Joyce’s Ulysses as a Catalog of Narrative Techniques for MFA Candidates
(The following paper was presented at the Southwest Popular/American Culture Association Conference in Albuquerque, New Mexico, Feb. 26, 2022, moderated by Yasminda Choate, Seminole State College.)
I must say regarding the title of this talk: what it lacks in cleverness it at least makes up for in near-childlike self-explanation. I’m going to discuss why focusing an entire course on a single daunting text like Ulysses is worthwhile, at least in the setting of an MFA program; and I’m going to offer some specific suggestions for reading focuses and writing assignments. (It’s not one of those papers you run into at conferences sometimes, a paper that purports to be about how waxed fruit influenced the writing style of Gertrude Stein, and ten minutes in the presenter hasn’t yet mentioned waxed fruit, Gertrude Stein, or writing style, or, for that matter, writing.)
First some further context: I teach in an MFA in Writing program that has both on-campus and online courses of the two traditional varieties: workshop and literature. I teach online literature courses exclusively. Nevertheless, I do think this course, or this kind of course, could work just as well in-person. I have the luxury of designing my own courses. Maybe three years ago, I decided to pitch a course with a singular focus: James Joyce’s legendarily difficult novel Ulysses. My thinking was that it would be a great text for discussing a wide array of narrative techniques, all gathered together in one unruly place. Also, for people planning to be fiction writers (meaning probably novelists) and perhaps wanting to be college teachers themselves, being familiar with the book that many consider the greatest English-language novel of the twentieth century, if not of all time, would be beneficial—if for no other reason than to avoid embarrassment at some future department mixer.
I’ve now taught the course several times (four?), and it’s scheduled again for this summer. From my perspective it’s been a success, and also a blast to teach. Student evaluations support my perspective. (Pro tip: I call the course “Joyce’s Ulysses” to try to avoid confusion; nevertheless, I do get the occasional student hoping to take a deep dive into Homer—which would also be a great course.) The course attracts students with a variety of motives, but a common one is that they’ve tried reading Ulysses before—and have had to limp, defeated, from the field of battle (a nod to Ulysses’ first publishers, Jane Heap and Margaret Anderson). Or, often, it sat on a shelf, untouched, glaring arrogantly at its owner for years. Now, with some guidance and the motivation of a grade hanging in the balance, they hope to slay the beast, or at least land a scratch.
I can relate. I’m among those who tried and failed a few times to read Ulysses before finally getting through the text in its entirety. So as a recovering Ulysses failure, I can speak to the students on their own level of self-loathing, and offer them the sort of encouragement they need to not drop the course after seeing the reading requirements. When I started teaching Ulysses we had eleven-week sessions; then the program was revised to offer eight-week sessions. The book was a bear to teach in eleven weeks, so eight is extra challenging. Yet doable.
We look at two episodes per week, and tackle an inhumane amount of material the penultimate week, episodes 16, 17, and 18; that is, Part III, “Eumaeus,” “Ithaca,” and “Penelope,” some 150 pages—which isn’t unusual in a typical grad course, but it’s 150 pages of Ulysses, capped off by Molly Bloom’s nearly punctuation-free, stream-of-consciousness monologue. To accommodate the move from eleven weeks to eight weeks, I basically cut Part I, the three opening episodes that focus on Stephen Dedalus, and begin in earnest with Leopold Bloom starting his day in Episode 4, “Calypso.” I provide a summary of those opening episodes and encourage students to read them even though they aren’t required per se.
I stress—again and again—that our purpose is not to unlock all the literary mysteries of the novel. Joyce specialists (of which I am decidedly not one) devote whole careers to the book, or only individual episodes. Rather, we want to achieve a basic understanding of what happens in the book, yes, but more importantly we want to lift the hood and see what Joyce was up to in individual episodes, and in the structure of the novel as a whole. In other words, we’re reading the novel as practicing writers, not as literary scholars. I hope to spark an interest in Joyce so that later in life students may feel warm and fuzzy enough about Ulysses to return to it, and to engage with other Joyce texts. Typically I do have a few students who’ve been bitten by the Joyce bug by the end of the session, and they ask for recommendations about where to go next, unaided. Finnegans Wake?, they sometimes ask. God no. I generally recommend Dubliners, and even more specifically “The Dead,” which is available in stand-alone critical editions if a reader is so inclined.
Another piece of advice I offer at the outset: The novel features a cast of thousands, and trying to synthesize all of the characters into your gray matter for easy recall later is probably one of the reading habits that leads to so many normally successful readers giving up in a hailstorm of self-condemnation. Instead, I say, there are just three main characters—Stephen, Bloom, and Molly—so keep an eye out for them. As long as you have a sense of what they do in the novel, from episode to episode, until you reach the Promised Land of “Yes” at the end of 18, then you’re doing just fine.
