Notes on Theory of the Novel by Guido Mazzoni

I've spent the last couple of weeks reading — almost devouring — Guido Mazzoni's Theory of the Novel, recently translated by Zakiya Hanafi from the Italian (a very clear translation of a complex text; not reading Italian, I can't vouch for its accuracy, but it's one of the most readable works of academic theory I've ever encountered). I'm still working through where I agree and disagree with Mazzoni, but however my thinking evolves regarding his ideas, the book is unquestionably impressive and thought-provoking, and particularly valuable in how it develops and clarifies some of the classic concepts in the field from Bakhtin, Lukács, Erich Auerbach, and Ian Watt (among others). The only other recent book I've read that seems almost as clear and logical on similar topics is The Rhetoric of Fictionality by Richard Walsh, a less ambitious, less fulfilling, and less elegant book than Mazzoni's, but useful in filling in around some of Mazzoni's edges, since Mazzoni, like most writers and theorists, occasionally does a bit of hand waving to get around the paradoxes created by the concepts of fiction/nonfiction.

For a good basic overview of Mazzoni's main ideas, see Alberto Comparini's review for the LA Review of Books and M.A. Orthoffer's review for The Complete Review. Here, I want to simply make some notes on things that stuck out for me on a first reading, and to offer a few quotations from the text. (I'll put page number citations in not from a desire to be all fancy-pants academic, but because it's tough to excerpt Mazzoni's ideas without doing some violence to them, and interested readers really should read the quotations in context.)

image by Lin Kristensen

Mazzoni's focus is more narrow than the book's title makes apparent. He's really writing about the literary novel in Europe, with occasional necessary forays to the British Isles and, in the later 20th century, to the U.S. This goes against the grain of some other recent writing on the novel, which tends toward a broader canvas. (See, for instance, Steven Moore's extraordinary [and extraordinarily idiosyncratic] two volumes, which in almost 2,000 pages only get up to the year 1800, or Michael Schmidt's 1,200-page The Novel: A Biography.) Mazzoni's knowledge seems to be of the novel in Italian, German, French, and English, and it is extraordinary rich knowledge, even if it rarely extends beyond Europe's borders — the key is that Mazzoni develops and exemplifies his ideas with works from the literary histories and traditions he knows intimately, and, unlike some other recent scholars, he doesn't pretend he can read all languages and know all cultures. This means he mostly writes about European novels by white men, and mostly the stuff canonized by undergraduate English classes over the last century or so — the novelistic Usual Suspects.

Such an approach works well up to about 1940, because it allows Mazzoni to challenge and complicate a pretty settled (even dusty) academic discourse with its own most common examples, thus giving us a new view of a baby while flushing its slimy old bathwater down the drain. The approach is less convincing after 1940 partly because of the efflorescence of varieties of novels published since then (which Mazzoni admits), but also because after WWII literary conversation shows an ever-growing interest in novels not by white European guys. Couple that with the basic challenge of trying to figure out what the most meaningful works are in an era that's still very much alive and changing, an era where the discourse is far from settled, and you get Mazzoni's least convincing, most cursory writing. I laughed out loud when he declared Philip Roth's American Pastoral, Michel Houellebecq's Elementary Particles, and Jonathan Littell's The Kindly Ones to be "three of the most significant works to appear in the past fifteen years" (204), a claim possible only for someone whose entire knowledge of recent fiction comes from the New York Review of Books.

Given the limits of his scope and knowledge, though, Mazzoni has lots to say of interest. I, not having much passion for ancient or medieval writings, skimmed through some of the stuff about pre-18th century narratives, but Mazzoni's fascinating on the eighteenth and nineteenth centuries, with good insights not only into the various disruptions in novelistic conventions, but in the continuities. For instance, he says that in terms of technical changes and narrative possibilities, "the first generation of writers that are still contemporary is that of George Eliot, Flaubert, Dostoevsky, and Tolstoy. The storehouse of available techniques was expanded by other devices after them, but the ways of constructing characters, plots, and narrators that these novelists invented or perfected still furnish solutions that twenty-first century novels continue to use today. Their greatest works are still somehow contemporary to our epoch, while those of Scott, Balzac, or Manzoni show signs of an era that no longer speaks to us" (341). (As always, readers could — should — question who is "us" in such a statement, but nonetheless I think Mazzoni's insight is generally valid for the expectations writers, publishers, and readers in the U.S., at least, place on novels today.) He makes an excellent point about the expectation from the early 19th century up to at least World War II (and certainly still strong for many types of fiction today) that the novel ought to be a realistic representation of everyday life: "The critical vocabulary that dominated during the years of modernism was very different from the critical lexicon used by the avant-garde movements of the 1950s and 1960s to justify their works. The basic reason was that, although conceived in different terms, a majority of modernist novelists remained faithful to the same project we find in the critical writings of the authors who were born around 1840 (Zola, James), and even before that in the critical writings of Balzac or Stendhal: to properly, realistically represent everyday life" (288).

