more lighting, and more setups. Instead of using the cozy setting of the common room to establish camaraderie between the students, Kloves replaced that energy and lightheartedness with Snape in a way that's uncharacteristic. The scene, as he wrote it, is already light and has humor, but Kloves doesn't trust it - he feels the need to exaggerate it and the casualties, as always, are the characters and their portrayal. It's as though he's following a formula and saying, "this page number/scene number must provide relief from the tension of the story" and then doesn't consider how following that directive fits into the rhythm of the narrative. It's closer to being an isolated scene akin to a comedy sketch than to a scene that's part of an act that's part of a film. It's worth noting that, in GoF, Kloves interjects this scene as if he's forcing this moment of comic relief into a story that didn't require it and then relies on playing off of Snape's usual seriousness as its crux. In OOtP, when there's a callback to it as Snape smacks Ron with a book again, it's no longer the point of the scene, but an aside in a comical montage focused on Umbridge (OOtP was also the only film not written by Kloves, so this moment is more likely the result of Michael Goldenberg trying to maintain a consistency with Kloves' work). Overall, I think that feeling of something being off is, again, more rooted in the writing than the performance.

Rickman as an actor playing Snape

There's a lot of criticism in the Snapedom of how Alan Rickman portrays Snape, but not enough acknowledgment that none of the characters are portrayed well, and most of it comes down to Kloves' writing of them. Book!McGonagall insists that all students under 17 are evacuated before the Battle of Hogwarts, where Movie!McGonagall only cares that the Slytherin students are locked in the dungeon, everyone else can stay, what does she care if first years die? Book!Hermione is intelligent and empathetic while Movie!Hermione is a two dimensional maternalistic harpy whose main job is to be a mouthpiece for plot exposition. Book!Ron is funny and brave and fiercely loyal, while Movie!Ron throws Hermione under the bus, is cowardly, and is reduced to a flatly written sidekick. Book!Harry is complex and while I could list a million examples, I'll stick to this one: in PoA when he finds out Sirius betrayed his parents, he's enraged but has no reply when asked if he'd want to kill Sirius. Movie!Harry says with conviction, and without prompting, that he wants to find Sirius with the explicit purpose of killing him. Every single character takes a hit because of how Steve Kloves writes them, and Snape is, sadly, no exception.

While some film shoots allow for improvisation, a big budget production on a tight schedule with scenes that require a lot of prep work can't afford to make many changes. So, for example, while Ralph Fiennes was asked to improvise his scene as Voldemort at the end of DH2 when he re-enters Hogwarts victorious (and that's why the dialogue is redundant and that weird hug with Draco continues to plague us), it could be done because the wardrobe and set and cast were already in place and the time required had already been scheduled in. It wouldn't be possible, though, to add an additional scene - like Snape going feral in the hospital wing at the end of PoA - unless it was written into the script. Additional actors would be required, which would mean coordinating with their schedules and adding them to the budget, not to mention scheduling in additional days with the crew who may already have other work lined up. It would require either pushing every other shooting day back - which is near impossible - in order to use the hospital wing set while it's still up, or tacking on production days to the end of the shooting schedule and rebuilding the set on those days. This can be done for necessary pickups that round out existing scenes, but you can't really say, "hey I decided we need a scene here that didn't exist before" without causing huge problems. Because of how contracts work, any significant scene changes would have to be sent back to Kloves who would have to write alternate scenes and/or dialogue, and even then if you wanted to fix a specific character's arc - like Snape's - you would have to add in so much that it just wouldn't be feasible. Screenplay lengths have to fall within a certain number of pages, because each page is approximately a minute of screen time, so adding a few more to a finished script mid-production is very difficult. The actors have to make the best of what's on the page. Which brings us to Alan Rickman, his choices as an actor, and what informed both him and the character of Snape.

Alan Rickman was a RADA trained actor, so his approach to a character involved a lot of physical work as well as character analysis. As far as I know, he was the only actor to contact JK Rowling directly to ask about his character, because he wanted to make an informed decision about how to play him since Snape was so nuanced and gray. Unlike some of the other actors (like Michael "DIDYAPUTYANAMEINDAGOBLETOFFIYAH" Gambon) Rickman read the books - those that were available when he took on the role, and each as they came out afterwards - and used them to inform his understanding of his character beyond what Kloves wrote (presumably in crayon with all the e's backwards). In interviews and Q&A's it's clear Rickman was fond of the HP books and story, and had a thoughtful process taking on Snape's character. He did not see him as a villain, because, as he's said, he didn't approach characters with that kind of judgment. And while I'm sure the egregious amounts of cash Warner Brothers threw at the actors was inevitably a factor for all of them, several of the ones playing teachers or other adults have said that they took on their role because a child in their life insisted on it, despite them being unfamiliar with the books, whereas Rickman's process was to read Rowling's books in order to decide whether to take the role. Again, he was a RADA trained actor, and thus had a meticulous approach to his work that followed a thoughtful, considered process and a decision based on whether he felt he could embody a character in a way that did them justice/if they were interesting enough to him. By the time he started shooting PS, he also had experience directing a film and was working as a director in theatre as well as still acting, so he understood the process from the perspective of not just an actor, but also as someone behind the camera, someone working with actors both as a peer and director, and someone sitting in an editing room.

We know from his diaries that he became increasingly frustrated with how his own process and expectations clashed with that of the producers on Harry Potter. He wasn't interested in renewing his contract after the first few films (goodness knows how much money they offered him in the end - his wife has said that he never let anyone else pick up a tab in a restaurant and if they argued, he would just say "Harry Potter."). He writes about seeing the films at premieres and being frustrated with how little story and development there is (especially for Snape), which makes me think there are deleted scenes somewhere that haven't been released. At one point he writes about a premiere party where he had internally lost patience with the three Davids (Yates, Heyman, and Barron). It's obvious that there's a discord between the work he wanted to do with Snape's character and what choices the production made:

He describes how, during the filming of the Yule Ball scene in GoF, there was an attempt to get him to dance but he refused because he didn't think Snape would dance:

It was a rare moment of potential for improvisation because, again, the set and cast and timing were already accounted for, and in this case there wasn't even dialogue. The scene where he smacks the boys with the notebook - as far as I know - was scripted. So there's a difference there in how much freedom he had, as an actor, to say no to what he was asked to do. Even in the above diary entry it's clear that, given his way, he felt the character wouldn't even be present in that scene, but he had no choice. This tells me that when he had more freedom to make choices, he did so based on his understanding of Snape as a character and, given that he was an actor who was both very respected (and got away with more than most) and also someone who could get argumentative about his character choices, I think this is the most apt lens to examine his physical work with Snape through.