(We do get into some literary analysis, and one of the aspects we talk about is the novel’s unusually encyclopedic nature, and that Joyce didn’t intend, probably, for it to be read like a typical novel. There’s just too much data to try to hold in one’s head from start to finish. I will admit that in spite of reading the novel from stem to stern at least twice, and some sections multiple times, and even having published about it, plus taught it multiple times, it’s not uncommon for me to read an article or hear a presentation on the novel, and think, “That happens in Ulysses? Really? That sounds interesting.”)
Students are required to write weekly discussion posts based on the episodes, and I give them something concrete to glom onto. I share with them the famous Ulysses schemas, the Gilbert and the Linati, and ask them to write about how two of the elements operate in the week’s readings. Again, I don’t pretend that this an approach that will help them penetrate to the core of the novel’s meaning. Rather, as writers we’re looking at ways that Joyce tried to unify eighteen episodes, or chapters, that use increasingly experimental techniques of storytelling and shift point of view frequently. The schemas are one method, as are the running parallels with Homer’s Odyssey (which are often hard to spot even when one knows to look for them). Another unifying element is Joyce’s attention to chronology, with the narrative unfolding in more or less accurate time over 24 hours. Finally, there is Joyce’s attention to the point of obsession regarding the geography of Dublin in June 1904.
The novel is famous for its stream-of-consciousness narration, which nowadays isn’t exactly revolutionary. Joyce is, however, a master of the technique so a closer examination of almost any episode can lead to a fruitful discussion of how it’s working in detail. “Penelope,” of course, is the example par excellence of interior monologue. To mimic the randomness of one’s thought process, Joyce uses almost no punctuation for more than 30 pages, a section broken into only eight “sentences.” Nevertheless, we can isolate specific thoughts and images. How does Joyce manage it, without the traditional use of punctuation?
Every episode offers a multitude of techniques that could be of value to fiction writers, but in the interest of time here are some approaches that stand out to me.
Episode 4, “Calypso.” The opening three episodes, focused on Stephen Dedalus, establish a realistic chronological approach in the novel, from the start of Stephen’s day at the Martello tower to his meeting with Mr. Deasy to his walk along the strand. Then, abruptly, in this fourth episode time is reset to around 8:00 as we’re introduced to Leopold Bloom. From then on time in the novel unfolds consistently. The lesson: Don’t be afraid to break your own rules.
Episode 6, “Hades.” Bloom takes a carriage ride with three men who are also attending Paddy Dignam’s funeral. Bloom is both part of the group and yet set apart from his companions because of his Jewish heritage and being seen as a quasi-foreigner. This feeling, of being alone in a crowd, is exquisitely human and has obviously been explored by writers and artists throughout history, but no one does it better than Joyce in this iconic episode. The lesson: How to create a character who is both accepted into a social circle while simultaneously being excluded from it.
Episode 7, “Aeolus.” Bloom visits the Freeman newspaper offices, where he has a series of encounters, including with Stephen for the first time in the novel. This episode initiates Joyce’s more overtly experimental techniques as he breaks up the narrative with frequent headline-like insertions throughout. These headlines were a relatively late addition to the episode as it was published without them in The Little Review. Lesson: Don’t be afraid to play with narrative techniques and step from behind the curtain as the storyteller.
Episode 9, “Scylla and Charybdis.” Here Stephen expounds on his theory regarding Shakespeare’s Hamlet in the National Library with a group of fellow literati. His theory has been alluded to previously in the novel. Intertextuality—bringing other texts to bear on the narrative’s primary text—happens frequently in Ulysses. Indeed, Homer’s Odyssey serving as a structural apparatus is itself intertextual. But the use of Hamlet as a well-known literary figure (perhaps the best-known literary figure) to amplify the novel’s own concerns about parent-child relationships, among other issues, is worthy of careful study. Lesson: Bring other texts into conversation with your own narrative.
Episode 10, “Wandering Rocks.” In this scene our attention wanders between a host of different characters and objects. Very little happens in terms of advancing the novel’s plot, but Joyce brings together many of the characters and items of significance we’ve already encountered. Many see this odd episode—with its cinematically sweeping point of view—as a way to tie the earlier (more conventional) chapters of the novel to the later (more experimental) chapters. Lesson: Chapters can have principal objectives other than to advance the plot or evolve characterization; they can serve more purely artistic functions.
Episode 12, “Cyclops.” We join Bloom in Barney Kiernan’s pub, but from the point of view of a new anonymous, first-person narrator. Besides the switch in POV, Joyce also plays with various prose styles, including Irish mythological, legalistic, journalistic, and biblical. This episode, then, breaks two cardinal rules young writers often learn in workshop: to be consistent when it comes to (1) point of view and (2) voice. Without warning, Joyce switches from third- to first-person, and then injects some thirty different prose styles into the telling. Lesson: Know the rules so that you can break them; or, the only rule when it comes to telling a compelling story is that there are no rules.
