Bridging Donne with the Digital Age: William H. Gass’s Devotion to Baroque Prose
(The following paper was presented at the Louisville Conference on Literature and Culture Since 1900, held Feb. 23-26, 2023, at the University of Louisville. It was part of the panel “Some Forms of Postmodernism in American Fiction,” chaired by Hunter Augeri, Duke University. Other papers were “The Violence of Microscopy: Nicholson Baker’s The Mezzanine and Inverted Totalitarianism at the End of History” by Jonathan Vincent, Towson University; and “Susan Sontag’s Death Kit as Pre-Post-Fiction” by Charlie Bertsch, Independent Scholar.)
William H. Gass – master stylist and acclaimed author of novels, essays, criticism, and translation – passed away December 6, 2017, at the age of 93. In the last few months of his long life infirmity prevented him from writing, but not before he was able to bring his final work to completion, simply titled “Baroque Prose.” No doubt it wasn’t as fully rendered as he would have liked, nor as finely tuned certainly, yet it was a fitting end to a life devoted to language: absorbing it, analyzing it, diagraming it, and shaping it into some of the most artful forms ever spoken or read. William Gaddis considered his friend Bill Gass “our foremost writer, a magician with language” (507); John Barth admired Bill Gass the person, but “most of all . . . the writing: in the fiction, those inhospitable landscapes and typically pathetic-when-not-monstrous characters, marvelously rendered into language; in the essays, the play of mind and wide-ranging erudition lightly deployed. And in both the prose, the prose . . .” (72). Perhaps Watson L. Holloway, author of William Gass (1990), put it most succinctly when he refers to “Gass’s finely tuned word machine,” noting it is “the language that must be at the root of any appreciation of his work” (x).
Gass wrote and spoke about the supreme importance of the sound of language too many times to count. Just how much attention he gave the aural quality of language in his own work may best be seen in his comments about his friend William Gaddis’s writing. In Gass’s introduction to the Penguin Classics edition of The Recognitions, he says,
“[W]e must always listen to the language; it is our first sign of the presence of a master’s hand; and when we do that, when we listen, it is because we have first pronounced the words and performed the text, so when we listen we hear, hear ourselves singing the saying, and now we are real readers, we are participating in the making, we are moving the tune along the line. . .” (ix).
Sadly, Gass is not as well known, even among academics and worshippers of the written word, as he should be, so here’s a biography in miniature. Born in Fargo, North Dakota, in 1924, Gass was educated at Kenyon College (A.B. in philosophy, 1947) and Cornell University (Ph.D. in philosophy, 1954). We mainly associate him with Washington University in St. Louis, where he taught from 1969 to 1990 and then established and directed the International Writers Center there until his retirement in 2000. He also taught at the College of Wooster (1949-54) and Purdue University (1955-1969). His fiction and other writings began to appear in the 1950s, and his debut novel, Omensetter’s Luck, came out in 1966, quickly followed by the collection In the Heart of the Heart of the Country (1968), the highly experimental novella Willie Masters’ Lonesome Wife (1968), and the essay collection Fiction and the Figures of Life (1970). He began writing his magnum opus, The Tunnel, in 1966, not finishing it until 1992 (pieces of it appeared regularly over the years, especially in the journal Conjunctions). Knopf released The Tunnel, all 650 postmodern pages of it, in 1995, and it won the American Book Award the following year, meanwhile accumulating an impressive array of both rose-tossing admirers and stone-throwing critics. This is a much-abbreviated description of his writings and awards over the decades.
As noted, Gass spent nearly three decades working on The Tunnel, which is unusual among novelists, but it was typical for the way Gass approached all his writing projects. He tended to work with concepts for years before considering them complete enough to appear in print. By his own admission, Gass wrote slowly and revised obsessively. For instance, characters that first appeared in 1968’s Willie Masters’ are further developed in 1998’s Cartesian Sonata & Other Novellas. The intricate structure of The Tunnel was an elaboration of the structure Gass invented for the long story “In the Heart of the Heart of the Country,” first published in 1967. Gass’s final work is no exception. In fact, we can trace the origins of “Baroque Prose” all the way back to Gass’s unpublished doctoral dissertation, “A Philosophical Investigation of Metaphor” (1954). (Happily, the dissertation and even its early drafts are part of the Gass papers archived at Washington University’s Special Collections Department – a treasure trove of Gass material.)
A brief excerpt from “Baroque Prose” was published in Gass’s lifetime, barely, in the inaugural issue of LitMag, spring 2017; and a longer version of the same excerpt appeared posthumously in the online journal Socrates on the Beach, issue 4, 2022. Gass’s widow, Mary Henderson Gass, generously and graciously sent me the entire manuscript in anticipation of this presentation. To date, plans for publication of the work are undecided. My main goals for this paper are to provide a brief description of “Baroque Prose” and to try to communicate its essence. The latter is challenging for a short presentation. Anyone who has read Gass’s nonfiction recalls that it is both tightly structured and marvelously meandering within its parts, which are constructed of highly poetic prose, often with comic touches. If one has read Gass’s nonfiction, I would say “Baroque Prose” most closely resembles his book-length essay On Being Blue, which is a beautiful examination of all the things we may mean when we use the word blue. But the comparison is far from perfect.
First, there is the word that is at the heart of Gass’s last work: baroque. He spends a significant amount of time telling us what it is, and what it isn’t. We recall, of course, that baroque refers to a style most associated with the seventeenth and eighteenth centuries, frequently applied to European art, music and architecture. We are told by various sources that it was known for its grandeur, sensuous richness, drama, dynamism, movement, tension, and emotional exuberance. Gass does refer fleetingly to some of the art forms known for their baroque attributes, but as his title makes clear, he chiefly analyzes baroque prose, particularly of the seventeenth century as it was practiced in the pulpit by two master rhetoricians, John Donne (1571/2-1631) and Jeremy Taylor (1613-1667). I calculate the “Baroque Prose” manuscript to be about 35,520 words, but I do so without confidence. Gass gives us copious quotes from Donne and Taylor and others, often in single-spaced block quotes; and he indulges what was a lifelong pleasure by providing numerous detailed diagrams in the service of analyzing the passages. The manuscript is divided into three numbered and well-balanced sections of about 45-50 pages, each of which is wide-ranging and sometimes overlapping in scope. There is also a rough chronological organization at work, as Gass’s main interest in the first half of the book is Donne, and Taylor becomes the latter half’s primary focus.