Knowing that he wasn't interested in continuing the role of Snape after the first couple of films and that he was often frustrated with the lack of characterization and story arc, his physicality in his first scene in CoS (when he reprimands Harry and Ron for flying the car) says a lot. (Caveat that one of the reasons he didn't want to renew his contract was that the shooting schedule restricted his schedule and he wanted work on other projects, but I can't help but wonder if that had been the case had HP provided a more satisfying process.) It's almost certain that he had read all the available books by the time the scene in CoS was filmed, including PoA where Snape becomes apoplectic with rage in a way that, to a child reader, is comical (and intended to be) and to someone analyzing Snape is clearly rooted in triggered trauma.

Alan Rickman knew from the outset that Snape's motivation was his love for Lily, so he would have understood the dynamic between his character and Sirius re: who Snape thought sold Lily out to Voldemort. He would also have understood that Snape's reaction in PoA was more about distress and anxiety, and that this was connected to the promise Snape had made to protect Harry for Lily's sake. This would have therefore informed his portrayal of Snape's anger at Harry in CoS, and it's reasonable to assume that Rickman was trying to walk the line between the way Rowling portrayed Snape in full unhinged rage in PoA, what this tells him about this character when angered, and the connection between the moments in PoA and CoS when it comes to Snape's anxiety over Harry's safety. Unlike the author of a book however, who has full control of how they tell a story, Rickman was an actor in a film - an inevitably collaborative medium which therefore made his portrayal reliant on the decisions of others as well.

Chris Columbus, the HP movies, and feral Snape

PS and CoS were directed by Chris Columbus, the guy who directed both Home Alone and Home Alone II and Mrs. Doubtfire. He was a successful director from the 90s tradition of children's movies whose sensibility was informed by the era's attitude towards children's media: kids wanting to see themselves in narratives, in ways that felt empowering and allowed them to process the confusion of a world run by adults in playful, quasi-cartoonish ways within a 3 act structure where the villains - mean adults - get their comeuppance because it feels fair. One thing that set Harry Potter apart was that the villain was not the mean adult; Snape, the mean adult, is a character kids can hate and project their own experiences onto, but Voldemort is a true villain who represents evil and is vanquished by the hero. Chris Columbus established a tone for the first two films that was no longer apt by PoA, not only because it didn't work for the story, but because that 90s era of children's movies had ended and the culture moved on to more complex narratives (and Columbus has focused more on producing than directing since, because his style doesn't work for audiences anymore).

What's ironic about the way Snape's scene at the start of CoS comes off is that, in the book, there's a great comedic moment that's left out:

This is cut from the film, and instead it's Filch waiting at the top of the marble stairs who catches Ron and Harry being late and delivers them to Snape (I don't know why, the scene in the book is much more dynamic and would have taken up about as much time on screen). Rickman, meanwhile, is using the information he's gotten on who Snape is from the books, and imbuing some of that feral Snape energy into his portrayal of a Snape who is genuinely angry:

(Thank you for making these gifs @smilingformoney , they are truly the gift that keeps on giving.)

The thing is, no matter how much of feral Snape Rickman brought to this, no matter how menacing his performance is, this moment still lives within the dynamics of a Chris Columbus children's film. It gets cut off by Dumbledore's entrance - meant to be a comeuppance for Snape, since Dumbledore (being the voice of wisdom and fairness in this world) prevents him from punishing Harry and Ron (you know what, at least in the books they got detention, but ok). Despite Rickman's performance, Columbus as a director has framed this scene in the same context as the one Kloves cut. The tension is brief, and the focus is on Snape being foiled, because it's what children want to see - a mean adult experiencing consequences. It's down to the editing and soundtrack, choices Columbus made in the editing room. In addition, we don't know how many different ways an actor tries a scene, only what ends up in the final cut of a film. The process of the work done on a set is often much richer and more diverse than what an audience sees in the finished film.

Tbh I think this is also why Snape's feral moments were cut from PoA: it's a darker film, but had to straddle the line between being for both children and tweens and not getting too playful, nor too intense. As much as I want to see feral Snape on screen, it's extremely difficult to make work in a narrative that is about Harry and his friends. It either skews too intense, making the audience uncomfortable because seeing an adult becoming unhinged and in pain is difficult and frightening for most young people, even adults, and would therefore take away from Harry's goals and narrative as well as his changing relationship to Sirius (all of which is already barely supported by Kloves' writing). Alternately, it could also skew too comical and over the top, which takes the audience out of the tension of the film's climactic moments.

If Snape's story had gotten more focus and screen time, an unhinged moment would be better justified because the audience would have been more invested in the character and their arc. PoA sidesteps pretty much all of the most compelling parts of the book, which is the realization that Harry is not only connected to Sirius personally, but that his dad, Sirius, Lupin, and Pettigrew created the Marauders Map, that they were animagi, that Harry's patronus takes the form of his father's stag, and that Snape was initimately connected to all of them as well. For me, reading the end of PoA was what cemented Snape as someone who would be crucial to the narrative and whose role would increase as the series went on. As a result of Kloves skimming over these essential plot twists, Snape is a minor character in the film, showing up mostly as a foil who tries to expose Lupin and then catches him and Black in the Shrieking Shack (this also sets his character up to be minimized in every film down the line, which has a worsening impact as Snape becomes increasingly integral to the plot).

One thing I find interesting is that Snape's comical physicality changes over the films. In PS and CoS he's menacing, a looming, larger than life figure the children fear and easily assume to be a full-fledged villain. By GoF there's a relationship embedded in how he interacts with Harry and his friends. He's no longer terrifying, just intimidating, more of an adult Harry challenges than someone he must defeat. The comedic effect now comes from a rapport within an established dynamic between characters. By HBP, the only comical moment is at Slughorn's party, and it's no longer Rickman who uses physicality - the action happens around him, and the comedic effect is in his lack of reaction to any of it. In other words, he's no longer the comic one, he's become the straight man in a (badly written) comedy sketch (with abysmal timing, what even).

Ultimately, as with most of the characters in the HP films, Snape is undermined by the writing. Rickman was stuck working within the confines he was given. No matter how well he may have understood the character, the limited screen time and character development were always going to stifle how Snape was portrayed on screen. I'm very much pro Let Snape Be Feral but I also don't fault Rickman in how little we saw of that.

How Feral is Snape?

If I'm honest, I feel like the Snapedom has taken the Let Snape Be Feral thing and has started forgetting that he wasn't all-feral-all-the-time. The point of Feral Snape is that it's a heightened state of tension in a character whose trauma is being triggered. Apoplectic Snape wouldn't have an impact at the end of PoA if that was his usual way of being. And, as you so brilliantly showed @said-snape-softly Snape's speech patterns are primarily quiet and controlled, his speech gets softer the more dangerous his mood, and it's only after he reassumes his role as a spy that the description of his speech becomes increasingly volatile (but is still controlled). Feral Snape's definitive aspect is the lack of control shown by a character who usually is so exceptionally capable of self restraint and compartmentalization. So again, while I would have loved to see Feral Snape on screen, I think it's also important to acknowledge that this is not the defining feature of his character and is more about what those moments mean to his arc. Their absence is primarily due to poor writing that didn't create space for them (including what leads up to them), and the direction that didn't carve out any kind of niche for them, not Rickman's choices as an actor.