Episode 14, “Oxen of the Sun.” Joyce takes the technique of Episode 12—the use of multiple prose styles—and goes even further by emulating the evolution of the English language, from its Latin/Germanic roots to Anglo-Saxon to Chaucer to Shakespeare to Defoe to Lamb, and many more. The plot advances at the Holles Street maternity hospital, but it does so via this history of the stages of the English language. Lesson: Have fun. Don’t be afraid to toy with voices and styles within the same piece.
Episode 15, “Circe.” We find ourselves in Nighttown, Dublin’s red-light district, but now the storytelling mode is dramatic. The episode unfolds as a play script, complete with character names and stage directions. The lesson: Go ahead. Begin in one mode and switch to another; then back again, or whatever you feel like doing.
Episode 17, “Ithaca.” Bloom and Stephen walk to Bloom’s residence, an important plot advancement, especially in light of the novel’s Odyssey subtext, but now it’s told via a series questions and answers, resembling, most say, either catechism or Socratic dialogue. Lesson: Why the heck not?
And like Bloom, we return to Episode 18 and No. 7 Eccles Street.
A quick word or two on other kinds of writing assignments one might assign, besides the weekly posts tied to the schemas. For their final project, I have students try their hand at one or more experimental techniques they’ve encountered in the book, creating their own original scene. It’s a two-part assignment. There’s the creative writing itself; then there’s an analytical element in which they identify the episodes and techniques they used as inspiration, quoting and citing from the novel as needed.
In the original eleven-week version of the course, I attempted an ambitious midterm paper. I had students access an episode as it first appeared in either The Little Review or The Egoist (using the Modernist Journals Project online), and compare it to the 1922 book version, identifying Joyce’s revisions and speculating as to why Joyce may have made the changes (almost always additions) that he did. That is, what did he gain through revision? I think it’s a terrific assignment, but, as I say, ambitious, and students were not terribly successful with it. It is perhaps too labor intensive when up against the amount of reading students have to do just to keep pace with the syllabus. So when we went to eight-week sessions, I dropped the assignment. My main purpose was to emphasize the importance of revision and how much care Joyce took in revising his work. I think it’s a potentially fruitful exercise, and maybe given a longer time frame and the right students, it could be a reasonable assignment. (By the way, I did the activity myself, based on Episode 9, “Scylla and Charybdis,” and the brief article was published at Academia Letters—if you want to see an example of what I have in mind with the assignment.)
It’s especially interesting to be teaching Ulysses during its centenary year—an event that will add even more resources from which one might draw (not that there was a shortage previously). If you teach in the right circumstances, I encourage you to consider a course on Ulysses. Or if not that large, loose, baggy monster, maybe another long, challenging text. I’ve thought about War and Peace, but in eight weeks that would be quite a battle. I welcome suggestions.
Interview with Lynette D’Amico: Road Trip
Twelve Winters Press doesn’t solicit submissions as a general rule. Sometimes we’ll have a call for submissions for a special project, but otherwise, as a publisher, I see myself as more of a hunter-gatherer. That is, I keep my eyes and ears open for interesting projects, and when I pick up a scent, I track it down to see if it pans out. I believe it was in the summer of 2014 that I received the Quarterly West newsletter which included an announcement of the winner and finalists of its annual novella contest. One of the finalists was “Road Trip” by Lynette D’Amico. There were several finalists, and I’m not sure why that one stood out to me. I’m a big fan of the road trip motif — I’ve taught Homer’s Odyssey many, many times, as I have tales from Chaucer’s Canterbury Tales, and I’m a fan of Kerouac’s On the Road, and McCarthy’s The Road . . . and so on. So maybe it’s as simple as that.
I went about tracking down this Lynette D’Amico person on the Web (which took a little doing), and introduced myself and Twelve Winters via email. She responded, and come to find out, her novella had been three times a bridesmaid. Prior to the Quarterly West finalist finish, her little book also had been a finalist for the Paris Literary Prize and, as part of a collection, for the 2014 Flannery O’Connor Award for Short Fiction. She had some other impressive writing credentials, including placing a piece with The Gettysburg Review, “Ashes, Ashes,” that had been nominated for a Pushcart Prize. She said in her email that being contacted by a publisher took some of the sting out of her third close-but-not-quite finish, and she agreed to send me the manuscript.
I was blown away by her novella — its complexity, its intricate structure, its mixing of genres, its main characters who are thoroughly lovable in spite of their glaring flaws, and its offbeat humor. I very much wanted to bring this strange little book into the world. We began our negotiations. I entertained the idea of bringing “Road Trip” out as part of a collection, but ultimately we agreed that it should stand on its own as a novella. The story is highly intertextual, so I liked the idea of perhaps mixing in yet another mode of communication in the form of illustrations of some sort (at least, I think it was my idea — maybe Lynette suggested it first . . . I could easily be persuaded she did). Ultimately, Lynette found some photographs from the Wisconsin Historical Society and from a book titled Death of the Dream that she wanted to include in the book. The odd and often haunting photographs definitely added another layer to her already multi-layered novella.