Gass appears to have several purposes, including defining and describing what makes prose baroque; illustrating why it’s effective (when it is effective); describing its rise and fall in the historical context of Europe; providing biographies of principals like Donne and Taylor; arguing for our continued interest in the baroque style of prose; and telling an engaging story whose main character is baroque prose. Along the way, Gass is also entertaining us with his trademark style, not holding back at all in wowing us one last time with his signature metaphors and similes. And like all of Gass’s nonfiction (really all of Gass), “Baroque Prose” is both serious and funny.
As noted earlier, Gass always maintained that effective writing was meant to be heard, not just read on the page by the eyes, but spoken, even if only to one’s internal ear, which makes his attraction to the subject of baroque prose quite natural. Throughout the manuscript, he provides italicized statements about baroque prose, eye-catching insertions that focus the reader on a particular aspect of his central subject. The first italicized insertion says, “Baroque prose begins as prose prepared to be performed . . . a prose that is therefore far from the book or paper, living, if it lives, in the listeners’ ears” ([4]). In fact, continues Gass, “once [the prose] reaches print, it will no longer be pronounced, no longer heard, no longer fed its breath, so no longer in being.” Regarding Donne’s baroque performances from the pulpit (Donne was ordained to the priesthood in the Church of England in 1615 and made Dean of St. Paul’s in 1621), Gass tells us, “Later, when publication was considered, a good deal of polish would be applied, removing, like soil from a shoe, much spontaneity, accident, and improvisation. Reading him now we must imagine dramatic pauses, gestures, sudden changes of posture, a play of facial expressions, extemporaneous additions, and the drama of the whisper and shout” ([11]).
Gass breaks down Donne’s rhetorical strategy: “During his opening Donne is establishing, not his subject, or a textual interpretation . . . ; he is not springing an apothegm to satisfy the men or a sweet sentiment to please the ladies; rather he is gathering his ruling image and its materials as though he were a carpenter arriving at an important moment of construction. . . . Donne’s mind is always moving through the middle of a metaphor” ([15-16]). In this statement we can see that Gass is still working through an analysis that began with his doctoral dissertation, which he wrote in the early 1950s. In his philosophical inquiry into metaphor, Gass turned to Donne regularly. Oftentimes the precise passages appear in both the unpublished dissertation and “Baroque Prose” (for example, passages from Donne’s The Lamentations of Jeremy). One of Gass’s concerns in his dissertation was how prose writers use language devices, like metaphor, compared to how poets tend to use them; and he returns to that comparison in “Baroque Prose,” telling us that “in poetry [] modifiers often lie around as loose as change, so that the reader is at a loss to know into which pocket the pence should go . . . whereas, in prose, number and relation, modification and consignment are to be connected, balanced, obeyed, in pursuit of a coherent and completed arrangement” ([16-17]).
Here is an abbreviated summary of some of Gass’s italicized insertions: “Baroque prose is written as if it were the libretto of an opera; as if it had to compete with an organ . . .” ([17]). Another: “The audiences of baroque prose admired a quick mind and the courtly flourish; they enjoyed it when their man in the pulpit showed a bit of wit and strut. There was a deep playfulness in this prose . . .” ([20]). And another: “Baroque prose loves the parenthetical, the marginal, the afterthought, the postscript, which it then inserts into the middle of things like herbs are stirred into a boiling pot . . . ” ([28]). Yet another: “Baroque prose is built on, and out of, conflict and chaos, paradox and bafflement. Its wish is for the harmony of dissident chords, the melody of dissenting lines . . . “([113]). In each case, Gass expands on the idea with explanation, quotations, and analysis.
In Part 2, Gass turns his attention primarily to Jeremy Taylor, who “does not seem to be as troubled a soul as Donne, and he is certainly, in every way, a more temperate man, liberal to a fault according to his peers” ([49]). Gass then provides a brief biography of Taylor, who was eventually made Bishop of Down and Conner Diocese, in Ireland, by Charles II. Gass points out that Taylor’s preaching was known for its “loose style,” but he goes on to assert that there is a complex rhetorical strategy at work, easily missed by the casual listener (or reader). Gass’s extensive analysis includes detailed diagrams to illustrate the mastery of Taylor’s baroque rhetoric. He again enters into a comparison of poetry versus prose: “Poetry calls out, through the dispositions of its lines, to be read as it requires; but the words that queue up to be prose are like subway passengers during rush: crowded hip to thigh, briefcase to umbrella, shoe to shoe” ([53]).
Gass’s detailed analyses of Taylor’s sermons continues into Part 3, as does his biographical narrative, which is a segue to discussing how the baroque style fell out of favor in England and Europe generally. Gass calls 1641 “[t]he dreadful year” as Taylor was briefly imprisoned and then removed from his clerical posts. Gass writes, “On the European continent the Thirty Years War had been killing people since 1618. Later scholars would declare the conflict in Europe closed in 1648. But England would have its own war now . . .” ([108]). With the rise of Puritanism, baroque’s ornate style of preaching would be out of step with the simplicity they sought. “Another enemy was length,” says Gass. “Sermonizers are likely to be strongly winded, as if their voices were to become themselves sturdy columns, built to last as eternally as a cathedral’s. The Puritan dictatorship had banned all public amusements [including entertaining styles in the pulpit]” ([108]).
Then came another blow to the baroque: the scientific ideal after 1660. Robert South, an opponent of the baroque, “began his attack on rhetorical preachifying by claiming that only the ignorant were impressed by verbal flourish” ([111-112]). In the remainder of the manuscript, the final 30 pages or so, Gass races through the history of the baroque style to the present, meanwhile cataloging with precision various characteristics that make it deserving of our appreciation today, like highlighting “what a little excess will do for you” ([70]). In sum, he says, “In the baroque, beauty begs for more beauty” ([119]). In the these final pages, Gass gives us baroque examples from more modern authors than Donne and Taylor, for instance a passage from Mark Twain’s Life on the Mississippi.