In fact, Snape as a character is defined by descriptors of his voice more than any other character by far. I have my own theory about why this is, and it has to do with Alan Rickman being inextricably connected with how Snape is written. Chris Columbus said that Alan Rickman was always Snape as far as he was concerned, because when JK Rowling showed him a sketch of Snape she had made, it looked exactly like Rickman. I don't think this is accidental.

Alan Rickman was always intended to be Snape

First, what's important to remember is that before Harry Potter, Alan Rickman was best known in the 90s for playing both villains and sad romantic leads. His signature defining feature was his voice. I think it was Ang Lee who described the casting choice of Greg Wise and Alan Rickman in Sense and Sensibility as wanting Willoughby (Wise) to be dashing and Brandon (Rickman) to be sexy (if this was Emma Thompson and not Ang Lee, my apologies, I can't remember where I read this and can't find the source). This is how Rickman was perceived by audiences up until Harry Potter. And I know a lot of the Snapedom considers him to be sexy as Snape too, but the general audiences of the films don't, so please don't @ me, I'm just setting up a point here.

This is relevant because, as we find out in the end of the books, Rowling wrote Snape's motivations to be rooted in romantic love (I'm very nobly putting aside, for the sake of focusing on Rowling's intentions, my personal interpretation that Snape's feelings for Lily were platonic, please acknowledge how brave I am for this). She pulls a lot from gothic tropes into how he's written, and as much as she's talked about the character having been inspired by a chemistry teacher she disliked, and as much as she's talked about Snape being both morally grey and someone she personally dislikes, she also romanticized him. Between this and what Chris Columbus said about her sketch of him, it's hard for me to ignore that this character, conceived of in the 90s, wasn't written with Alan Rickman in mind from the beginning, especially since Rowling herself has said that she envisioned him in the role. Whether or not he lived up to Rowling's imagination is, frankly, his choice and Rowling's problem.

The story of how Harry Potter was written according to JK Rowling is that it started with the idea coming to her on a train ride in 1990. She completed the PS manuscript in 1995. While everything I'm about to say is absolute conjecture, I can't help but wonder at the connection between these films and the way Snape was written (spoilers ahead, no regrets, these films have been out for over a quarter of a century - forgive my reviews, I can't help myself):

  • 1988: Die Hard comes out. Alan Rickman plays Hans Gruber, a villain who is a genius, composed, controlled, and soft-spoken. (Great film, a classic, the only valid Christmas movie.)
  • 1990: Truly, Madly, Deeply. Rickman plays a man whose wife can't get over his tragic death, nor can his own ghost, who comes back to spend more time with her. No one else can see him, and they can't really share a life anymore. She eventually lets him go as she realizes that his spirit doesn't belong in the mortal world and her own life can't move on as long as she clings to it. (Beautiful film, will break your heart and put it through a shredder.)
  • 1991: Robin Hood, Prince of Thieves. Rickman is the Sheriff of Nottingham, an unhinged, feral villain who wears all black complete with billowing cape. (Terrible film, disaster of a period piece, Rickman's performance is the only redeeming thing about it. Halfway through its press tour talk shows started booking Rickman instead of the lead, Kevin Costner, because Rickman stole every scene.)
  • 1995: An Awfully Big Adventure. Rickman is an actor who comes back to his hometown to revive his role as Captain Hook in a local theatre production of Peter Pan. In the process he has an affair with a young ginger stagehand who reminds him of his lost love, a vivacious woman named Stella with bright red hair who, as far as he knows, birthed his child - a son - before she died. It turns out the girl he has an affair with is his daughter, which he realizes when he visits her home where she lives in the care of her aunt and uncle - whose name is Vernon - and connects the dots of who this girl's mother was. (He then rides his motorcycle out to the pier, screams "Stella" at the heavens like he's in a revival production of Streetcar Named Desire, trips and hits his head on the edge of the pier and falls into the water, drowning. I can't make this up. Mike Newell directed this. The same guy who directed GoF. As if following in the vein of the 90s movie obsession with incest as the controversial-trope-du-jour wasn't enough. I don't even need to review this, just sum it up.)
  • 1995: Sense and Sensibility. Rickman plays Colonel Brandon, a forlorn, grieving man who lost his first love at a young age and spends most of the film pining for the only other woman he's ever had a romantic interest in. Wears all black, rides a black horse.

Given what a well-known actor Rickman was in the 90s - especially in England - and how connected his characters all seem to be to various aspects of Snape, it's hard not to see a connection. The entire premise of Truly, Madly, Deeply sounds like the inspiration for the Resurrection Stone in Deathly Hallows. The redheaded lost love whose child is left in the care of an Uncle Vernon in An Awfully Big Adventure is difficult to look past. All of these characters either exude menacingly soft-spoken Snape energy, feral Snape energy, or forlorn because of his lost love Snape energy. As a result, I feel like it's almost inevitable that Rickman inspired Snape, especially when you consider how known he was for his voice and how frequently Snape's voice is used to describe him. When Rowling said that she envisioned him in the role, it makes me wonder if she meant during the casting process for the first film, or well before it. I think his previous roles were a contributing factor in how the character was written in the books. After Tim Roth - who was originally cast in the role - had to back out due to scheduling conflicts, she got her way. Authors don't often get to choose who plays their characters, but in this case it worked out as the production thought Rickman was a good fit as well.

I'm done, I promise

So where does this leave things at the end of this horrendously long post? Rickman's choices of how he physicalized Snape - comedic or not - are only part of a larger whole. He was playing a character who was written based on his other roles, and limited by the shortcomings of how Steve Kloves translated that character from Rowling's books into his own screenplays. Whatever Rickman did on set was limited by that writing, by the directors he worked with, and by the choices made in the editing room.

I'm fascinated by the idea that Rickman was playing a character written with him in mind - but not really him, the him who embodied other characters whose echoes show up in Snape. It's difficult enough to contend with an actor playing a character in a screenplay you wrote with them in mind when you're directing your own script, because they'll never be what you imagined in your head. But for that process to get filtered through several directors, a team of producers, another writer who changes your work, and an editor, let alone throughout a decade of films - that's downright wild. The original intention gets lost and reinterpreted like a game of telephone, and I think that a lot of the consistencies between Movie!Snape and Book!Snape are down to Alan Rickman's nuanced and generous nature as an actor. If I'm honest, I'm not convinced that every Snape moment that comes off comical was meant to be so by Rickman. But again, film is such a collaborative medium that his intentions aren't the only ones that matter, ultimately, at least they aren't the only thing that ends up in the final cut.