As the novel (and discourse about the novel) began to develop consistent conventions, Mazzoni points out that the conventions developed were adapted from the theatre. This, he maintains, was Scott's great innovation — description in particular takes a leap forward as Scott assumes the reader of novels to be in a comparable position to the viewer of plays: "The reader of narrative fiction is placed in the position of spectator: we watch a scene unfold in front of us, described as if it were being seen for the first time. ...At the beginning of a play the spectators reconstruct a general sense of the story by interpreting the decor, costumes, gestures, and words they see and hear after the curtain draws open — hence the importantance of the sense of sight and its verbal equivalent: description" (238-239). In the 20th century, expectations and assumptions about such conventions changed: "The visual models condensed in the aesthetic unconscious of educated readers today appeal to a different visibility: one that is photographic and cinematographic in nature, quicker, more allusive, and more fragmented" (240). But the move away from the theatrical model affected more than just descriptive prose; it also affected ideas of plot and structure, ideas of what belongs in the foreground and background, and ideas of what readers need to know and what sorts of leaps they can make in their own imaginations. "The characters in contemporary novels spend much less time on stage than nineteenth-century characters did, as was also the case, for that matter, before the theatrical model gained its hegemony over third-person narrative fiction...the scenes are much shorter and there are fewer of them... This does not mean that they do not exist or that they are not important: far from it. ...But these dense spaces are surrounded by moments during which the intersubjective action in the present tense is restricted to summaries, passed over in silence because it lacks interest, or made the object of a nonfictional interpretation..." (243-244). He then notes that the sort of theatrical density found in most 19th century novels now survives primarily "in the subgenres of the contemporary romance: crime novels, noir fiction, or the fantastic" (244).

Mazzoni doesn't spend much more than a few sentences on what's come to be called genre fiction, acknowledging it long enough to note that it is mostly outside his purview. Much of what he has to say about the romance and its relationship to the novel would be of use to genre-fiction scholars, though, and offers a model of the relationship between genre fiction and literary fiction that is more nuanced than most. This paragraph, for instance, seems clearer, more efficient, and more insightful than most of what I've read from genre-fiction scholars:

The English gothic novel and the narrative fiction of German Romanticism expanded the territory of mimesis to imaginary universes that lay very distant from common sense. They ushered in the modern period of fantastic literature and created a new form of romance. Out of this there arose a tradition that would traverse the entire nineteenth century: from the gothic novel to Hoffmann, from Potocki to Mary Shelley, from Edgar Allan Poe to Nerval and Théophile Gautier, from Bram Stoker to Wilkie Collins. It was also practiced by the authors of novels who, starting from the 1830s, would be called “realistic”: from Balzac and Flaubert to Maupassant and Henry James. As heir to the premodern romance, the new unreal literature no longer sought legitimacy by claiming to describe the world according to the poetic order of the idea, namely, according to a public exemplarity given as an a priori, but rather as a creation of the subjective imagination. On the other hand, it also took up some of the descriptive traits that the eighteenth- and nineteenth-century novel had developed to create a reality effect. In this way it revived the conception of the supernatural by rooting fantastic tales in the concreteness of the sensible and the everyday. (214)

Much could be extrapolated about genre fiction from Mazzoni's ideas about novels, didacticism, and class. He's hardly the first to note the ways the development and reputation of certain types of novels was (and is) attached to social prestige and cultural capital, nor is he the first to look at the development of the novel in relation to the development of the European bourgeoisie, but nonetheless he tells this story well and with nuance. What he's particularly good on is the different progressions made by the novel aimed at the general public and the novel aimed at the educated elite (the people with cultural capital and in most cases economic capital as well). Overtly didactic and moralistic writing survived in the novels (romances) aimed at the general public much longer than in novels aimed at the elite, where didacticism began to seem gauche — the educated upper-classes, after all, were not the ones needing instruction; they had been to the right schools and learned the right morality. The less educated lower classes were more suspect, and writers aiming for such an audience seemed to feel compelled to write more overtly didactic books. For the cultural elite, "art for art's sake" became a value that helped novelists escape didacticism; I suspect that for popular fiction "entertainment for entertainment's sake" served a similar function, while also preserving the street cred of distance from high falutin', hoity-toity high culture types.

Even when popular novels are not didactic, the basic values illustrated by their stories remain ones that do not challenge the ruling class of their era and that class's moral sensibility. It is not merely that general audiences like happy endings where villains are punished and noble heroes triumph, but that the ways villains are villainous and heroes are heroic support dominant values. When novels push too hard against such orthodoxies, they get into trouble (often by being unpublished or undistributed, since they don't fit with the common sense of the day, though sometimes by being somehow banned). Within the tradition of the literary novel, writers have often done just such pushing against orthodoxies, and Mazzoni does a good job of looking at how some of those moments worked, but his picture of the literary field is incomplete without attention to some of the ways such pushing happened in popular and lowbrow forms — the obvious example, for me, is the rise of hardboiled and noir fiction in the U.S. in the 1920s and 1930s, a fiction that had its own romantic and melodramatic conventions, but which offered writers some space to challenge and even shatter ruling-class assumptions in a way little other fiction of its time did.

Speaking of melodramatic conventions: Mazzoni is also excellent on the power and persistence of melodrama:

Melodrama survived the disciplining of the novel advocated by naturalism as well as by modernism and the avant-garde: the works of Zola and Conrad would be unimaginable without devices dating back to this mimetic mode. In the second half of the twentieth century, works like Pasternak’s Doctor Zhivago or Elsa Morante’s History picked up on melodramatic techniques. Contemporary popular fiction, midcult fiction, and mainstream film are still based on the melodrama as well as the romance. (259)

…melodrama is a vestige of tragedy, from which it inherits its techniques and tones. But while histories and tragic heroes are grand and important by definition, the stories and protagonists of a novel are not. To hide this lacuna, melodrama creates a pathetic-sentimental version of the noble genres, shifting interest from the objective importance of the stories to the subjective intensity of the passions. The aim is to show that the protagonists’ feelings are universal, in spite of the work describing or portraying people in private situations. (265)

This ties in with one of Mazzoni's primary questions: How, during different eras and in different places, was the novel form affected by novelists' desire to capture and hold readers' interests? After all, novels don't last long if they don't find some way to appeal to readers, even if the appeal is limited and the readership small. As culture and attention change, so, too, do the ways that novels can be interesting. In the last few centuries, melodrama has been (and remains) one of the key tools for attaining and holding readers' interest. This is an obvious insight for popular fictions, but Mazzoni is especially smart about the ways that the melodramatic imagination (to steal Peter Brooks's term) is baked into the 19th century novel form that continues to dominate so much fiction and so many assumptions about what makes works of fiction successful or unsuccessful. (For more on melodrama, I'm partial to Eric Bentley's The Life of the Drama.) Further, the period of High Modernism can at least partly be seen as a time of experiment seeking to discover what novelistic effects were possible if melodrama were abjured or detourned.