I enlisted the aid of a couple of the Press’s loyal editors to read the manuscript and work with Lynette to finalize it for publication; then beginning in about March of this year I re-entered the process, and Lynette and I went about creating Road Trip in its final form, in print and digital editions. (Lynette is at work on an audio version of Road Trip as well.) On June 22, 2015, the novella entered the world. I sent Lynette some interview questions about her book and her process, and what follows are her unedited responses. SPOILER ALERT: At times the interview drifts into details of the novella you may not want to know before reading it (I wouldn’t have).
The travel narrative obviously has a rich history. The Bible is filled with travel stories. There’s Homer’s Odyssey, Chaucer’s Canterbury Tales, Gulliver’s Travels, with your own book perhaps being more closely related to Kerouac’s On the Road. Why do you think the travel narrative has been so attractive to storytellers, and what specifically attracted you to it for Road Trip?
Isn’t it a version of the travel narrative that we all see ourselves as coming from somewhere on our way to somewhere else? Well, maybe that’s a version of the travel narrative written by white men of a particular social class. When I was 21 or 22, I tried to wrangle a posse of girlfriends to drive from a first-ring suburb of St. Louis to the Pacific Ocean. My friends wanted to bake on a beach, so I wrote to chambers of commerce, collected maps, a sleeping bag, and hit the road alone. I made it as far as Taos before I exhausted my credit limit and my own capacity for adventure—sleeping and not sleeping in my car with all the doors locked at state parks.
The notion of the road trip immediately inspires a sense of the unknown; it has its own engine—we’re heading out from Point A to Point B, or to points unknown. I needed a trajectory for Road Trip, something that would propel the story forward, and place the characters of Myra and Pinkie in time and space, and a literal road trip does the trick.
There’s a line in a story by Paul Yoon, “So That They Do Not Hear Us,” that I get caught on, “. . . there was a time she had departed and was now wishing to return to.” This nostalgia for returning is also a part of the mythology of a road trip: we want to go back to where we started, and the inherent sadness of the road trip for Myra and Pinkie is that even if they get back to where they started, even if they return, nothing will ever be the same again.
Some of the travel narratives I mentioned have a significant supernatural element in them—as does your novella. What do you think the connection is between travel and the supernatural?
Travel removes us from the familiar. In Rebecca Solnit’s A Field Guide to Getting Lost, she says that “to be lost is to be fully present, and to be fully present is to be capable of being in uncertainty and mystery.” The expectation of the travel narrative is exploration of the unknown; to turn a corner or come into a clearing, where “I have never seen this place before” and the unexpected becomes possible.
Flimic references that inform Road Trip include David Lynch’s Wild At Heart, the Cohen brothers’ O Brother Where Art Thou?, The Wizard of Oz, and Wim Wenders’ Paris, Texas. And by “inform,” I mean I paid attention that if you’re on a road trip, something’s gotta happen along the way, and I like it when the something that happens along the way is a little weird, or incorporates unreal elements.
A few years back my spouse and I were staying in a cabin in the Adirondacks. We woke up early the morning we were due to leave and rather than go back to sleep, we packed the car and got on the road before dawn. There were no cars on the road, no lights; it was foggy and misty, and all of a sudden we saw a one-armed figure in the middle of the road. Polly was driving. We both screamed and Polly, who has the reflexes of an athlete, swerved and braked hard. We looked around and there was no one on the road. We kept driving. Did we really see a one-armed man on a foggy road? And where did he go? In writing, and perhaps in life, anything is possible on the road—one-armed hitchhikers, or red-headed hitchhikers in one-piece bathing suits and flip-flops pulling doughnuts and mini-bottles of vodka out of a bottomless purse.
The structure of Road Trip is decidedly nonlinear. You have several characters embarking on various storylines, and the reader constantly shifts between these storylines, as well as back and forth temporally. How did this rather frenetic structure come about? Was it planned early on in the composition, or did it develop more organically while you were writing Road Trip?
Nothing was planned! I so rarely work with any kind of intentionality unless I’m writing an essay, but even then I leave plenty of space for discovery. Road Trip started as one straight-line short story called “No Brakes”—the story of Myra and Pinkie—more or less. It was a big sprawling mess, but from the one draft I had the last words, “no brakes,” and in subsequent drafts I wrote towards that line. It was always fragmented, but I had sections in it about Ed Gein, the Plainfield, Wisconsin, killer who is the model for Norman Bates in Psycho and Buffalo Bill in Silence of the Lambs, which didn’t make the cut and sections called “What Does My Mother Have to Do with This” that were kind of funny stories about my mother talking about death, but their destiny was foretold by their heading. Then my first semester in grad school I worked with the brilliant Kevin (Mc) McIlvoy, who taught me one simple thing about braiding story chords (I don’t mean that he told me one thing; he told me a million things, but I actually managed to hold onto this one right thing): He referred to the turns in the long version of “Layla” by Derek and the Dominos: “You thought we were entering a pond? No. You thought we were entering a lake? No. Here: the ocean. The ocean: hear.” His comment translated into some kind of circular, touch-and-go movement in the story. Mc encouraged me to think about fragmentation—breaking blocks of text into small islands to introduce a rhythmic discontinuity and dynamic disjunction into the narrative. To my surprise, as I broke the main narrative down and split the secondary narrative into discrete modules, I was able to see the shape of the story. In pulling everything apart, the story came together for me.