My take, personally, is that I'm more interested in critical analysis than personal criticism. I respect that everyone has their own vision of a character and fandom is absolutely here for, among other things, having a place to share those thoughts and feelings. But a character is rarely going to appear on screen the same way you see them in your head, and that's not always going to be a fault, even if it's a disappointment to you. It's interesting to hear different people's perceptions, but there isn't that much to discuss there - you can't refute how someone feels, and you can't argue that their truth is what it is, to them. Whereas with critical analysis there's a lot more to talk about and examine, so it's where my own interest is much more invested.

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I've been mulling over a particular little passage in COS that often goes unnoticed:

“‘A student has been taken by the monster. Right into the Chamber itself!’ Professor Flitwick let out a squeal. Professor Sprout clapped her hands over her mouth. Snape gripped the back of a chair very hard and said, 'How can you be sure?'”

This moment is crucial because it challenges the misconception that Snape is indifferent to his students' physical well-being. While Flitwick and Sprout react with audible shock and visible distress, Snape's response is more subdued yet equally revealing—he tightens his grip on the chair, betraying a palpable tension. It's a visceral response, underscoring his genuine concern for the safety of the students under his care. His cautious and analytical nature also emerges as he seeks confirmation to the seriousness of the situation.

This scene, occurring early in the series and long before any promises made to Dumbledore before his death, reveals Snape's innate care for his students. It's a subtle yet powerful clue to his character, challenging simplistic assumptions about his motivations.

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Why Ginny fell in love with Harry?

Many say she's perfect for Harry ( which is true) but people forget and don't mention how perfect Harry is for Ginny and why she loves him

What are your thoughts about this?

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oooof, i can answer why Ginny likes him, but Harry as he is canon needs work to do before he can be a perfect partner to Ginny (or anyone else, for that matter).

First things first, Ginny likes (and aspires to be) a hero - "I knew you wouldn’t be happy unless you were hunting Voldemort. Maybe that’s why I like you so much."

Bill Weasley was her first hero - someone she and Ron clearly look up to, admire and kinda want to emulate: " “I’ve looked forward to coming to Hogwarts ever since B-Bill came” in CoS, her parents planning a trip to Egypt (to see Bill) post her very traumatic first year, and of course, "Bill doesn't like him either," she said as though that settled the matter.

Bill, as we see in canon, is extremely brave, kind/ non-judgemental (the fact that Ron can go to him with something he is ashamed of speaks volumes on who Bill is), an acts of service kinda caretaker (Bill moving back to the UK to be close to his parents, Bill moving them out of the Burrow to Muriels). These are the qualities Ginny finds admirable - and these are the qualities Harry also shares.

Harry never makes fun of Ginny's crush - quite rare for a 12 year old (pretending not to notice that she stuck her elbow in the butter dish), is quite kind and has saving-the-people-thing which covers the acts of service quality. He is also funny - and has a biting humour that Ginny very clearly appreciates. The only scene of them together as a couple in HBP has both of them feeding into the tattoo joke to take down Ron - "what did you tell them Ron's got?" "a Pygymy Puff, I didnt say where".

That said, growing into a perfect partner for Ginny post war - Harry has work to do. In canon, Harry has idealised Ginny into "something out of someone else's life" where he can see her marrying someone in a Voldemort free future. She is his "best source of comfort".

Given what Hogwarts was under Death Eaters, given the fact that Ginny is a revolutionary leader in her own right of DA, Harry and her have to fill gaps of their vastly different experience of war, and perhaps not corral her out of his regular dangerous life because he can't stand a repeat of Sirius' death ("what if this was your funeral, and it was my fault?"). @whinlatter does a very, very good job of exploring this dynamic in Beasts.

Anyway, that's my two cents.

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arliedraws

The laws for underaged magic in the WW are so damn inconsistent. In OotP, the Order members and Harry have to fly from Privet Drive to Grimmauld Place on broomsticks because if someone performs magic around an underaged wizard, the Ministry can detect it, and THEN two seconds later, someone puts a Disillusionment charm on Harry. So WHAT is the RULE??? How does the Trace work???

It’s occurring to me now that I personally find it interesting if one were to apply an equity lens to the Trace as a way to keep Muggleborns behind in magical schooling. Part of Harry’s problem with underaged magic is that he gets in trouble for violating the Statute of Secrecy by performing magic in front of Muggles, and because there are no other wizards in Little Whinging, the Ministry can attribute any use of magic to the underaged wizard who lives there. Because the Trace is activated when anyone uses a spell around a magical child, I believe R*wling says that in wizarding homes, it’s simply up to the parents to patrol their children’s use of magic.

Considering this, one can see why Muggleborns would fall behind their pureblood peers in academics. We see this in the real world how the summer disruption of learning can set back many students who have been systemically disadvantaged in contrast to affluent peers who attend summer camps and study with tutors during the break. So if you have Muggleborns who aren’t allowed to practice magic because it’s against the law and the Ministry has a built-in detector for such, you’ve got pureblood kids who can use magic all they want at home if their parents don’t care (or perhaps even actively encourage their children to practice).

Of course, this contributes to further disparities within the magical community. You’ve got students who’ve grown up in this world and don’t have to waste time learning the culture, AND they have the privilege of at-home practice. Then you have Muggleborn students who are thrust into a foreign culture with new vocabulary and expectations/customs who, when they return home, cannot legally cement the physical practice of magic they just learned. When it comes to exams in fifth and seventh year, this discrepancy would absolutely lead to an overall imbalance of scores. Pureblood students would, on average, perform better on exams which would grant them higher positions within the Ministry of Magic, and in turn, they would maintain the laws regarding underaged magic that served them so well, thus preserving conditions that make the false notion that “Pureblood wizards better at magic” appear to be true.

In any case, I still don’t know how the Trace really works because the books are inconsistent about it, but it’s an inequitable law. Anyway, I think it’d be interesting to explore more!

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serpenera

"You are on probation!" shrieked Professor Umbridge, and Snape looked back at her, his eyebrows slightly raised. "You are being deliberately unhelpful! I expected better, Lucius Malfoy always speaks most highly of you! Now get out if my office!"

Snape gave her an ironic bow and turned to leave.

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serpenera

"You are on probation!" shrieked Professor Umbridge, and Snape looked back at her, his eyebrows slightly raised. "You are being deliberately unhelpful! I expected better, Lucius Malfoy always speaks most highly of you! Now get out if my office!"

Snape gave her an ironic bow and turned to leave.