On the one hand, Gass is typically funny in this, his final work, but he has also come to terms with his approaching end. After talking about John Milton’s “flowery style,” Gass says, “I shall take a look at Milton’s use of adjectives later on. And adverbs even later”; then adds in a new paragraph, “A promise I shall probably break” ([33-34]). At first, one thinks he means he will not return to the topics in this book, but really Gass means he will likely never have the chance to write about them. Later we get another comment that, though humorous, underscores Gass’s sense of the inevitable. Following a full-page paragraph, Gass inserts in brackets, “I have decided to leave the foregoing paragraph as it first fell upon the page, as a warning to those who compose” ([82]). Gass, the relentless rewriter of his work, has run out of time and energy to wrestle a paragraph into perfection.
Midway through Part 1, Gass elaborates on the delight of repetition in the baroque and other nuanced techniques, drawing the conclusion, “The difference between writers we should study and admire, and those we may safely ignore, partly lies in their attention to such subtleties” ([21]). Here, it seems, Gass is subtly (or maybe not so subtly) making the case that his work should continue to be studied after his death as his own baroqueness is on full display in practically everything he published. I, for one, have never needed any such prodding. Gass will continue to be the main focus of my scholarship and a limitless source of inspiration for my teaching and writing.
Works Cited
Barth, John. “As Sinuous and Tough as Ivy.” The Review of Contemporary Fiction, vol. 11, no. 3, 1991, pp. 71-72.
Gaddis, William. The Letters of William Gaddis, edited by Steven Moore, Dalkey Archive Press, 2013.
Gass, William H. Introduction. The Recognitions, by William Gaddis, 1955, Penguin Classics, 1993, pp. v-xv.
––. “A Philosophical Investigation of Metaphor.” Doctoral dissertation, Cornell University, 1954.
Holloway, Watson L. William Gass. Twayne, 1990.
“Honored by the Error”: The Literary Friendship of Gass and Gaddis
The following paper was presented at the William Gaddis Centenary Conference, Washington University, St. Louis, Missouri, October 20-22, 2022. It was part of the opening panel on Friday, Oct. 21, “Historical Gaddis & Literary Gaddis.” I had the honor of introducing the keynote speaker, Steven Moore. See the end of this post for my introductory remarks.
Anyone who knows William Gaddis or William Gass more than just a little likely knows of their long friendship. They first met at the National Book Award ceremony April 21, 1976—Gass being one of the judges that gave the prize to J R—and when Gaddis was near death in 1998 Bill Gass was one of the last people he wanted to speak to. Unfortunately Gass received the message too garbled and too late, and that final telephone conversation never took place. Throughout their more than twenty-year friendship, they supported each other’s work in myriad ways, both publicly and privately, and they shared in the amusement of people confusing them due to their sound-alike names and similar ambitions when it came to the written word.
I’m ashamed to admit that I was nearly 40 when I learned of both writers practically simultaneously, which I hope indicts the shortcomings of the U.S.’s literary culture more severely than it does my own. What I mean is, I read Gass’s brilliant introduction to The Recognitions before embarking on my maiden voyage into Gaddis’s now-mythical inaugural novel. Indeed, Gass’s introduction is probably almost as well known as the novel itself, and quite possibly more frequently read than the masterpiece it precedes in the Penguin Classics edition. The intro took on a life of its own, being reprinted in various iterations and quoted countless times. Unlike the book it introduces, the piece’s brilliance was recognized (sorry) from the start. Michael Millman, senior editor at Viking Penguin, wrote to Gass on January 21, 1993: “Would you have any objections to our approaching The New York Times Book Review [sic] about running your introduction? In my experience . . . I can’t remember another time when we had an essay of this caliber as an introduction to one of our volumes. . . .”
As we recall, Gass begins the piece by talking about the enigmas and confusions surrounding William Gaddis. Writes Gass, “Even The New York Times, at one low point, attributed his third novel, Carpenter’s Gothic, to that self-same and similarly sounding person. Yes, perhaps William Gaddis is not B. Traven after all, or J.D. Salinger, Ambrose Bierce, or Thomas Pynchon. Perhaps he is me” (179). What follows is where I borrowed for this paper’s title: “When I was congratulated,” continues Gass, “I was always gracious. When I was falsely credited, I was honored by the error.” In his tribute to Gaddis, in 1999, Gass said that he “could enjoy these mistakes, since Gaddis seemed equally amused” (204).
It’s difficult to say when the two writers became aware of each other’s work. They were close contemporaries. Gaddis was born in 1922, Gass in ’24. The Recognitions came out in 1955, the same decade that Gass’s earliest fiction began to appear (the literary journal Accent, published by University of Illinois-Urbana’s English Department, co-edited by Stanley Elkin, included three pieces by Gass in its Winter 1958 number). Gass’s writing began to appear here and there in this journal or that (unlikely to be on Gaddis’s radar), but his first novel, Omensetter’s Luck, came out in 1966, quickly followed by In the Heart of the Heart of the Country (a collection of novellas and stories) and Willie Masters’ Lonesome Wife (a wildly experimental novella), both in 1968, and Fiction and the Figures of Life (a collection of essays, including essays on the writer’s craft), in 1970. The essays were well regarded by Gass’s peers. We know, for example, that Cormac McCarthy acquired a copy of the collection while he was writing Child of God, published in ’73 (King 31).
It seems fair to assert, then, that by the ’70s both Gaddis and Gass had read one another, and apparently approvingly. In a Gaddis letter dated March 17, 1976, having to do with J R’s National Book Award nomination, he references Gass, writing to his second wife Judith, “But if the book selections are odd, the judges are even odder; a writer, a critic, and a complete idiot: Wm Gass, Mary McCarthy, and Maurice Dolbier” (Letters 310). Compared to the epithet he uses for Dolbier, a novelist among other things, too, the neutrality of “a writer” almost sounds like praise. That same year, 1976, Gass talks about Gaddis in his “Art of Fiction” interview in The Paris Review, specifically in response to Thomas LeClair’s question “Who are some living novelists you respect?” Gaddis makes the list. Gass says he admires Gaddis for the same reasons he admires John Barth: “What I like . . . is the unifying squeeze which that great intellectual grasp of his gives to his work, and the combination of enormous knowledge with fine feeling and artistic pride and total control. I really admire a master” (37). Gass underscores Gaddis’s masterful control of the narrative apparatuses in his books.