Myra Stark (the narrator) and Pinkie have a complex relationship. What do you think is at the core of their friendship? Are you basing this complex friendship on any real-life models?
In all the conversations and discussions I’ve had about this book, I’ve never tried to explain the relationship between Myra and Pinkie, except maybe to myself. Early feedback I got on the story was that Myra was so mean to Pinkie wasn’t I worried that readers wouldn’t like her? I also heard that Pinkie was beyond believable infuriating. Beyond believable in a story with ghosts and an animated butter and cheese doll? Well, it doesn’t hurt my feelings if readers don’t like Myra or Pinkie. My interest is in creating complex, difficult characters that readers want to argue with or talk to on a long road trip. My interest is that readers keep reading.
I had in mind a complicated relationship between two women, a relationship if not as clear-cut as lovers, then maybe a friendship betrayed, or a friendship of history and habit and conflicted feelings. In my own life, I’ve had friendships that blew up, I’ve disappointed and been disappointed by friends. I wrote pages and pages, which is my way of thinking, trying to discover a relationship that existed beyond estrangement and death. What I discovered in the process was that I wasn’t really interested in Myra and Pinkie making peace. Theirs was a relationship that would extend in its contentiousness beyond death. One of my models for Myra and Pinkie’s relationship was Sula Peace and Nel Wright from Toni Morrison’s Sula. Sula is a devastating novel about the relationship between two black women from the fictional town of Medallion, Ohio. The story follows Sula and Nel from the 1920s as young girls, then young women; their falling apart, and through the death of the title character, which corresponds with the slow decline of the black community they come from. When Sula is ill and alone, Nel visits her and asks her a question she had been struggling with since the friends had ceased being friends after Sula slept with Nel’s husband:
“I was good to you, Sula, why don’t that matter?” Sula turned her head away from the boarded window. . . . “It matters, Nel, but only to you. Not to anybody else. Being good to somebody is just like being mean to somebody. Risky. You don’t get nothing for it.”
“Being good to somebody is just like being mean to something. Risky. You don’t get nothing for it.” That line is at the heart of the relationship between Myra and Pinkie.
Road Trip was originally part of a collection (which was a finalist for the Flannery O’Connor Award for Short Fiction in 2012). How is Road Trip similar to and different from other pieces in that collection?
Other stories in the collection, although not all the stories, use similar nonreal elements as appear in Road Trip, such as ghosts, and a couple of the stories try to be funny. I think a problem with the collection is that Road Trip was in it. The other stories are about families: mothers and daughters, sisters, and the relationships you are born into versus the relationships you choose. Road Trip might have been too much of its own animal to work with the collection.
For a long time the novella, as a form, was “persona non grata” in the publishing world—too long to be published as a story, and too short to be taken as seriously as a novel. But the novella’s status seems to have improved in recent years. Major houses are publishing them, and some have even fared well in national contests competing right alongside full-length novels. How do you personally feel about the novella form, compared to story and novel writing?
I love the novella form. I went around for a while pitching a book that was going to be comprised of three novellas! That plan fell by the wayside due to lack of interest—not on my part but on the part of every publishing venue that I approached—but I like to keep a novella percolating on the back burner, something to dip into from time to time. I’m still new to novel writing. I’m writing a novel, but I am a little shy about saying that I’ve written a novel yet. Time will tell. The only form that I feel sure about before I write it is the short story. Sure, in that I usually know if a short story is going to be a short story when I start writing, although I’m open to surprises too.
The most obvious way to differentiate novellas from stories and novels is, of course, by word count, which is typically in the 20,000 to 40,000 word range—but word count is only one indicator of what a novella is and it doesn’t address form. Author Debra Spark, who I had the great fortune to work with at Warren Wilson, has an essay about the novella in her book on the craft of writing called Strange Attractions. She refers to Howard Nemerov’s essay “Composition and Fate in the Short Novel,” and says that novellas “must represent not simply a compression but a corresponding rhythmic intensification, and not just for plot—which we expect from most fiction—but for design.” Rhythmic intensification to me means exerting pressure on every element: language, sentences, paragraphs, which is compounded by and propelled by tone. It’s a process of distillation. The best way I can think of to illustrate what I’m talking about is with these few novellas and short novels that are particularly important to me:
The Body Artist, Don DeLillo.
I am a freak for DeLillo and then I go through periods where I can’t read another word of his. The Body Artist is a drifty, dreamy book with the thinnest of plots and the first fifty pages or so is this excruciating chapter of a domestic scene that is written kind of like in real time. The book is like a dream. I love The Falling Man by DeLillo too.
The Great Gatsby, F. Scott Fitzgerald
I reread or listen to Gatsby two or three times a year. I would like to write a collection of essays from lines from Gatsby. Every line opens a world.