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The immense darkness in Harry in the DoM battle and how he uses what he's perceived about Voldemort's dynamic with his followers is fascinating:

“You need more persuasion?” she said [...] “Very well — take the smallest one,” she ordered [...] “Let him watch while we torture the little girl. I’ll do it.” Harry felt the others close in around Ginny. He stepped sideways so that he was right in front of her, the prophecy held up to his chest. “You’ll have to smash this if you want to attack any of us,” he told Bellatrix. “I don’t think your boss will be too pleased if you come back without it, will he?” [...] “Yeah,” said Harry [...] “Yeah, I’ve got no problem saying Vol —” “Shut your mouth!” Bellatrix shrieked. “You dare speak his name with your unworthy lips, you dare besmirch it with your half-blood’s tongue, you dare —” “Did you know he’s a half-blood too?” said Harry recklessly. Hermione gave a little moan in his ear. “Voldemort? Yeah, his mother was a witch but his dad was a Muggle — or has he been telling you lot he’s pureblood?” (Beyond the Veil, OOTP)
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regheart

i'm thinking about how the characterisation of the black family tends to be really difficult to get right and one of the reasons that i can think of is that we don't know enough of wizarding culture, so we try to convey the atmosphere and the dynamics through codes that are familiar to us

that's why they are so victorian in so many fics. they act and speak like they're inside a victorian novel, they only ever wear black and dark green, the high society/pure blood circle is also composed by meeting for tea, and having balls, and discussing politics, and arranged marriages

and that's not bad!!! i read and love some fics like that, but i think this is an aesthetic that completely ignores some of the things we know about wizards and about the blacks

first of all, the clothes. wizards wear robes. not late 19th century clothes, robes. and they're most often dramatic and colorful. this is something easily observed in the very first chapter of PS. so i think the blacks should wear deep purple and emerald green and silver and burgundy and turquoise, make outfits fun!!!

second, grimmauld place tells us some things about its inhabitants. the fact that it's a muggle house in a muggle neighborhood shows that they must have some level of cognitive dissonance in terms of what elements of muggle culture and lifestyle they hold (but i don't think that applies to holding the same patterns of views and behaviors of high society, again, it's about how the writers tries to convey "rich and uptight" with codes that are familiar to them). the decoration choices for the house are also very telling, family heirlooms, big clocks, tapestry... troll leg and house elf heads??? that's morbid. that's camp.

and my point is, black family characterisation lacks on campiness. wizards are inherently weird. anything in which they're overly polite and too aristocratic is inaccurate. they are bigots and lobbyists and one of them was literally headmaster of hogwarts. they are into the dark arts but they don't torture their children. make them funnier and messier and weirder and more like real people instead of a bunch of lines from downton abbey glued together

so what I'm hearing here is that they're like the unhappy version of the Addams family

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I scribbled myself a note to write a post about this, and that last anti post reminded me, but I wanted to make it a standalone post

Keep in mind that Order of the Phoenix is characterised by the repeated theme of Harry having his ideas of good and evil somewhat upended and muddied. It is an important turning point in his maturity. He comes to see Sirius, Lupin, and James' failings, just as he comes to be able to empathise at least briefly with Snape. He questions whether Hagrid is wise to bring back Grawp, his feelings turn very sour towards Dumbledore, the Ministry of Magic becomes an enemy, Percy becomes estranged, and he questions his own morality and culpability as Voldemort uses the link between them. This is important context.

Umbridge is a bad teacher; no one doubts this. She is probably more hated as a character than even Voldemort. And yet she is not "evil" in the sense of being possessed by Voldemort, and as Sirius says, in what is probably the best summation of the theme of this book, "the world is not only made up of good people and Death Eaters." Umbridge is not evil because she uses dark magic, which she does not usually do. In fact, she doesn't use magic very much at all. Her kind of evil is mundane and bureaucratic. Everything is, to her, a matter of law: something is either lawful or it's not. The spirit of the law does not matter; she is perfectly willing to change laws or introduce new ones to effect her goals, but she always does it this way. Morality is determined by what is written down, not the other way around.

But she is not just a bad teacher because she is controlling and sadistic. She is also bad at teaching. In fact, she never teaches them anything. She tells them to read the book in silence, does not answer questions or allow discussion, and does not allow practical demonstrations. The focus here is usually on the last point, since it's what leads to the plot-critical formation of Dumbledore's Army. But there is something quite interesting about the book itself.

Everhard, by Hermione's own description, "doesn't like jinxes very much." The book opens with a chapter on "nonoffensive" responses to attack, which is actually not a bad thing. De-escalation (knowing when it is appropriate as well as knowing how to do it) is not only a valid response in many cases, it is the one that is least likely to end up with you getting into serious harm. Obviously, this will not apply to the real threat that faces them, but that does not mean that it is not an important principle in general. It should be the first thing they learn about defence. Any self-defence class or book will say the same thing. The best way to not lose a fight is to not get into one in the first place, which includes knowing when it's not wise to escalate a situation. But Hermione's comment is in reference to a section in which Everhard says "counterjinx is simply the name people give to their jinxes to make them sound more acceptable." Hermione disagrees with this on the grounds that counterjinxes can be useful. Only...that isn't really what that quote is saying, is it? It isn't saying they aren't useful. It's saying that the distinction between jinx and counterjinx is meaningless semantics made up by people who know that changing words around can make the same actions seem good or bad. If you shoot someone who is trying to shoot you, that doesn't make your gun a "countergun" or your bullet a "counterbullet."

This is in direct opposition to the way Umbridge operates, which is interesting; they only seem to dislike the book because she's the one who set it and her own class policies, not because the book is itself wrong -- this, too, is a matter of judging based on perspective rather than objective content. And we notably see this again in OotP: in Snape's Worst Memory. I could argue that the entirety of SWM is an example of this, since Harry makes assumptions about why this was such a bad memory for Snape that we don't really have corrected until DH, but that's its own essay. More directly relevant is what kind of magic is being used. We are introduced to the spell scourgify at the beginning of the book, by Tonks, who uses it as a benign cleaning spell. We see scourgify again when James uses it against Snape, only this time it isn't so benign. He's basically drowning Snape with it. This is, presumably, not dark magic. When Harry confronts Sirius about it, he evaded responsibility or explanation by saying that James hated dark magic and Snape was up to his nose in it. And yet James is the one we see magically attacking someone first. Snape's magic occurs after he's already been attacked, which he tries to avoid in the first place (perhaps he's read Everhard's book...or perhaps he's just not an idiot), and we don't know what spell he uses at this point, because it's nonverbal and we haven't been introduced to sectumsempra yet, let alone whether it's "dark" magic. We don't consider reducto or relashio to be dark magic. In fact, we have nothing to go on about Snape's involvement in dark magic at this point except Sirius' claim, which is obviously biased so as to make excuses for himself and his friends. We know that Snape is good at defence, from his OWL, but then again...so is Harry. Sirius and Lupin downplay what James did on the grounds that it wasn't dark magic, but, well, that's semantics again, isn't it? Scourgify has completely harmless, good, mundane uses, but does that mean it's fine to use to choke a fellow student just because you don't like him? Is that "light" magic? Is that good? Just like jinx/counterjinx, like Umbridge's authority, like the lies about Harry in the Daily Prophet, words are just words, and can be manipulated. What you call something ultimately doesn't matter. What matters is what you do with it and why. That is the theme OotP is trying to hammer in over and over. And if you're still out here arguing that Snape deserved what he got because he was allegedly interested in dark magic and James allegedly hated dark magic, you've missed something huge in terms of both the story and some basic moral reasoning.