Mazzoni's philosophical conclusion is a beautiful meditation on what today we get from reading novels, what we as readers expect, and what writers might seek to provide. I'll end with one of the sentences from that conclusion:

Only narrative fiction can show how particular beings are exposed to the world, and how their identity, happiness, and unhappiness depend on the way their paths cross with those of others, and the power of circumstances. (374)

Experiments with Feedback and Grading in a First-Year Writing Course

It's been a while since I last wrote here about teaching, for a simple reason: I've been teaching the same course, First-Year Writing, for a couple of years now, and haven't really had much to say about it. (Literature grad students at UNH used to be able to get some lit courses to teach after a required year of teaching what we colloquially call 401, but various forces related to lower enrollments made my cohort the last to get any lit courses [when I taught Literary Analysis and then an American lit survey], and so for the past two years I've taught nothing but 401).

For the upcoming year, the university awarded me a Dissertation Year Fellowship, so I will not be teaching. Before all memory of the past few years leaves my mind, here are some reflections...

This academic year, bored to death with my own teaching, I decided to experiment with the course a bit, and those experiments worked out well generally, so perhaps they are worth sharing here.

Most of my experiments are stolen/adapted from other teachers. Last summer, I went back to the work of Peter Elbow, the single greatest influence on my teaching of writing. Elbow's books Everyone Can Write, Writing with Power, Writing without Teachers, and A Community of Writers were hugely influential on my teaching when I first encountered them as a young teacher, and I have returned to parts of each through the years to keep reminding myself of the basic principles of what I do.

While Elbow provides the foundation for what I aim for with writing courses, my recent experiments have primarily been inspired by the experiments of my friend Robin DeRosa, the writings of John Warner at Inside Higher Ed and Arthur Chiaravalli's piece "Teachers Going Gradeless", as well as by the examples of some of my friends at UNH who tried out similar things and generously shared their thoughts and materials.

The key changes in my teaching were the use of a "B Contract" and a portfolio system. These have worked so well that I plan to adapt them to as many courses that I teach in the future as I can.

Elements of Style for the Age of Blight

Introductory

As the world burns away in political crises and ecological catastrophe, writers strain against meaninglessness, against the sense that their work is nothing more than a few grains of confectionary sugar tossed to a howling wind. What forms might fit our time, what stories might we tell against a future of no-one left to listen to stories?

No other label for where we are and where we’re going as a world seems quite so accurate as the one Kristine Ong Muslim has used for her recent collection of stories, The Age of Blight. It is a book of glimpses, shards, and lost myths; it works like a nightmare recollected during the day before you know the nightmare will return and sleep cannot be kept at bay indefinitely.

The Age of Blight and a thousand books like it will not forestall our own Age of Blight, but Muslim offers strategies for storytelling as the blasted era blightens. Her techniques for writing fiction are ones that make demands on the reader, but they're not the demands made by, for instance, a doorstopper novel flooded by streams of consciousness.

Elementary Rules of Usage

For all the enormity of its subject matter, Muslim’s book is tiny. It gathers 16 short stories in 103 pages (some of which are blank). The effect of reading it is similar to what it might be like to look at snapshots of crumbling insane asylums and quick sketches of endless, festering swamps. Much feels like it’s missing, but we don’t miss it, because it’s easy to imagine what is left out.

And imagination is key here, because imagination may be the only possible way to save ourselves, to find some way to live a good life even as the blight spreads in and outside the text. Solutions are few and far between; beauty rots; but still, we can dream.

∅ Elements of Style for the Age of Blight: 
Omit needless words.

The Penny Poet of Portsmouth by Katherine Towler

     Dawn again,
and I switch off the light.
On the table a tattered moth
shrugs its wings.
     I agree.
Nothing is ever quite
what we expect it to be.

—Robert Dunn

Katherine Towler's deeply affecting and thoughtful portrait of Robert Dunn is subtitled "A Memoir of Place, Solitude, and Friendship". It's an accurate label, but one of the things that makes the book such a rewarding reading experience is that it's a memoir of struggles with place, solitude, and friendship — struggles that do not lead to a simple Hallmark card conclusion, but rather something far more complex. This is a story that could have been told superficially, sentimentally, and with cheap "messages" strewn like sugarcubes through its pages. Instead, it is a book that honors mysteries.

You are probably not familiar with the poetry of Robert Dunn, nor even his name, unless you happen to live or have lived in or around Portsmouth, New Hampshire. Even then, you may not have noticed him. He was Portsmouth's second poet laureate, and an important figure within the Portsmouth poetry scene from the late 1970s to his death in 2008. But he only published a handful of poems in literary journals, and his chapbooks were printed and distributed only locally — and when he sold them himself, he charged 1 cent. (Towler tells a story of trying to pay him more, which proved impossible.) He was insistently local, insistently uncommercial.