Gass read his peers’ work and commented on it regularly, in interviews, guest lectures, critical articles, and book reviews. Gaddis, on the other hand, was not inclined to read his contemporaries. Steven Moore writes that “[h]e seemed to have little interest in the novels of those contemporaries with whom he is most often associated,” including Barth, Barthelme, Robert Coover, Don DeLillo, John Hawkes, Cormac McCarthy, and Thomas Pynchon. “William H. Gass was an exception,” says Moore, “whom he admired both personally and professionally” (William Gaddis 13). At the tribute to her father in 1999, Sarah Gaddis said, “William Gass was important to Gaddis. . . . He held Gass in the highest esteem for his work, and no other writer made him feel so understood” (150-151). This respect for Gass and his opinions, literary and otherwise, is made clear by Gaddis’s frequently quoting or paraphrasing his friend in letters to others over the years (e.g. see Letters pp. 423, 459, 464, 477 and 481); and his admiration for Gass’s abilities as a writer is put plainly in an April 13, 1994, letter to Michael Silverblatt, host of the literary radio program Bookworm: “Gass is for me our foremost writer, a magician with the language” (Letters 507).
Similarly, Gass’s admiration of Gaddis had a great deal to do with his poetic use of language. In a 1984 interview with Arthur M. Saltzman, Gass said that “all the really fine poets now are writing fiction. I would stack up paragraphs of Hawkes, Coover, Elkin, or Gaddis against the better poets writing now. Just from the power of the poetic impulse itself, the ‘poets’ wouldn’t have a chance” (91). In Gass’s introduction to The Recognitions he writes about the poetry of both that book and J R, saying: “. . . J R was as different from the earlier novel as Joyce from James. But do not put down what you have to go to J R yet, even if it is almost as musical as Finnegans Wake. . . . [W]e must always listen to the language; it is our first sign of the presence of a master’s hand; and when we do that, when we listen, it is because we have first pronounced the words and performed the text, so when we listen, we hear, hear ourselves singing the saying . . .” (184).
After their meeting at the National Book Award ceremony, the two writers became fast friends. The following year they were slated to be at a writers’ conference in Sarasota, Florida, and Gaddis’s participation was somewhat contingent on Gass’s being there, also. In a March 18 letter to Judith, Gaddis laments that other writers had canceled or declined—namely Barth, Susan Sontag, and Donald Barthelme—and says that “if Gass abruptly disappears I may be tempted to do the same.” Gaddis explains that he was looking forward to “hav[ing] a good & encouraging talk with William Gass [who is] coming with his wife [Mary].” Otherwise Gaddis had been “shying from readings and panels” because they interfered with his writing process. He notes that “Gass admires me because I’ve been able to stay out (till now), I admire him because he separates it all clearly & relaxedly in his head” (Letters 319). Later that year, Gaddis was scheduled to appear at an event closer to home, in Stonington, New York, for which—he says in a July 7, 1977, letter to Joy Williams and Rust Hills—he was “girding his loins.” Part of his trepidation was that “it won’t have Gass” (321).
Reading their personal correspondence, filled with warm regards and jokes that each man knows will land because of their kindred kinds of humor, it is obvious how much they genuinely liked each other. An excellent example of this tone appears in a letter to Gass dated August 25, 1980, in which Gaddis alludes to a previous trip to Washington University in St. Louis. Gaddis begins, “Dear Bill. Attending a stylish Hamptons opening of a very good painter [Polly Kraft] out here.” He believes that Gass will appreciate her art and has enclosed some slides of her paintings. He says, “I inveigled them from her on grounds of your sterling generous & rowdy character & Mary’s good looks.” Then, “I write this on the assumption that you are still alive, after day after day reports of 114° in St. Louis (my recollection being -10°)” (Letters 358). Gaddis had been in St. Louis in February 1979 for a three-week teaching session at Wash U. A few months beforehand (October 14, 1978) he wrote to his daughter Sarah about receiving “a letter from Washington Univ in St. Louis (where Bill Gass is)” with the teaching proposal. The letter was from Stanley Elkin, a writer who is “marvelous.” Gaddis says that he “accepted immediately . . . mostly for the prospect of rowdy time with Elkin & Gass & I’m really looking forward to it. I think we’ve all 3 got similar views on what good writing’s about plus highly compatible senses of humor” (Letters 341). He concludes the August 25, 1980, letter by encouraging Gass and his wife to visit him on Long Island when they can. It is an open invitation that Gaddis expresses in several letters.
Their relationship was not just about mutual admiration and sharing “rowdy” times together. They also did what they could to advance each other’s careers and reputations. Gass’s efforts on Gaddis’s behalf began with his judgment of J R for the National Book Award and continued for the next two decades. It included his writing the introduction for the Penguin edition of The Recognitions, and his being instrumental in bringing Gaddis to St. Louis to teach, and then again, in 1994, to contribute to a symposium on “The Writer and Religion.” What is more, Gass wrote a recommendation that contributed to Gaddis’s being awarded a Guggenheim Fellowship in 1981. Gaddis wrote to him (April 12), “Do you KNOW what joy (read money, prestige, vainglory) your kind effort has contributed to this modest household?” (Letters 361). Gaddis, for his part, appeared to always have Gass’s best interests at heart. In the 1980 letter in which he references St. Louis’s harsh weather, he also writes that he “escaped Knopf for Viking (a move I’d encourage you in . . . enthusiastic leaves-you-alone . . .)”; and he recommends a specific editor at Viking he thinks Gass would like (Letters 358). In 1991 and ’92 Gass more or less sequestered himself at the Getty Center in Los Angeles, to complete, at long last, his novel The Tunnel, which he’d been writing since 1966. Gaddis wrote to him at his Santa Monica address to offer some comic relief (composing much of the letter in Huck Finn-esque dialect), as well as encouragement and support. He says, “[I]t would be something if we both finished these god dam books this same year 1992 . . .” (“Letter [January?] 1992”). Gaddis, presumably, is referring to A Frolic of His Own, published in 1994. Gaddis informs Gass that his daughter Sarah is soon to arrive in California also and closes by saying “let me know if theres [sic] anything I can do for you here.”