Tinkers, Paul Harding
Another drifty, dreamy novella, and the first chapter in which the main character tells his own death in the context of the house he built falling down around him is brilliant.
Train Dreams, Denis Johnson
The main character of Train Dreams is opaque and unreflective, but Johnson evokes a whole way of life and period of history through the character Grainier—of logging and the woods and labor and heartbreak in Idaho in the early part of the twentieth century. I love this book as an example of how to tell a story through characterization.
So Long, See You Tomorrow, William Maxwell
I like my fiction a little slapdash and hard-edged, language-driven or image-driven or just voice-y—funny, snappy voice-y. So Long, See You Tomorrow isn’t that kind of book. It’s such a quiet, meditative book, but I read it, then listened to the audio file of the author William Maxwell reading it, which is an extraordinary experience, then I read it again. And maybe a few more times. I’ve heard the book referred to as a nonfiction novel because the first half of the book is written like a memoir in which the author William Maxwell is the central character. He tells an account of a murder on a tenant farm outside of Lincoln, Illinois, the small Midwestern town where Maxwell was born and lived until he started high school. The second half of the book is a fictionalized account of the murder from a third-person omniscient perspective. I love that this book tells the same story many different ways.
Coming Through Slaughter, Michael Ondaatje
The subject of the novella is a fictionalized account of the life of New Orleans jazz trumpet player Buddy Bolden. The novel incorporates point of view jump cuts, lists, lyrics, descriptions of photographs, and invented and historical interviews in an attempt to enter the character and historical figure of Buddy Bolden. The presentation is disjointed and imagistic and opens up whole worlds.
Why Did I Ever, Mary Robison
Funny as hell. And sad. Written in 536 little sections. Not an extra word.
Road Trip must have had a fairly long and adventurous trip of its own before being published. Could you talk about your efforts to get it into print, and what kind of a journey that was for you as a writer, including emotionally.
Over the past several years, Road Trip was a finalist in a few well-considered contests—always a bridesmaid, as they say. Every time I got on one of those close-but-no-cigar lists, an agent or two would contact me and ask “what else you got?” Nobody was interested in a novella, or in the novella as part of a collection of short fiction. I think Road Trip didn’t really work in a collection. If the collection had won some prize, that might have made a difference, but generally, what I heard from agents was that they wanted a novel, and there’s nothing like the attention of a few publishing professionals to completely derail my writing practice and sidetrack me from the work, which is ultimately what matters. So, I tried to keep my head down and just keep focused on the page.
I had stopped submitting Road Trip to journals—the few that are open to considering novella-length work—but I’d gear up and send it around to the couple of novella contests that come around every year. After an appearance on the finalist list for the 2014 Quarterly West Novella contest (which I lost to Nathan Poole, a fellow Warren Wilson alum, which by the way, if you’re a fan of the novella or just gorgeous writing, read his winning novella Pathkiller as the Holy Ghost or his collection of short fiction from Sarabande, Father, Brother, Keeper), you contacted me. As I think I said to you in my initial response, nothing takes the sting out of losing like a query from a publisher. I was impressed with Twelve Winters’ dedication to independent publishing, your commitment to publishing literary titles that might be a little off the beaten track, as well as your plans to expand the press’s fiction list. Let me just say, too, that I have a lot of writer friends who operate like literary hoarders. Playwrights who are holding out and holding out—they don’t want their work to be produced at a small local theater in case Steppenwolf or The Public wants to consider their play, writers who have their marketing plans in place before they finish a first draft. The upshot is an unproduced play (or an unpublished book) sitting in a drawer or on a computer file. I started writing later in life, and besides feeling the pressure of age in a youthful field, I want my work to be in the world. I liked that Twelve Winters is an entrepreneurial endeavor. I liked that you are a reasonable guy who is interested in working with his authors to make the best books possible. I liked that you were willing to take a chance on my weird, sad-funny novella. I think it’s worked out.
How did a Midwesterner with “a prairie eye” end up in Boston? Does your writing tend to focus on the Midwest, or do you sometimes find your East Coast environment an appropriate setting for your fiction?
I lived a lifetime in Minnesota and Wisconsin. Then my spouse, who works in theatre, got a job offer in Chicago. While she was in Chicago interviewing, my mother died. We sold our house, I quit my job, and we moved three months later.
After kicking me around for a year or so, Chicago became my best friend. I came to think of Chicago as my place. And then we moved again. To Boston, following Polly’s career again. We’ve been here now for three years. Boston has been a culture shock, more so even than the traffic in Chicago, where I drove for three years without ever making a left turn. There’s the cost of housing in Boston and the contrast with all the hardscrabble Massachusetts hill towns and then all these tiny, tight New England states. I can drive for twenty minutes and cross three state lines. I miss having an uninterrupted view. I miss driving for hours and hours and the unchanging landscape. I miss parking. To find my place here, I’m considering the ocean, which is right across the street from where we live in South Boston. I’ve lived with Lake Superior and Lake Michigan, both beloved to me, but the ocean requires a different relationship. I haven’t written anything yet about the East Coast, beyond ranting emails, but I likely will.