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Been a while since I've posted here, but you know what? It's fascinating to think about the contrast between Snape's generally visible display of emotions (at least at Hogwarts) and his skill and success as a spy, especially under a legilimens like Voldemort.

If I were to characterize Snape's behavior at Hogwarts, it seems like he's got almost no emotional control, or at least like his emotions are constantly on his skin. Maybe Harry just has a knack for bringing out that side of him, but he rarely seems to see the need to hide what he feels. (This is unfortunately the main thing lost by Alan Rickman's cooler performance of him)

Yet he lectures Harry on his inability to control emotions during occlumency lessons and he's able to successfully control his own reactions and play up people's biases enough to survive being an active double agent for around 7 years and a passive double agent for an additional decade.

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I've recently enjoyed re-reading all of your metas... they're all incredible! I was wondering which one has been your favorite to write, which one has been the most challenging to write, and which one you're most proud of!

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Omg thank you so much! It means a lot from you - I really enjoy all your insights as well.

My favourite meta to write - all Remus metas! I think it's mostly me structuring the conversation I have with @thecat-isblogging-blog into a coherent meta format - so the raw material is always pretty solid (and quite funny because Cat makes the whole character discussion funny). Sample us joking about Remus' real feelings about Snape:

I think the most solid collaboration from the two of us has been - Gentleman Monster: How Remus' Marginalisation and Comparitive Privilege Made Him Who He is

My most challenging to write - my most challenging to write is easily the series of metas I did on Christian allegory in series - The Lightning Struck Tower, and it's continuation: Cold Blooded Walk to Destruction: Harry and Dumbledore, Snape

I had to consult a lot of people and read up for this series of metas because Christianity is a minority religion where I am from, so all I know are the larger outlines you get from osmosis. Although I am very glad I did it because knowing this helps understand the imagery and lot of symbolism that was intended in the books and helps me understand it at a deeper level.

I think this was the first meta I was really, really proud of and while I think I had more insightful things to say with regards to world building metas like the importance of Soul (written with @artemisia-black ) + house elf plotline - this meta breaks down Snape's radicalisation and why he is particularly vulnerable to it. It's not a new discussion in the Snape side of fandom (I think there is another meta someone else made on it) but it is new for the wider fandom. I wrote it fresh on the heels of working with vulnerable men myself (I used to work as a therapeutic movement facilitator) and there are insights I had from there that I brought here. It is foundational to how I characterise Snape.

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languill

Anyone ever pissed at Snape because he literally had the students buy shitty potions textbooks?

Like literally the same book he used when he was at hogwarts

The same book he spent time correcting so that it actually worked

That’s the book he had his students buy, and then he didn’t give them the corrections.

That alone makes him an unforgivable character because he liked to watch children fail.

That’s the book he had his students buy, and then he didn’t give them the corrections.

On the contrary, canon rather suggests that Snape did teach the kids the revised instructions.

Snape clearly instructed the class verbally:

Prisoner of Azkaban:

Didn’t you hear me say, quite clearly, that only one cat spleen was needed?  Didn’t I state plainly that a dash of leech juice would suffice?

Snape doesn’t instruct them to use the textbook; he puts the instructions on the board:

Order of the Phoenix:

“The ingredients and method” — Snape flicked his wand — “are on the blackboard”

and, in another lesson:

Determined not to give Snape an excuse to fail him this lesson, Harry read and reread every line of the instructions on the blackboard

Additionally, Order of the Phoenix gives us some other clues.

“And I must tell you that Professor Snape absolutely refuses to take students who get anything other than ‘Outstanding’ in their O.W.L.s,”

So McGonagall knows that Snape only takes Outstandings, which means it’s been an ongoing decision - it’s not new for Harry’s year.  And why would Snape get away with only taking the best?  

Well:

“Moronic though some of this class undoubtedly are, I expect you to scrape an ‘Acceptable’ in your O.W.L., or suffer my … displeasure.”

He expects everyone - even Neville, Crabbe and Goyle to gain an A.  That’s his absolute baseline.  He doesn’t anticipate anyone getting a P, T or D - which is a huge ask, expecting his class to attain the three top grades, without any one of them getting one of the three bottom grades.

“I advise all of you to concentrate your efforts upon maintaining the high-pass level I have come to expect from my O.W.L. students”

Yet evidently, he’s been succeeding.  

So doesn’t that rather suggest that he’s teaching them from his own knowledge rather than the textbook?  Is it really plausible that every student would succeed, and not a single one would fail, if he was only teaching from the textbook?

After all, Umbridge says:

“Well, the class seems fairly advanced for their level,”

And the real litmus test?

Well, in Half Blood Prince,Slughorn doesn’t write on the blackboard at all.  Not once.  Instead, he points the kids at their books:

“Scales out, everyone, and potion kits, and don’t forget your copies of Advanced Potion-Making… .”

So let’s look at Hermione and Harry.  Hermione’s potions are perfect under Snape.  She can follow instructions to the letter, and she always creates a flawless potion.  She enters Slughorn’s class, continues to follow the instructions from the textbook, and she flails.  

In contrast, Harry was continually distracted in Snape’s lessons - usually because of their joint animosity.  Harry was less inclined to concentrate, and Snape made it impossible for him to relax - and for the most part, Harry was preoccupied with other events (e.g. Triwizard Tournament).  Despite all of this, Harry still gains an Exceeds Expectations at OWL.  

Under Slughorn, Harry finally follows the Prince’s instructions to the letter (he can follow Snape’s instructions, as long as he doesn’t realise Snape’s at the helm), and he creates flawless potions.  Although he doesn’t have the innate talent that we see displayed by Snape throughout the his textbook corrections (although I’d argue that Harry has so much on his plate, he has no time to invest in becoming a prodigy), Harry is skilled enough to successfully follow all of the Prince’s methods and techniques, and turn out excellent potions.  

Overall, this suggests that neither Hermione or Harry is capable of seeing instinctively what’s required; both only succeed when they’ve got the notes before them and follow them to the letter.  Snape, by contrast, was an instinctive Potions maker - it appears Slughorn is teaching in the same way he always did, and we know he taught Snape - so it seems likely that Snape’s flair wasn’t taught to him.  

It all rather indicates that Snape was teaching the kids his revised methods.  It’s plausibly less apparent during the early years that we see him teaching, because presumably, the easy potions do not require intense modification.