If one were to do a Venn diagram (so popular these days) of the two writers’ influences, there would of course be notable common ground. Both had a taste for some Medieval authors as well as Elizabethans, especially Donne and Shakespeare (Gaddis’s favorite play was As You Like It, while Gass counted Antony and Cleopatra as one of his “Fifty Literary Pillars” [Moore 11; Gass 36]). Contemporary European authors were among each man’s favorites, perhaps most notably Rilke, who was Gass’s literary lodestar. They had their differences too, however. Gaddis claimed to have read little of James Joyce, in spite of the critics who were convinced of the Irish writer’s influence; whereas Gass counted Ulysses and Finnegans Wake among his “pillars” and alluded to Joyce frequently in his nonfiction. Perhaps the most significant disagreement centered around Russian novelists, particularly Dostoevsky, whose place for Gaddis, says Steven Moore, was “paramount” (10).
This difference of opinion was comically and touchingly captured by Gass in his piece about the two writers’ participation in a trip to Soviet Russia in 1985, which included frigid visits to landmarks associated with Dostoevsky and especially his writing of Crime and Punishment. Gass was in the mood to be flippant and wanted Gaddis to be too. Writes Gass, “Gaddis’s love for the Russian novel—and for the predictable Russians at that—had surprised me, though in hindsight it shouldn’t have, if I’d kept The Recognitions fully in front of me . . .” (94). As such, Gaddis didn’t “relish [Gass’s] popping off” during the tour, and Gass’s wife Mary worked to keep his tongue in check by squeezing his arm when she knew he was about to say something that could prove regrettable. Gass continues, “I could see [Gaddis’s] youthful love glowing plainly when our group visited Dostoyevsky’s apartment. The sight of the master’s desk actually wet Willy’s eyes. I envied him. When my eyes moistened, it was only for Bette Davis, and such a shallow show of weakness made me angry with my soul” (196-97).
Gass concluded his tribute to his friend by recounting Gaddis’s arrival at a celebration in his honor in Cologne, Germany: “Gaddis slowly emerged into a starfall of flashbulbs worthy of the Academy Awards, the popping of a hundred corks” (205). I don’t believe in an afterlife, although I think it’s a swell idea. In fact, I like to imagine a Literary Great Beyond, a kind of Valhalla for writers instead of warriors. And if such a place did exist, I would hope that the great friends, Gaddis and Gass, were both greeted as novelist titans just as Gaddis was on that glorious Teutonic night.
Works Cited
Gaddis, Sarah. “A Note of Gratitude.” Conjunctions 33, 1999, pp. 149-51.
Gaddis, William. Letter to William H. Gass. [January?] 1992. Gass Papers, Washington University in St. Louis.
——. The Letters of William Gaddis, edited by Steven Moore, Dalkey Archive Press, 2013.
Gass, William H. A Temple of Texts. Dalkey Archive Press, 2007.
King, Daniel Robert. Cormac McCarthy’s Literary Evolution: Editors, Agents, and the Crafting of a Prolific American Author, The U of Tennessee P, 2016.
LeClair, Thomas. “William Gass: The Art of Fiction LXV.” Conversations with William H. Gass, edited by Theodore G. Ammon, UP of Mississippi, 2003, pp. 17-38.
Millman, Michael. Letter to William H. Gass. 21 Jan. 1993. Gass Papers, Washington University in St. Louis.
Moore, Steven. William Gaddis: Expanded Edition, Bloomsbury, 2015.
Saltzman, Arthur M. “An Interview with William Gass.” Conversations with William H. Gass, edited by Theodore G. Ammon, UP of Mississippi, 2003, pp. 81-95.
Keynote Introduction of Steven Moore
I don’t recall the context, but some twenty years ago I said “Everything I know about William Gaddis I learned from Steven Moore.” For the past few weeks, in anticipation of this conference, I’ve been getting back into a William Gaddis state of mind, and it occurred to me that the statement is still true. Everything I know about William Gaddis I learned from Steven Moore. Like so many of us, I first encountered Steven’s scholarship while grappling with The Recognitions. His Reader’s Guide, first published in 1982, was an invaluable lifeline. A revised edition appeared in 1995, and an edition translated into German was brought out in 1998. As my own interests were sparked by Gaddis’s work, Steven continued to be my guide, especially his critical biography of Gaddis and his books, simply titled William Gaddis—both the 1989 edition, and the expanded edition of 2015. As if being the founder and leading voice of William Gaddis studies wasn’t enough, Steven has produced scholarship in an impressively diverse range of areas; perhaps most notable are his two volumes of The Novel, An Alternative History, the latter of which won the Christian Gauss Award for literary criticism in 2013. However, one of the more obscure credits on his bibliography is the most personally meaningful to me. In 2012 I was finalizing my first academic book for publication—a postmodern take on the Anglo-Saxon poem Beowulf—and my publisher was hoping I could land a scholar of note to write the book’s foreword. I was hoping that too. A few years earlier I’d had one brief exchange of emails with Steven. He’d actually contacted me for assistance with a Gaddis project (I think he was editing the letters). In my recollection I was little to no help. However, that one exchange encouraged me to reach out to Steven about writing the foreword. To my surprise, he agreed to do it. I sent him the manuscript and in short order he’d written a wonderfully insightful, not to mention generous, opening for the monograph. My only concern was reading reviews that would say something like “What a terrific foreword—it’s too bad Steven Moore couldn’t have written the whole book.” Luckily for us all, Steven has written several whole books, and he’s not done yet. This coming spring, Zerogram Press will release his memoir Dalkey Days about his time with the legendary Dalkey Archive Press from 1987-96. We have to wait a bit for the book, but our time of waiting to hear this keynote address—on “New Directions for Gaddis Scholarship”—is over. Please help me welcome Steven Moore.