Could you talk about your writing process? Are you someone who consistently follows a routine, or do you write more in fits and starts as ideas and inspiration come to you?
I try to write everyday, which some days is more aspirational than realistic.
I think of it as exercise—another aspirational pursuit. If I don’t have a couple hours to write during the day, then I at least try to engage my current project in some way—through research, which can include reading, watching movies, listening to podcasts, music, eating whole boxes of dry cereal and bags of chips—I’ll use anything. Of course having an open-ended definition of research sometimes means that I lose days on the internet reading about how to frame a door, or birds of the prairie, or just googling writer bios in publications that have rejected me and comparing their lives to my own.
What are your current writing/creative projects?
I’m presently finishing a novel called The Third Twin, which is about renditions of home, how to make a home, homesickness, homelessness. It might be a reaction to moving around so much. Myra Stark appears in The Third Twin too. I also have a collection of short fiction called Below the Surface.
You’re a graduate of the MFA Program for Writers at Warren Wilson College. There’s been a lot of discussion of late about the escalating number of MFA programs, and whether or not they actually help someone to become a better writer and establish a career as a writer, etc. What are your thoughts on the “MFA question”? How did Warren Wilson and its instructors nurture (or hinder) you as a writer?
I spent years trying to write over weekends, or in one-week or two-week increments—my allotted vacation time—or early in the morning or late at night, between working full-time. When I met Polly, I was introduced to the work of some of the best theater artists in the country—Lisa D’Amour, Deborah Stein, Kirk Lynn, Dominic Orlando, Sherry Kramer. My proximity to the world of theater and playwriting allowed me a fuller understanding of what it means to be an artist and the odds against gaining any kind of recognition or audience for your work. It was the example of many of these theater artists that pushed me to consider what I was doing with my own writing and what it meant to pursue a career as a writer. I saw the value of formal training in my chosen field, the necessity of credentials, and the importance of being connected to an academic institution or a professional organization. I decided to pursue an MFA. Writer friends, who had gone back to school later in life, recommended low-residency MFA programs.
My MFA program was a great gift to myself. Since I had been making my living as a writer in advertising and marketing communications, I came into the program thinking that I really didn’t have much to learn. It took one residency to disabuse me of that particular delusion. I listened to James Longenbach deliver a lecture on the excess of poetry to show how excess can be used to heighten a poem’s meaning, citing examples from Ezra Pound’s Canto 74, Emily Dickinson’s “The vastest earthly day,” John Keats’s “Ode to a Nightingale,” and my head blew off. I realized I didn’t know anything. But I knew the difference between inspiration, a first draft, and material that was ready for an audience. I didn’t take rejection personally. I trusted my skills and I was prepared to start over every day. With the help of brilliant mentors and an intentionality that considers the arc of a student’s development as a writer throughout the program, I cultivated a craft lens to consider what I’m doing in my work and how to look at the work of other writers. I came out of the program a better writer, reader, and editor, and I’d also say, a better cultural citizen as part of a community of Warren Wilson alumni that extends after graduation.
So to get back to the question, earning an MFA changed me as a writer and a person, and it allowed me entrance to a supportive and far-reaching community of faculty and alumni.
I don’t pay much attention to the pervasive rhetoric that circles around every season or so, calling out that MFA programs in creative writing are mass producing mediocre writers who support the uninspired and uninspiring literary journals and elite publishing venues that publish work by the same crew of insiders from insider MFA programs. I am mostly indifferent to the ongoing MFA controversy. Where I’d shed blood is over the line that creative writing can’t be taught. Teaching is complicated, writing students are varied, and my life is forever changed by the dedication and generosity of my teachers.
Who are some writers or works of literature that have been especially important to you? What have you learned from them, either about writing or about living?
In addition to the list of books above, I’ll add a few others: Lewis Nordan, author of (among other titles) Wolf Whistle, Music of the Swamp, and Lightning Song. Some time ago, I heard Lewis Nordan read in Minneapolis with Dorothy Allison. I was at the reading for Dorothy Allison, but what I remember was Lewis Nordan reading an extended scene from Wolf Whistle, which is a fictional account of the murder of Emmett Till. The scene Nordan read was from the point of view of Bobo’s—the murdered child’s—“demon eye,” the eye that is knocked out by the killer’s bullet. Nordan gives Bobo a voice in death that was not available to him in life. Not only does the dead boy’s vision expand to see past his own death into the lives of characters he hadn’t encountered previously, he also sees into the future and the significance of his murder, “worlds invisible to him before death.” The scene is devastating and out of place and so audacious. I read Nordan to model how to tell a sad story funny. Ditto with Lorrie Moore, Mary Robison, Sherman Alexie, and—Samuel Beckett? I saw a production of Endgame at Steppenwolf Theatre when we lived in Chicago. There was an Eastern European woman sitting next to me with her grandson, I presumed, who looked to be about 11 or 12. Before the show started, she leaned over to her young companion and said, “To understand everything, you must first understand the Nothingness. This is the Nothingness.” I think the Nothingness is pretty funny.