A Long and Narrow Way

And if my thought-dreams could be seen
They’d probably put my head in a guillotine
—"It’s Alright, Ma (I’m Only Bleeding)" 

First, some axioms. Points. Nodes. Notes. (After which, a few fragments.)

From Alfred Nobel's will: "The said interest shall be divided into five equal parts, which shall be apportioned as follows: ...one part to the person who shall have produced in the field of literature the most outstanding work in an ideal direction..."

Even if every winner of the Nobel Prize in Literature were universally acclaimed as worthy, there would still be more worthy people who had not won the Prize than who had. Thus, the Nobel Prize in Literature will always be disappointing. The history of the Nobel Prize in Literature is a history of constant, repeated disappointment.

The Nobel Prize in Literature's purpose is not to recognize the unrecognized, nor to provide wealth to the unwealthy, nor to celebrate literary translation, nor to bring attention to small publishers. Occasionally, it does one or more of these things, and doing so is good. It would be nice if any or all of those were its purpose. I'm not sure what purpose it does serve except as a sort of Hall of Fame thing, which reminds me of what Tom Waits said at his induction to the Rocknroll Hall of Fame: "Thank you very much. This has been very encouraging."

As with many things, Coetzee probably got it most right: "Why must our mothers be 99 and long in the grave before we can come running home with a prize that will make up for all the trouble we have been to them?"

Reflections on Samuel Delany's Dark Reflections

At the Los Angeles Review of Books, I have a new essay about Samuel R. Delany's 2007 novel Dark Reflections, which is about to be released in a new and slightly revised edition by Dover Books. Here's a taste:

In many ways, Dark Reflections is a narrative companion to Delany’s 2006 collection of essays, letters, and interviews, About Writing. In the introduction to that book, Delany says that its varied texts share common ideas, primary among them ideas about the art of writing fiction, the structure of the writer’s socio-aesthetic world both in the present and past, and “the way literary reputations grow — and how, today, they don’t grow.” The book is mainly, though not exclusively, aimed at aspiring writers. It provides some advice on craft, but it circles back most insistently to questions of value, and especially to questions of the difference between good writing and talented writing — and what it means, practically and materially, for a writer to shape a life around an aspiration toward the highest levels of achievement. While About Writing poses and explores these questions, Dark Reflections dramatizes them.

Read more at LARB

Why I Am Not a Poet

I have a brief new essay up at The Story Prize Blog, "Why I Am Not a Poet". Here's a taste:

I care about words, structures, rhythms, resonances, patterns, allusions, borrowings, sentences, images, emotions, voices, dreams, realities, fears, anxieties, failures, yearnings, and much more, but I don't really care about telling stories. The story is a kind of vehicle, or maybe an excuse, or maybe an alibi. The conventions of the story can be followed and forsaken in ways that get me to the other things, the things I care about.

All of those things I care about are things common to poetry — some more common to poetry than to prose, I'd bet — and that is why I read poetry, but even though I read poetry, I write prose because I just don't know how to do those things unless I'm writing prose.

(I think I would rather be a poet, but I am not.)

Continue reading at The Story Prize Blog.

Reality Affects

Bonnie Nadzam's recent essay at Literary Hub, "What Should Fiction Do?", is well worth reading, despite the title. (The only accurate answer to the question in the title [which may not be Nadzam's] is: "Lots of stuff, including what it hasn't done yet...") What resonates for me in the essay is Nadzam's attention to the ways reality effects intersect with questions of identity — indeed, with the ways that fictional texts produce ideas about identity and reality. I especially loved Nadzam's discussion of how she teaches writing with such ideas in mind.

Nadzam starts right off with a bang:

An artistic practice that perpetually reinforces my sense of self is not, in my mind, an artistic practice. I’m not talking about rejecting memoir or characters “based on me.” What I mean is I don’t have the stomach for art that purports to “hold up a mirror to nature,” or for what this implies, philosophically, about selfhood and the world in which we live.

This is a statement that avant-gardes have been making since at least the beginning of the 20th century — it is the anti-mimetic school of art, a school at which I have long been a happy pupil. Ronald Sukenick, whose purposes are somewhat different to Nadzam's, wrote in Narralogues that "fiction is a matter of argument rather than of dramatic representation" and "it is the mutability of consciousness through time rather than representation that is the essential element of fiction." Sukenick proposes that all fiction, whether opaquely innovative or blockbuster entertainment, "raises issues, examines situations, meditates solutions, reflects on outcomes" and so is a sort of reasoning and reflection. "The question," he writes, "is only whether a story reflects thoughtfully, or robotically reflects the status quo with no illuminating angle of vision of its own."

An Interview with One Story

A new interview with me — the first to come out since Blood: Stories was released — is now up at One Story's blog, part of the publicity leading up to the One Story Literary Debutante Ball. Many thanks to Melissa Bean for conducting the interview, and for her very kind words about the book.

Here's a taste:

MB: On that note, what inspires your stories?

MC: Daydreams and nightmares created by anxieties, fears, and desires.

I don’t write fiction for the sake of therapy, per se, but I am prone to anxiety and I have an active imagination, so it’s often the case that a story starts from one of my weird anxiety fantasies.

Read more at One Story...