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.
Writing Too Good to Publish
The following paper — “Writing Too Good to Publish: A Disheartening Dispatch from the Heartland” — was presented at the North American Review Writing Conference, April 19-21, 2019, in Cedar Falls, Iowa, as part of the panel “Published Worlds.” Other papers presented were “Something About a Frying Pan and a Fire: Why I Gave up a Tenured Position and Launched a Publishing Imprint” by Kathy Flann, and “To Publish or Not to Publish” by Sayeed Ahmad.
I want to begin by updating the title of this talk. To the main title “Writing Too Good to Publish,” I’m adding “A Disheartening Dispatch from the Heartland.” I see my presentation as a semi-formal prologue to a paper I’m presenting in July at the MLA International Symposium in Lisbon. That paper is on the loss of the literary voice and its ramifications for society. Today my main objective is to generate some thought and discussion, and I’m building my talk around observations by my literary idol William H. Gass, who quipped in a 1971 interview, regarding his eventual novel The Tunnel, that if he achieved his goal “perhaps it will be such a good book no one will want to publish it,” adding, “I live on that hope.” Gass was suggesting, nearly fifty years ago, that in the publishing world there was emerging a negative correlation between the quality of a book and its likelihood for publication.
So at the root of my talk is the question: Has Gass’s darkly humorous prediction come true? That is, in 2019 can one produce such a well-written book that no publisher will touch it—or at least no major publisher? Since I’ve gone to the trouble of proposing this topic for the writing conference and putting together some thoughts regarding it, you can no doubt surmise that my answer to the question is yes.
First, I acknowledge that my working thesis is bathed in subjectivity. What, for example, constitutes a “good book”? What did Gass mean by the term in 1971, and is his meaning relevant today? For that matter, what is a “major” publisher?
This last question is perhaps the simplest to answer, so I’ll begin there. When I refer to major publishers, I’m thinking of what Publisher’s Weekly calls the “Big Five” (Milliot), commercial publishers who have the wherewithal to publish an author in a massive press run, and promote the work in a way that will get it reviewed by the top reviewers, put it in the running for prestigious prizes, prominently placed in bookstores, and purchased by libraries far and wide. Publisher’s Weekly identifies the Big Five as Penguin Random House, HarperCollins, Simon & Schuster, Hachette Book Group, and Macmillan (at least as of 2017). Just outside the Big Five is Scholastic. A quick perusal of book spines in Barnes & Noble (the only nationwide bookseller remaining) would suggest there are a lot more commercial publishers than a mere handful, but it’s misleading because these big publishers have been buying up smaller presses for decades, so what appear to be dozens of New York-based publishers are in fact entities which fall under the auspices of a few parent companies.
For these parent companies, profit is the number-one driving force; in fact, nearly the only force. The situation is efficiently summarized in Daniel Robert King’s Cormac McCarthy’s Literary Evolution (2016). McCarthy’s first publisher was Random House, but “[b]y 1962 Random House was on the path to becoming a big business” (21). King goes on, “In the context of the American publishing industry as a whole, it was the purchase of Random House by RCA in 1965 that marked the real beginning” of book publishers being purchased by corporations whose main financial interest wasn’t publishing books (22). During McCarthy’s time at Random House, presidents came and went, and with each successor there may have been more attention paid to profit and less to literary quality. Perhaps the low point was reached in 1980 with the installment of Alberto Vitale, a former banker who André Schiffrin describes as a “business man with a thuggish disposition and a thoroughly anti-intellectual attitude—the pose of a rough-and-ready street fighter who gets things done and isn’t afraid to do what it takes to make as much money as possible” (qtd. in King 22-23). Chief among Vitale’s changes to the Random House modus operandi, writes Schiffrin, was “that each book should make a profit on its own and that one title should no longer be allowed to subsidize another” (23). This pressure for each book to make a profit has led to a high turnover rate among editors at corporate publishing houses, and agents have replaced editors as “the fixed points in authors’ lives,” according to Schiffrin (23).
By extension, then, agents have had to become more preoccupied with profit potential than the weighty quality of the work. Being a literary agent is not charity work, after all, so what good does it do to take on a project unless one is reasonably certain it can catch the eye of a market-minded editor?
Up until the corporate takeover of the publishing world, which began in the 1960s, editors at places like Random House would find talented writers and nurture their careers until sales could catch up. As King notes, “Random House took on and retained McCarthy as one of their authors despite unpromising sales over the first twenty years of his career” (23). In fact, it was due to the persistence of McCarthy’s editor Albert Erskine that McCarthy’s earliest titles even stayed in print. Had it not been for Erskine’s clout and consistent badgering, Random House might have let McCarthy’s titles go out of print (32-33). Ultimately, McCarthy’s novels were moved to Knopf, which by then, in the early 1990s, had been fully acquired by Random House as an imprint for its “loss leaders”—“low-selling books which add prestige to a company’s name . . . despite their underwhelming sales” (103-104).
Knopf was William Gass’s publisher as well, beginning with the hardcover reprint of Willie Masters’ Lonesome Wife in 1971. The outrageously experimental novella was originally published as a special supplement by the literary journal TriQuarterly in 1968. Nineteen seventy-one was of course the year Gass made his comment about writing such a good book no one would publish it. Knopf did publish it, in 1995, and it won a few accolades, including the American Book Award in 1996, but it must have been commercially challenging, especially given Gass’s ambitions for the book’s design. For example, the hardcover edition includes several full-color illustrations. HarperCollins produced a paperback edition in 1996, and just three years later Gass appealed to the small press Dalkey Archive to produce another paperback edition to keep The Tunnel in print. (In 1989, Dalkey began reprinting Willie Masters’ Lonesome Wife in paperback.)