It wasn’t until I traveled to Asheville, North Carolina, for grad school that I was anywhere south, but I read so many Southern writers, like Harry Crews, Larry Brown, Barry Hannah, Tennessee Williams to understand the use of voice, language, tone, velocity, and relationship to place.
An author that I turn to often is Marilynne Robinson. Housekeeping is my version of a perfect book. I like imperfection in novels, sideroads, an authorial breakdown or two. If a work is shorter, I have higher expectations. Perfection is realized in Housekeeping. It’s just a book that I love so much. I love those sad sisters, I love the elegant, image-dense sentences, I love the lake, I love the name of the town—Fingerbone! When I was writing many of the stories in my collection Below the Surface, I looked at Housekeeping for a view of another version of family, and on the first page of my novel, The Third Twin I have this quote from Housekeeping, “Memory is the sense of loss, and loss pulls us after it.”
Books that I’m living with at the moment, and by living with, I mean literally, the books I have piled on every surface in my apartment:
Snow Hunters, Paul Yoon. This is a beautiful novel where the pressure on the language drives the story. Not much happens. Almost no dialogue. Close third POV. A North Korean war refugee is relocated to Brazil. On a sentence by sentence level, an exquisite book.
Citizen, Claudia Rankine. My particular interest is in how Rankine incorporates visual art into her poetry. She and her husband, the videographer John Lucas, made a series of video “Situations” that are referred to in Citizen. The book is a living document, or art installation.
The Argonauts, Maggie Nelson. I’m not a theory head. I like to read bits and pieces of theory to sort of launch off of, but mostly it’s not my thing. My thing is story. I write creative nonfiction too, so when I’m reading The Argonauts, I’m considering the story first, then form and structure, POV, language, and then somewhere down the line, if I get around to it, I’ll think about the ideas. Nelson’s subjects—falling in love, making family, motherhood, change and transition inherent in any relationship and the queering of those constructs—are reflected in the form of the text which are short little paragraphs.
What compelled you to use historic photos in the novella? What do you hope they add to the novella as part of the reading experience? How’d you go about finding them?
For me, the photos are all about entering the story. I visited the Wisconsin Historical Society in Madison, Wisconsin, this past spring to do photo research.
A book of photographs by William G. Gabler of abandoned Midwestern farmplaces was one of the inspirations for Road Trip. The book is The Death of the Dream and two of the photographs from that book appear in Road Trip. When I came across Gabler’s book I was living in Western Wisconsin on 20 acres in an L-shaped farmhouse. I had grown up living in new houses, built to order. Living in a rural area in a house that was built at the turn of the century, on land that had been cleared and cultivated and then gone back to woods, excited my imagination. From Gaston Bachelard’s The Poetics of Space, “…the house shelters day-dreaming, the house protects the dreamer, the house allows one to dream in peace.”
In that farmhouse I dreamed and those dreams enter everything I write.
I came across another book, Wisconsin Death Trip by Michael Lesy, which is a collection of photographs by the nineteenth century photographer Charles Van Schaik taken in the city of Black River Falls, Wisconsin. The photographs are paired with news reports of suicides and murder, infant death, crime, mental illness, and business failure. The images cast a spell. The first time I looked at Wisconsin Death Trip, I kept the book in my car. I didn’t want the book in the house, I didn’t want it in the place where I ate breakfast and slept; the book is at odds with the idea of shelter.
When I started thinking of Road Trip, I used Death of the Dream and Wisconsin Death Trip to set the scene, so to speak, for the story. Then I became fixated on a photo of threshing from the Wisconsin Historical Society. This photo evoked Road Trip for me, which is kind of funny because it’s not an image of a wagon train or any other kind of a road trip—it’s a photo of threshing with horse-drawn wagons in the early 20th century. The photo ultimately didn’t make it into the book, but it was an early contender for the cover image and it was my screen saver while I was writing Road Trip. Then I saw the image of the mannequin in the window of a hat shop in Black River Falls. I wrote the scene of Carmella shaping a butterhead girl/man with a mustache based on this image. The photos in the book are not necessarily specific to the time period of the Starks’ story line, but I was more interested in conveying atmosphere rather than hyperrealism. So in some instances, the photos informed the story and in others, the story is enhanced I hope by the photos.
Lynette D’Amico worked in publishing and advertising for a decade. Today, she is a former ad writer and graduate of the Warren Wilson MFA Program for Writers. Her work has appeared in The Gettysburg Review, The Ocean State Review and at Brevity and Slag Glass City. She is the content editor for the online performance journal HowlRound. Born in Buffalo, New York, she has lived in St. Louis, Minneapolis and Chicago. She makes her home in Boston with her love Polly Carl.
(Author photo by Meg Taintor)
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