Workshops of Empire by Eric Bennett

Eric Bennett has an MFA from Iowa, the MFA of MFAs. (He also has a Ph.D. in Lit from Harvard, so he is a man of fine and rare academic pedigree.) Bennett's recent book Workshops of Empire: Stegner, Engle, and American Creative Writing during the Cold War is largely about the Writers' Workshop at Iowa from roughly 1945 to the early 1980s or so. It melds, often explicitly, The Cultural Cold War with The Program Era, adding some archival research as well as Bennett's own feeling that the work of politically committed writers such as Dreiser, Dos Passos, and Steinbeck was marginalized and forgotten by the writing workshop hegemony in favor of individualistic, apolitical writing.

I don't share Bennett's apparent taste in fiction (he seems to consider Dreiser, Dos Passos, Steinbeck, Thomas Wolfe, etc. great writers; I don't), but I sympathize with his sense of some writing workshops' powerful, narrowing effect on American fiction and publishing for at least a few decades. He notes in his conclusion that the hegemonic effect of Iowa and other prominent programs seems to have declined over the last 15 years or so, that Iowa in recent years has certainly become more open to various types of writing, and that even when Iowa's influence was at an apex, there were always other sorts of programs and writers out there — John Barth at Johns Hopkins, Robert Coover at Brown, and Donald Barthelme at the University of Texas are three he mentions, but even that list shows how narrow in other ways the writing programs were for so long: three white hetero guys with significant access to the NY publishing world.

What Bennett most convincingly shows is how the discourse of creative writing within U.S. universities from the beginning of the Cold War through at least to the 1990s created a field of limited, narrow values not only for what constitutes "good writing", but also for what constitutes "a good writer". It's a tale of parallel, and sometimes converging, aesthetics, politics, and pedagogies. Plenty of individual writers and teachers rejected or rebelled against this discourse, but for a long time it did what hegemonies do: it constructed common sense. (That common sense was not only in the workshops — at least some of it made its way out through writing handbooks, and can be seen to this day in pretty much all of the popular handbooks on how to write, including Stephen King's On Writing.)

Some of the best material in Workshops of Empire is not its Cold War revelations (most of which are known from previous scholarship) but in its careful limning of the tight connections between particular, now often forgotten, ideas from before the Cold War era and what became acceptable as "good writing" later. The first chapter, on the "New Humanism", is revelatory, especially in how it draws a genealogy from Irving Babbitt to Norman Foerster to Paul Engle and Wallace Stegner. Bennett tells the story of New Humanism as it relates to New Criticism and subsequently not just the development of workshop aesthetics, but of university English departments in the second half of the 20th century generally, with New Humanism adding a concern for ethical propriety ("the question of the relation of the goodness of the writing to the goodness of the writer") to New Criticism's cold formalism:

Whereas the New Criticism insisted on the irreducible and indivisible integrity of the poem or story — every word counted — the New Humanism focused its attention on the irreducible and indivisible integrity of the humanistic subject. It did so not as a kind of progressive-educational indulgence but in deference to the wholeness of the human person and accompanied by a strict sense of good conduct. (29-30)

This mix was especially appealing to the post-WWII world of anti-Communist liberalism, a world scarred by the horrors of Nazism and Stalinism, and a United States newly poised to inflict its empire of moral righteousness across the world.

On Teaching Writing

Jan Steen, School Class with a Sleeping Schoolmaster

A writer recently wrote a blog post about how he's quitting teaching writing. I'm not going to link to it because though it made me want to write this post of my own, I'm not planning either to praise or disparage the post or its author, whom I don't know and whose work I haven't read (though I've heard good things about it). Reading the post, I was simply struck by how different his experience is from my own experience, and I wondered why, and I began to think about what I value in teaching writing, and why I've been doing it in one form or another — mostly to students without much background or interest in writing — for almost twenty years.

I don't know where the quitting teacher works or the circumstances, other than that he was working as an adjunct professor, as I did for five years, and was teaching introductory level classes, as I continue to do now that I'm a PhD student. (And in some ways did back when I was a high school teacher, if we want to consider high school classes as introductory to college.) So, again, this is not about him, because I know nothing about his students' backgrounds, his institution's expectations or requirements, his training, etc. If he doesn't like teaching writing where he's currently employed, he shouldn't do it, for his own sake and for that of his students. It's certainly nothing you're going to get rich from, so really, you're doing no-one any good by staying in a job like that, and you may be doing harm (to yourself and others).

Most of the quitting teacher's complaints boil down to, "I don't like teaching unmotivated students." I think it's important to recognize, though, that there are lots of different levels of "unmotivated". Flat-out resistant and recalcitrant are the ultimate in unmotivated, and I also rarely find joy in working with such students, because I'm not very good at it. I've done it, but have not stayed with jobs where that felt like all there was. One year at a particular high school felt like facing nothing but 100 resistant and recalcitrant students every single day, and though the job paid quite well (and, for reasons I can't fathom, the administration wanted me to stay), I fled quickly. I was useless to most of those students and they were sending me toward a nervous breakdown.  I've seen people who work miracles with such students. I wasn't the right person for that job.

But then there are the students who, for whatever reason, just haven't bought in to what you're up to. It's not their thing. I don't blame them. Put me in a math or science class, and that's me. Heck, put me in a Medieval lit class and that's me. But again and again, talented teachers have welcomed me into their world, and because of those teachers, I've been able to find a way to care and to learn about things I didn't initially care about in the least. That's the sort of teacher I aspire to be, and, for all my fumbling, seem occasionally to have succeeded at being.

It's nice to teach courses where everybody arrives on Day 1 with passion for the subject. I've taught such classes a few times. It can be fun. It's certainly more immediately fulfilling than the more common sort of classes where the students are a bit less instrinsically motivated to be there. But I honestly don't care about those advanced/magical classes as much. Such students are going to be fine with or without me. At a teaching seminar I attended 15 years ago, the instructor described such students as the ones for whom it doesn't matter if you're a person or a stalk of asparagus, because they'll do well no matter what. I don't aspire to be a stalk of asparagus.