Gass worked on The Tunnel for 26 years, and various parts of it were published in more than a dozen literary journals (and in two instances, limited and signed editions by boutique presses). Meanwhile, the publishing industry went through its transformations, along with the reading public. Gass labored on The Tunnel for nearly three decades (along with numerous other projects) in spite of the fact he didn’t expect the novel to receive a hero’s welcome once it was published. He said in 1981, for example, “Readers don’t want difficult works—not just mine—anybody’s. The reward for the time, effort, agony of getting into some of these things is always problematic. It isn’t simply that I have a small audience. Most of the writers I admire don’t really have much of an audience” (Castro 71). Nearly a decade before, Gass compared writing serious fiction to writing poetry, as far as reception was concerned:
I think fiction is going the way of poetry. It’s getting increasingly technical, increasingly more aimed at a small audience, and so forth. And this is what happened to poetry—over a long period of time. And now fiction, which I suppose was once the leading popular art form, certainly isn’t any more. And serious fiction does not even hope for it. (Mullinax 14)
Indeed, by the time The Tunnel finally emerged in book form, Gass claimed that he “expected to be ignored. . . . There were some [critics] who were quite enthusiastic, but by and large it was the usual: just shrugs and nobody paid much attention” (Abowitz 145).
So as the publishing industry transformed from the 1960s onward, with a greater and greater emphasis on profit over literary merit, what sorts of writers were being picked up by the Big Five? According to Gass, in 1976, “[a] lot of modern writers . . . are writing for the fast mind that speeds over the text like those noisy bastards in motor boats. . . . They stand to literature as fast food to food” (LeClair 25). The Internet Age was still an embryo when Gass made this observation. Since then, how much faster have our minds become, how much more inclined toward simplistic texts that can be skimmed at a lightning pace—if read at all?
Obviously, the historical and cultural forces which have led us here are too complicated to explore in such a brief talk, but it may be worth noting that the corporate takeover of the publishing industry and reading’s decline in popularity have been concurrent with the rise and fall of literary postmodernism. Anis Shivani has suggested that by the end of the twentieth century too many fiction writers were engaged in a “pale” imitation of postmodern pioneers like Donald Barthelme and Robert Coover (Shivani et al. 226). He said, “We’re suffering in different ways from the huge wave of appropriation, mixing, and flattening that carried all of us along with it” (227). Shivani further argues that the postmodern effort to “reconcile high and low” culture proved to be a failed experiment. Young writers’ “reverence for junk is too great; they haven’t known anything else but video culture, and they can’t think past it, let alone ironize time and space, restructure it in new narrative” as early postmodernists, like Kurt Vonnegut, were able to do (227). I have only begun to consider possible correlations between the current state of affairs in writing and publishing, and the rise and fall of postmodernism—but I wanted to at least underscore the fact they are historical bedfellows.
I feel I have a unique vantage point regarding the literary landscape. I’m a writer of the sort of stuff spurned by the Big Five. My short fiction and novel excerpts have appeared in nearly 70 journals (including Glimmer Train and Southern Humanities Review) and have earned a few distinctions, but agents and larger publishers remain enthusiastically disinterested. I’ve been teaching high school English in the heartland for 36 years, and I’ve witnessed, in brutal proximity, teenagers’ shrinking interest in reading—reading anything, leave be challenging literature. Indeed, more and more they find the idea of being a reader amusingly quaint and wholly incomprehensible. As a small-press publisher, I’ve discovered that the world is filled with amazing writers and poets who have awe-inspiring manuscripts, but there are practically no readers to be had anywhere. Literally every title I’ve released since founding Twelve Winters Press in 2012 has taken a loss (in spite of almost no labor costs). As a librarian in my hometown library, I experience the phenomenon of avid readers checking out anything written by James Patterson (or his minions), Danielle Steel, Nora Roberts (or her alter ego J. D. Robb), Janet Evanovich, Stephen King, Dan Brown, etc.—but having no interest in sampling fare which may be a wrung or two juicier on the literary food-chain.
Finally, as a lecturer in an online MFA program, I’ve had to reassess what my long-term goals should be. When I first started teaching for Lindenwood University in 2016, I assumed my graduate students would want to be James Joyce, Virginia Woolf, William Faulkner, or at the very least Ernest Hemingway—but I quickly discovered that for most their aspirations were quite different. They want to be J. K. Rowling, J. R. R. Tolkien, George R. R. Martin, Stephenie Meyer, Stephen King, Dan Brown, Janet Evanovich, and, yes, James Patterson. I do what I can to open their eyes to other possibilities, but who am I to say their aims are too low? Who am I to doom them to near-certain obscurity by browbeating them in the general direction of Finnegans Wake? Instead, if they so choose, I hope to make them the best version of James Patterson they can be: perhaps to write like James Patterson on his very best day (or the very best day of whichever writer in his stable is writing his book).
Where, then, does that leave us—we dwindling few who love to read and write challenging texts? Gass had to come to terms with this question himself—although he was able to ride the inertial momentum of mid-century publishing to at least maintain his place on Knopf’s list. In my dreariest moods I look to the preface he wrote for the paperback edition of In the Heart of the Heart of the Country, and I’ll leave you with the Master’s words:
The contemporary American writer is in no way a part of the social and political scene. He is therefore not muzzled, for no one fears his bite; nor is he called upon to compose. Whatever work he does must proceed from a reckless inner need. The world does not beckon, nor does it greatly reward. This is not a boast or a complaint. It is a fact. Serious writing must nowadays be written for the sake of the art. The condition I describe is not extraordinary. Certain scientists, philosophers, historians, and many mathematicians do the same, advancing their causes as they can. One must be satisfied with that. (xviii-xix)
Works Cited
Abowitz, Richard. “Still Digging: A William Gass Interview.” Ammon, pp. 142-148.
Ammon, Theodore G., editor. Conversations with William H. Gass. UP of Mississippi, 2003.
Castro, Jan Garden. “An Interview with William Gass.” Ammon, pp. 71-80.
Gass, William H. Preface. In the Heart of the Heart of the Country, by Gass. 1968. Godine, 1981, pp. xiii-xlvi.
King, Daniel Robert. Cormac McCarthy’s Literary Evolution: Editors, Agents, and the Crafting of a Prolific American Author. The U of Tennessee P, 2016.
LeClair, Thomas. “William Gass: The Art of Fiction LXV.” Ammon, pp. 17-38.