As for why he had them purchase the textbook?  Perhaps it was the only one available.  Interestingly, the textbook that you’re complaining about is the NEWT level textbook - is that the reason why Snape requires an Outstanding grade at OWL, because he knows the textbook is shoddy, and will require great skill on the part of the student to make sense of it?

I would also like to add, speaking from experience as someone who works in education, traditionally educators only have so much influence and control over what syllabus and curriculum are used in the classes they’re assigned to teach and it can be unfair and unrealistic to expect them to be able to entirely determine which textbooks and what editions are being used (or blame them when resources are insufficient, especially here in the U.S. where some of us even have to pay for our own supplies out of pocket). Even at the university level, the texts used in many of the undergrad classes I oversee are predetermined by a set syllabus and the requirements of the university (which, in turn, is often taking their cues from governmental standards for education). So, sometimes there might be a newer edition textbook available but if the school requires I teach from an older one and instruct students to purchase that one then that is what I’m expected to do (this can also feed into a bigger, more despicable issue of universities deliberately requiring specific editions for a course to make it harder for students to buy textbooks anywhere but through the university stores at marked up prices rather than turn to more affordable alternatives to acquire them; something I, like Snape, try to circumvent to the best of my abilities and without losing my job or ending up smacked with a copyright suit. Believe me when I say newer isn’t always better when some universities try to force students into buying the “latest” editions fresh off the market and the difference between it and an older edition is nothing more than the exorbitantly marked up price of the newest edition and the greater difficulty for students to find that edition in cheaper places outside the university store).

We’re also given some indication that even prior to Umbridge’s take-over, Hogwarts was not entirely an independent institution free of Ministry influence. There is a board of education “of sorts” through the Ministry, which Lucius had enough power to sway to see Dumbledore and Hagrid removed. Umbridge also mentions in HP: OotP that the Ministry does have some oversight in terms of the curriculum being taught at Hogwarts and maybe even in terms of teacher-conduct/accountability. Something supported the year before in HP: GoF when Fake-Eye Moody drew attention for how he approached teaching the Unforgivables. He informs the class that the Ministry had at least been involved in reviewing the syllabus for that year, were aware that Moody intended to teach Unforgivables at an earlier year than was usual, and had even provided some guidelines for how they wanted Moody to approach teaching Harry’s year about those curses that he elected to ignore with Dumbledore’s permission/blessing (the implication being they were bucking against Ministry authority because they felt it necessary and felt reasonably confident they could get away with it either courtesy of Dumbledore’s influence, Moody’s expected “eccentricity” or both). 

Moreover, one of the underlying but subtle flaws of wizarding society is in the way it has clearly stagnated. The Elizabethan feel of the world and the use of antiquated items (e.g. ink, quills, and parchment) in lieu of any evidence of efforts to innovate or catch up to Muggle society all reflect the unintended consequences of wizarding society’s isolationist policies. In many ways, you could argue they are “out of touch” with modernity, despite an influx of Muggle-borns and Half-bloods with ties to the Muggle world and a decline in the number of Pureblood families. I would argue that this was all deliberate on Rowling’s part; a subtle and symbolic reflection of the deeper societal problems that contributed to how a person like Voldemort could rise to power not once but twice. 

Thus, when we consider the wizarding society as a whole we may also need to acknowledge, or at least allow for the possibility, that it is quite likely many of the textbooks are, in the practice of an older era, often dated in the way the culture itself is antiquated because there is a lack of innovation and an almost laissez-faire approach to academia, wherein they operate under a basic philosophy of “if it isn’t broke.” That is, the same books may be able to be reused through the generations because no new significant body of information may have come to light that made it necessary to update new editions with new methodologies. Wizarding society seems to be more focused on instruction versus innovation so they focus on learning the steps and processes for how something is done and once achieved many seem to leave it there (i.e. they don’t question too deeply why it’s done that way). Thus is seems that it’s only every couple of generations (generations in terms of the extended lifespan of wizards and witches) that new information even comes to light that is worth revising textbooks over. There is an almost pride of practice in maintaining the old institutions and traditions (consider Ollivanders and the prestige lent to his wand-making craft due to the very fact it’s been done the same way for generations, which also functions as an excellent tool for gate-keeping and exclusion among wizards). 

Indeed, Hermione makes the observation as early as HP: PS that most wizards struggle when it comes to logical-thinking, which does support an interpretation of their society as one lacking when it comes to the scientific or empirical methods in their approach to knowledge and understanding. Many simply seem to take it as a given that things are done a certain way and we’re given very few examples of wizards making the effort to go further than, “These steps, when followed correctly, result in x.” There is no evidence of them asking, “Why these steps specifically? What other steps might produce the same result even more efficiently? How can I build off this foundational knowledge as a jumping point for other discoveries?” 

Which brings us to innovators like Snape (who was critically analyzing and challenging his textbooks at a very young age when most teenagers don’t master that until they’re older i.e. Hermione’s textual regurgitation up until HP: OotP when Umbridge’s presence arguably forces Hermione to stop trusting the text is the ultimate and final authority on anything) and Dumbledore (a genius whose collaborative efforts led to twelve new uses for dragon’s blood) and the question of what makes them think differently within their society. Indeed, if I recall correctly, we are told that wizards inventing their own spells is not a common or frequent thing in canon, in that most draw from the existing body of spells for their everyday use. Part of why Rowling would have us see Hermione, Lily, or Snape as exceptionally gifted in magic is largely because they do come to think outside the box and use their magic creatively (e.g. Hermione with her reinvented Protean charm, Snape with his own spells, Lily with her clever charms work according to Slughorn, etc.). 

In usual form, @deathdaydungeon has provided an excellent critical reading of the way that Snape continues to challenge the standard textbooks into adulthood by having his students learn from his own instructions rather than the textbooks. We could make a case that, debatable conduct with students aside, in the most simple terms of his ability to instruct his class and have them perform at an advanced level, Snape does excel at what he does (versus Slughorn who relied on the text and in whose class we see Hermione, who brewed a N.E.W.T. level potion in a bathroom stall using a cauldron she kept burning via creative use of a toilet in her second year at Hogwarts, begin to flail and fall into the background while Harry distinguishes himself under “the Half-Blood Prince’s” instructions). Ultimately, even if we are to accept Snape had full control over what textbooks are being used in his class we must still ask ourselves if the textbook he chose wasn’t antiquated because there were no later editions to be found. Notably, when Hermione consults the library for how to brew Polyjuice, the potions book she finds is also quite an old reference (i.e. Moste Potente Potions). 