There's another problem, too, and that's the problem of pedagogy. Many colleges and universities are terrible at providing training for teachers. There's an unspoken assumption that teaching is something anybody with an advanced degree can do. This despite the fact that anybody who's spent more than a few days in a college or university knows there are plenty of people with advanced degrees, people who may be brilliant at all sorts of other things, who can't teach at all.

Teaching writing is a particular skill, especially when teaching unmotivated students. I'm lucky to have spent some undergrad time and now some PhD time at the University of New Hampshire, where the teaching of writing is taken really seriously because writing teachers at UNH have long been interested not only in writing, but in the art of its teaching. The ghosts of Donald Murray, Donald Graves, and Robert Connors still haunt our halls. I continue to draw on things I learned in a Teaching Writing course in my last semester of undergrad. In my early years of teaching, I read every pedagogy book I could get my hands on. I still pick them up now and then, because I'm still learning to teach.

Of Purpose, Audience, and Language Guides

There are lots of reasons that the University of New Hampshire, where I'm currently working toward a Ph.D. in Literature, should be in the news. It's a great school, with oodles of marvelous faculty and students doing all sorts of interesting things. Like any large institution, it's got its problems (I personally think the English Department is underappreciated by the Powers That Be, and that the university as a whole is not paying nearly enough attention to the wonderful programs that don't fall under that godawful acronym-of-the-moment STEM, but of course I'm biased...) Whatever the problems, though, I've been very happy at the university, and I'm proud to be associated with it.

But Donald Trump and Fox News or somebody discovered a guide to inclusive language gathering dust in a corner of the UNH website and decided that this was worth denouncing as loudly as possible, and from there it spread all over the world. The UNH administration, of course, quickly distanced themselves from the web page and then today it was taken down. I expect they're being honest when they say they didn't know about the page. Most people didn't know about the page. The website has long been rhizomatic, and for a while just finding the academic calendar was a challenge because it was hidden in a forest of other stuff.

I, however, did know about the page. In fact, I used it with my students and until today had a link to it on my Proofreading Guidelines sheet. It led to some interesting conversations with students, so I found it a valuable teaching tool. I thought some of the recommendations in the guidelines were excellent and some were badly worded and some just seemed silly to me, like something more appropriate to an Onion article. ("People of advanced age" supposedly being way better than any other term for our elders reads like a banal parody of political correctness. Also, never ever ever ever call me a "person of advanced age" when I become old. Indeed, I would like to be known as an old fart. If I manage to achieve elderliness — and it is, seriously, a great accomplishment, as my amazing, 93-year-old grandmother [who calls herself "an old lady"] would, I hope, agree — if I somehow achieve that, then I will insist on being known as an old fart. But if you would rather be called a person of advanced age rather than a senior or an elder or an old fart, then I will respect your wishes.)

Notes on the Aesthetics of New American Stories

Ben Marcus's 2004 anthology The Anchor Book of New American Short Stories is a wonderfully rich collection for a book of its type. I remember first reading it with all the excitement of discovery — even the stories I didn't like seemed somehow invigorating in the way they made me dislike them. I've used the book with a couple of classes I've taught, and I've recommended it to many people.

I was overjoyed, then, when I heard that Marcus was doing a follow up, and I got it as soon as I could: New American Stories. I started reading immediately.

Expectations can kill us. The primary emotion I felt while reading New American Stories was disappointment. It's not that the stories are bad — they aren't — but that the book as a whole felt a bit narrow, a bit repetitive. I skipped around from story to story, dashing in search of surprise, but it was rare. I tried to isolate the source of my disappointment, of my lack of surprise: Was it the subject matter? No, this isn't quite Best American Rich White People. Was it the structure of the stories? Maybe a little bit, generally, as even the handful of structurally adventurous stories here feel perfectly in line with the structurally adventurous stories of 50 years ago, and somewhat tame in comparison to the structurally adventurous stories of 80-100 years ago. But that wasn't really what was bothering me.

And then I realized: It was the style, the rhythm. The paragraphs and, especially, the sentences. It wasn't that each story had the same style as the one I'd just read, but that most (not all) of the stories felt like stylistic family members.

Advice

Stephen Dixon:

Good advice for writers: Write very hard, keep the prose lively and original, never sell out, never overexcuse yourself why you're not writing, never let a word of yours be edited unless you think the editing is helping that work, never despair about not being published, not being recognized, not getting that grant, not getting reviewed or the attention you think you deserve. In fact, never think you deserve anything. Be thankful you are able to write and enjoy writing. What I also wouldn't do is show my unpublished work to my friends. Let agents and editors see it — people who can get you published —and maybe your best friend or spouse, if not letting them see it causes friction in your relationship. To just write and not worry too much about the perfect phrase and the right grammar unless the wrong grammar confuses the line, and to become the characters, and to live through, on the page, the experiences you're writing about. To involve yourself totally with your characters and situations and never be afraid of writing about anything. To never resort to cheap tricks, silly lines that you know are silly — pat endings, words, phrases, situations, and to turn the TV off and keep it off except if it's showing something as good as a good Ingmar Bergman movie. To keep reading, only the best works, carry a book with you everywhere, even in your car in case you get caught in some hours-long gridlock. To be totally honest about yourself in your writing and never take the shortest, fastest, easiest way out. To give up writing when it's given to you, or just rest when it dictates a need for resting; though to continue writing is you're still excited by writing. To be as generous as your time permits to young writers who have gone through the same thing as you (that is, once you become as old as I am now). To not write because you want to be an artist or to say you're a writer. And to be honest about the good stuff that other writers, old and your contemporaries, do too. 

The Perils of Citation

In my review of John Clute's collection Stay, I had some fun at Clute's expense with his passionate hatred of certain types of academic citation, and I pointed out that often the problem is not with the official citation format, which usually has some sort of logic (one specific, perhaps, to its discipline), but rather that the problem is in the failure to follow the guidelines and/or to adjust for clarity — I agreed that some of the citations used in Andrew Milner’s Locating Science Fiction are less than helpful or elegant, but the fault seemed to me to lie at least as much with Milner and Liverpool University Press as with the MLA or APA or University of Chicago Press or anybody else. Just because there are guidelines does not mean that people follow them.

I now have an example from an MLA publication itself, and it's pretty egregious, though I may only feel that way because it involves me.

The citation is in the book Approaches to Teaching Coetzee's Disgrace and Other Works edited by Laura Wright, Jane Poyner, and Elleke Boehmer, published by the MLA as part of their Approaches to Teaching World Literature series. It's a good series generally and it's a good book overall.

But in Patricia Merivale's essay "Who's Appropriating Whose Voice in Coetzee's Life & Times of Michael K", we see this passage on page 153:

Most Coetzee critics seem more committed to the "movements" [of the mind] than to the "form." Teachers of Coetzee should attempt to redress the balance, perhaps by following Michael Cheney's blogged example: "I realized that I was marking up my teaching copy of Michael K, as if I were marking up a poem ... lots of circled words, [and] 'cf.'s referring me to words and phrases in other parts of the book ... an overall tone-structure, a scaffold of utterance" (my emphasis).

The sentiment and some of the phrasing in that quotation seemed familiar to me, as did the writer's last name. Could there be a Michael Cheney out there writing about Coetzee? Sure. (I recently met Michael Chaney, a wonderful scholar at Dartmouth. We had fun trying to decide who's a doppelgänger of whom...) But I was suspicious. I looked at the Works Cited section of the book and found this:

Cheney, Michael. "Review of Life & Times of Michael K." J.M. Coetzee Watch #12. Matilda. Perry Middlemiss, 22 Oct 2008. Web. 21 Aug. 2009.

Apparently, there actually is a Michael Cheney out there writing about Coetzee. Good for him! But what is this J.M. Coetzee Watch? Sounds like something I'd be interested in. And Matilda? And Perry Middlemiss? Huh?

The Elements of Academic Style by Eric Hayot

Dr. Parenti: We get the grant, we study the problem, we propose solutions. If they listen, they listen. If they don't, it still makes for great research. What we publish on this is gonna get a lot of attention.

Colvin: From who?

Dr. Parenti: From other researchers, academics.

Colvin: Academics?! What, they gonna study your study? [chuckles and shakes head] When do this shit change?

—The Wire, Season 4, Episode 13, "Final Grades"

It is only within the last few years that I have reluctantly accepted that I deserve that noxious and disreputable label: an academic. Truly, I am doomed.

But then, I've yet to meet an academic who isn't keenly aware of the doom. My sentences keep going off in various directions toward what I'm sure would be an incoherent 10,000-word rant about my love/hate relationship with academia. I delete those sentences because I'm not here to rant about academia, but rather to praise a book that serves as both a writing guide and a (sometimes sly) philosophical statement about knowledge and the communication of knowledge. It's a book aimed directly at people like me, and yet I think at least a few of its chapters deserve a wider audience than the doomed weirdos of grad school.

The book is The Elements of Academic Style by Eric Hayot, author of On Literary Worlds, a book I found marvelously provocative. Elements is also marvelously provocative, and shares On Literary Worlds' desire to shake things up a bit within the academy, but it's also highly practical. It has much to say about the purpose and rhetoric of academic writing, and it does so from a position not only of deep knowledge of such writing, but deep appreciation for it — and that may be its most revolutionary element.

At its most basic level, Elements is a writing guide for graduate students in the humanities, with information about the differences, for instance, between conference papers and journal articles, between dissertations and books, between Chicago citational style and MLA style, etc. It offers the sorts of advice you can find in lots of different writing guides: advice about developing a writing practice, putting together a writing group, living through doubt and self-doubt and self-hatred, forcing yourself to submit for publication, and so on. All good stuff, and Hayot has some interesting ideas and opinions about it all, but it's not what the book is best at.

For me, the most compelling and valuable sections are about the rhetoric of academic communication. The book is broken into four parts, and it is part two that I spent the most time thinking about and working through. Hayot titles this section "Strategy" (the others are "Writing as Practice", "Tactics", and "Becoming") and in eleven mostly very short chapters he discusses the structure, rhythm, and conventions of good academic prose.

"Good academic prose!" you cry. "Surely, it's an oxymoron!" Not to Hayot.

Ending the World with Hope and Comfort

A friend pointed me toward Sigrid Nunez's New York Times review of Emily St. John Mandel's popular and award-winning novel Station Eleven. He said it expressed some of the reservations that caused me to stop reading the book, and it does — at the end of her piece, Nunez says exactly what I was thinking as I put the book down with, I'll confess, a certain amount of disgust:

If “Station Eleven” reveals little insight into the effects of extreme terror and misery on humanity, it offers comfort and hope to those who believe, or want to believe, that doomsday can be survived, that in spite of everything people will remain good at heart, and that when they start building a new world they will want what was best about the old.