Furthermore, I would argue that if we’re in the act of criticizing Hogwarts teachers for their selection of textbooks we must first consider Lockhart and how he used his influence and status as a celebrity in order to promote his own book series, which forced parents from low-income backgrounds like the Weasley’s to struggle to be able to purchase all the required copies of his new books versus obtain material from secondhand stores as they normally did to get by. Again, the perception that “newer” is always “better” can be a matter up for debate and dependent on your income and/or class status. When the information in older editions of textbooks remains relevant (i.e. the changes made in newer editions of textbooks are negligible enough that their use doesn’t necessarily improve one’s framework of knowledge over the older editions of the same textbook, particularly when the changes are primarily stylistic and editorial corrections of grammar, type-setting, typoes/misspellings, etc.) then for many low-income students living under the constraints of a limited budget, being able to use secondhand and older editions can mean the difference between choosing between your education and other necessary and unavoidable cost-of-living expenses. Ultimately, we should at least consider the possibility that Snape was using an edition of a textbook that was affordable to students of different income levels (something he could appreciate himself given his sixth-year textbook was canonically one his mother used before him; i.e. secondhand or a hand-me-down not unlike the Weasley’s often depended upon) and supplementing that by relying mainly on his own in-class instruction for the greater part of his lectures and student referencing sources/material (something I would always opt to do myself if I were given full freedom to decide the textbooks for my classes because it would promote greater accessibility to a higher education for students of different socioeconomic backgrounds). 

Lastly, I’ve seen people suggest before that Snape is somehow at fault for out-of-date or insufficient textbooks because he simply didn’t publish his own and I would like to say as someone with some experience with peer-review processes and the sheer struggle of publishing anything, let alone an instructional text approved for use in an academic institution, such arguments are beyond unreasonable as expectations go. To be able to publish a textbook that would be used in a school you often need funding well beyond a teacher’s salary, a certain degree of recognition and prestige within the academic circles you’re writing for, and/or connections with people who do and even then you don’t have a guarantee. To assume someone like Snape could just have sat himself down and drummed up a textbook of his own design to be approved by Hogwarts (and likely the Ministry board who oversaw Hogwart’s education) is woefully naive at best.  

The process to even get your articles through a peer-review process and into academic journals can be grueling (i.e. you have to meet certain publication standards, which includes a liberal use of academic jargon). The effort to publish an instructional text that makes it into academic institutions even more so. Snape writing his instructions on a blackboard for his class and departing from the text was likely him circumventing what he felt was inadequate curriculum in a way that was practical and within his power to do so. In short, like so many beleaguered educators confronted with dated textbooks and other constraints, he was probably doing the best he could do with what resources he had on hand and, to his credit, his best was sufficient enough that his class was canonically considered advanced by Ministry standards and even students who struggled in the subject (e.g. Crabbe, Goyle, and Neville) were presumably able to scrape by with an Acceptable. 

I think it’s crucial to remember that Snape used his mother’s textbook and came from a low-income home. It’s likely many of his textbooks were inherited, ie. secondhand without having to even be purchased, and there are indications he remembered this experience and ensured that any of his students in a similar situation would be provided for:

‘Now then, now then, now then,’ said Slughorn, whose massive outline was quivering through the many shimmering vapours. ‘Scales out, everyone, and potion kits, and don’t forget your copies of Advanced Potion-Making …’ ‘Sir?’ said Harry, raising his hand. ‘Harry, m’boy?’ ‘I haven’t got a book or scales or anything - nor’s Ron - we didn’t realise we’d be able to do the N.E.W.T., you see -‘ ‘Ah yes, Professor McGonagall did mention … not to worry, my dear boy, not to worry at all. You can use ingredients from the store cupboard today, and I’m sure we can lend you some scales, and we’ve got a small stock of old books here, they’ll do until you can write to Flourish and Blotts …’

Harry Potter and the Half-Blood Prince, ch. 9

Presumably Snape left the “small stock of old books” in the cupboard, seeing as his own copy was among them. It’s certainly not in Slughorn’s character to think of his students’ needs and provide for them in this way. Not only does Snape use the same textbook that’s been in use since his mother was at school, but it’s one that’s had so few changes that Harry, who’s using that same book in Slughorn’s class, where the other students have brand new copies, is not only able to keep up but excel using Snape’s annotations. At no point do we seem him hindered by having to brew something that’s in the newer books and not his. My own HC is that Snape wrote in all his books, not just his sixth year Potions one, that’s just the only one we come across as the reader because it’s the only one Harry sees. I HC that Snape began to write in his books because they were second hand and he annotated them with updates from more recent editions, and over time he started to add his own insights as well (I also think this was partly due to parchment/notebooks being an added cost he couldn’t afford, whereas he could write in his books as he already owned them).

While this creates some concerns in terms of how little this curriculum advances in general, it does also show that Snape makes efforts to ensure that his students have the necessary tools for learning regardless of their means, and he himself provides the updated information that builds on the text. This also reflects his own work ethic, ie. that he expects students to take diligent notes and use critical thinking. It’s also likely a more effective teaching approach to ensure students take notes and follow his thought process, than to have them read instructions from a book. It’s the difference between teaching students to memorize facts and methods in order to pass standardized tests, and teaching them critical analysis so they understand what it is they’re learning and can build on it themselves.

I think it’s also a bit farfetched to expect Snape to write and publish his own textbook. We know him to be a gifted potion maker and an unusually brilliant student while at school, yet Slughorn, his own head of house, overlooks him, likely because he has no distinguishing lineage and bears visible signs of poverty. In a classist country like England, and a society like the wizarding one of HP that places such a high value on its main educational institution, it’s very likely that writing a textbook is something prestigious and reserved for those a publisher is willing to work with. Snape was not hired to teach at Hogwarts because he was famous, accomplished, or even because of his talent; he was hired because Dumbledore needed a spy. Snape remained a teacher because he relied on Dumbledore’s protection and because he knew Voldemort was likely to return and his job wasn’t done until one of them was dead. Given Dumbledore’s hires for DADA and the fact that his only other hire that we know of was Sybil Trelawney (not counting Slughorn, a returning professor pulled out of retirement whose orginal tenure pre-dated Dumbledore) it may not have made a huge dent in someone’s reputation, at least not a positive one, to be appointed by him.

If Snape was not publishing papers and distinguishing himself as a potion maker beyond teaching the subject at Hogwarts he would have little influence with pretty much any publisher, and we have no reason to think he did either (in fact, it’s likely he avoided garnering any attention in the wizarding world as it would have made his work as a spy much more difficult). Even if he had approached a publisher about revised editions of existing Potions textbooks, ie. not even his own original work, he likely would have been rejected. Writing his own version would have been incredibly time consuming and difficult to accomplish given that he would have had to have written one for each year of schooling, not just one. OP seems to be pointing mainly to the copy of Advanced Potion Making that Harry uses in his sixth year, but that overlooks the fact that he taught students across seven academic years, each year of which required their own textbook. So even if he had met OP’s standard and written a sixth year text of his own, he would then be overlooking all the other years, which seems unfair. All of this assuming, again, that he would have had the time and influence to write and publish even one, let alone seven.

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