I don't mean this post to be about Station Eleven, because I didn't finish reading it and for all I know, if I'd finished reading it I might disagree with Nunez. I bring it up because even if, somehow, Nunez is wrong about Station Eleven, her points are important ones in this age of popular apocalypse stories.

Let me put my cards on the table. I have come to think stories that give readers hope for tolerable life after an apocalypse are not just inaccurate, but despicable.

Guy Davenport on Writing and Reading

Guy Davenport, illustration from Apples & Pears

I've just begun reading Andre Furlani's Guy Davenport: Postmodern and After, a magnificent book (so far), and went to track down one of the items cited there, a 2002 interview by B. Renner for the website Elimae. Alas, the site seems to have died, but god bless the Wayback Machine: here it is, cached.

The interview is not as meaty as some others, for instance Davenport's Paris Review interview, but it's always interesting, and I was particularly struck by this:

DAVENPORT: At Duke I took Prof Blackburn's Creative Writing course (Bill Styron and Mac Hyman were in the class) and got the wrong impression that writing is an effusion of genius and talent.  Also, that writing fiction is Expression of significant and deep inner emotion.  It took me years to shake off all this.  Writing is making a construct, and what's in the story is what's important.  And style: in what words and phrases the story is told.  (William Blackburn, the full name.  His guiding us all toward autobiographical, confessional, "emotional" writing is -- in reaction -- why I write about concrete objectivities that are fairly remote from my own experiences.  I like to imagine how other people feel in a world different from my own.)

Also:

ELIMAE: Almost none of your stories take place in the U.S. or involve American characters. Is there a particular reason for this? Are Americans and the U.S. less noteworthy than other peoples and places, especially Europeans and Europe, or is it as simple as a matter of going to subject matter that hasn't already been done to death by other American writers? 

DAVENPORT: A clever critic might note that they are all set in the USA.  "Tatlin!" is a fable about totalitarian governments strangling creativity, not always blatantly and openly.  At the time I was lecturing on Hermann Broch's The Death of Virgil, the classic study in our time of Government and The Poet.  Vladimir Tatlin's genius suffocated by Stalin seemed to me to be paradigmatic and timely.  I learned from Kafka's Amerika that you don't have to have a realistic knowledge of a place, and from Nabokov that "realism" is simply a fashionable mode.

We are still immigrants.  Culture imports and exports.  There was a great anxiety that European culture would be obliterated twice in the 20th century.  I became interested in "Europe" through Whistler's etchings.

And then there's a Davenport desert island list!

ELIMAE: Here's my version of the "desert island" question: if you could select any six books (besides your own) originally written in your lifetime, and be the author of those books, which six would they be?  

DAVENPORT: Your 6 books question is diabolical!  I couldn't have written any of 'em.
    Eudora Welty, The Golden Apples
    P. Fitzgerald, The Blue Flower
    Michel Tournier, Les Meteores
    Isak Dinesen, Anecdotes of Destiny
    Mann, Doktor Faustus
    Beckett, Molloy

Finally, I also found an interesting mention of Davenport in this interview with John Jeremiah Sullivan, whose whole response about the connection of writing and reading is great, but here's the Davenport part:

That said, how do you get to be a better reader? I asked Guy Davenport this question one time, because talking to him could really make a person despair; he just knew so much, he’d read so much in many languages, but not in a pedantic or scholastic way, in a really passionate way. He gave me what I thought was very solid advice, which was: first of all, start reading and don’t stop. The other thing is to follow your interest. He said there ought to be a phrase, “falling into interest,” to go with falling in love.

Follow your interest; follow the writers who energize you, not the ones who exert a sense of obligation on you. The books that do the one or the other will change, as time gone on. The landscape shifts. Don’t adhere to systems unless that feels good.

Notes on a Sentence from "The Death of the Moth"

Forced by some reductive power to declare a single favorite essay, mine would be "The Death of the Moth" by Virginia Woolf. It is a marvel of concision, and yet it contains the universe. It is an essay both personal and cosmic, material and spiritual.

Whenever I teach writing, I use "The Death of the Moth" as an example of the interplay of form and content. (While I have seldom met a pairing I didn't want to deconstruct, the form/content binary is one I continue to find useful. Yes, the separation is problematic — what, in language, is content without form or form without content? — but I also find it a valuable way to talk about concepts that are otherwise invisible or easily muddled.) Usually, I take one sentence, scrawl it out on the board, and pick it apart. It's not always the same sentence, but recently I've been using this one:

Yet, because he was so small, and so simple a form of the energy that was rolling in at the open window and driving its way through so many narrow and intricate corridors in my own brain and in those of other human beings, there was something marvellous as well as pathetic about him.

The first thing to do is break the sentence apart. Here's one way:

"The book transforms me and transforms what I think"

I'm perfectly aware of always being on the move in relation both to the things I'm interested in and to what I've already thought. What I think is never quite the same, because for me my books are experiences, in a sense, that I would like to be as full as possible. An experience is something that one comes out of transformed. If I had to write a book to communicate what I'm already thinking before I begin to write, I would never have the courage to begin. I write a book only because I still don't exactly know what to think about this thing I want so much to think about, so that the book transforms me and transforms what I think. Each book transforms what I was thinking when I was finishing the previous book. I am an experimenter and not a theorist. I call a theorist someone who constructs a general system, either deductive or analytical, and applies it to different fields in a uniform way. That isn't my case. I'm an experimenter in the sense that I write in order to change myself and in order not to think the same thing as before.

—Michel Foucault,
interview with D. Trombadori, 1978;
from Power pp. 239-240