Milliot, Jim. “Ranking America’s Largest Publishers.” Publisher’s Weekly, 24 Feb. 2017, https://www.publishersweekly.com/pw/by-topic/industry-news/publisher-news/article/72889-ranking-america-s-largest-publishers.html. Accessed 14 April 2019.
Mullinax, Gary. “An Interview with William Gass.” Ammon, pp. 13-16.
Shivani, Anis, et al. “Symposium: Is Postmodernism in decline? Why or why not? How do you assess its legacy?” Boulevard, vol. 26, nos. 1-2, 2010, pp. 226-246.
Interview with Grant Tracey: A Fourth Face
As a publisher, one of your hopes when working with an author is to facilitate their creative productivity — to not only bring out their completed work but to also establish a relationship that nurtures their imagination and their ambition. When I met Grant Tracey in 2015, over coffee in his hometown of Cedar Falls, Iowa, he confided some frustration. He hadn’t published a book since 2009, a collection of short fiction, and he had plenty of material for a new book, but he’d come home from the most recent AWP Conference feeling overwhelmed and downtrodden. Various sessions he’d attended had implored authors to be cyber-beings, with websites and Twitter accounts and Facebook pages, and in general to embrace all sorts of newfangled media.
Grant, however, wasn’t interested in any of that. He was a storyteller, and he wanted to focus on his craft, not get bogged down in the world of the Net. I only knew Grant by reputation, as the longstanding fiction editor of the venerable North American Review, the longest continuously published literary journal in the country (in fact, my wife and I were in town for the magazine’s bicentennial celebration conference). I definitely wanted Grant and his work to be part of Twelve Winters Press, regardless of whether or not he had any interest in being a cyber warrior. Certainly, a vigorous Web presence can only help sales, but what matters to me most is the quality of the writing — and the quality of Grant’s writing wasn’t in question at all.
I went away from that conversation with a handshake agreement to bring out a new collection of stories (which evolved into Final Stanzas, released later that year in paperback and e-book, then, a bit later, as a unique audiobook). In the process of working on the project with Grant, I discovered he’d also written a detective novel (his first full-length novel). My curiosity piqued, I asked to see the manuscript, wherein I was introduced to Hayden Fuller, an ex-pro hockey player turned private eye, navigating the mean streets of 1960s Toronto (Grant’s true hometown).
It turned out that detective noir was Grant’s first love as a writer. We published Cheap Amusements, the debut Hayden Fuller Mystery, in 2016, and in the process unleashed a torrent of inspired prose from Grant, complex stories he’d been percolating for years apparently. Twelve Winters has just released the second Hayden Fuller Mystery, A Fourth Face (in hardcover, paperback and Kindle), and Grant has already delivered the third installment of the series, which we plan to bring out next year, while Grant is researching and writing the already outlined fourth book.
I coaxed Grant into slowing down the composing process long enough to answer a few questions about this newest release, and what follows are his thought-provoking and entertaining responses. (See also my interviews with Grant about Cheap Amusements and Final Stanzas; in addition, we published Grant’s memoir regarding the impetus of Hayden Fuller in an e-book, Toronto, 1965: Cheap Amusements’ Beat.)
Hayden Fuller is back in A Fourth Face. Trying to avoid any spoilers, what’s your protagonist up to in this new novel?
A former teammate, Bobby Ehle, is suspected of murdering his wife and asks Hayden for his help. Bobby has a history of domestic violence, but Hayden believes in the possibility of his innocence and takes the case. From there the trail takes him into a world of dangerous and experimental psychedelic drugs (the mind altering Red 45), quack doctors with their phony cosmetics and plastic surgeries, and a terrorist organization, N’oublie jamais, bent on destroying Expo 67. Hayden also goes on an inner journey, confronting for the first time, the traumas of his own past. The pace is quick, and the violence accelerates.
The title of the novel is a call back to Cheap Amusements and that novel’s exploration of the “third face,” an idea, first expressed by writer/director Samuel Fuller. He believed that we all have private and public faces, but also a third face, ones that we don’t even know we have until faced with trauma or extreme stress, like Fuller experienced on the battle lines in World War II. The third face is the repressed primordial impulse that we all carry. In A Fourth Face, reporter Stana Younger suggests that it, the fourth side of our complex selves, represses what the third side did, denying its culpability and reality. So if, Bobby, in third-face mode, did murder his wife, the fourth face denies what the third did, saying that the third face is not a part of the “real” Bobby Ehle.
Oh, a couple of footnotes. One: this novel, in part, was inspired by the opening of Raymond Chandler’s The Long Goodbye, where Terry Lennox asks Philip Marlowe to help him out of a possible “domestic jam.” Marlowe, in the Robert Altman film version, comes to discover that Lennox did kill his wife. Two: the Red 45 subplot is something Mickey Spillane might have concocted for a Mike Hammer thriller. No doubt, Spillane’s later Mike Hammer offering, Survival Zero, was an influence on A Fourth Face. Chandler and Spillane are among my favorite writers of crime noir.
I’m sure in the writing of this new Hayden Fuller Mystery you got to know Hayden even better. What did you learn about him? Was there anything especially surprising that you didn’t know before about your protagonist?
Two things. One, there’s a big reveal in the novel that I don’t want to give away, but that plot turn totally surprised me. Hayden came to me in a dream and told me about what had happened in his past, so I just had to work that into the book. It becomes a big part of the inner journey in Neon Kiss, and I think Hayden’s trauma helps explain the violence of the first book’s ending or “execution.” I didn’t feel that I needed to explain Hayden’s actions in Cheap Amusements, but this novel helps contextualize the debut novel’s final moments.
Second, I had no idea what was going to happen to Hayden’s relationship with Stana Younger (which seemed to be over at the end of Cheap Amusements), but relationships are complicated so I allowed the two characters to surprise me with where they were at, and where they were headed as friends, and as possible rekindled lovers. People, emotions, are complicated and I allowed for that messiness, muddy quality, to grab hold of me.
There’s a sensitivity, vulnerability to Hayden that is a part of me, and I guess as I keep writing him, taking risks, I’m surprised at how much I’m willing to explore and reveal of who he is, and in turn, who I am.
It seems like you’re really in the groove now writing about Hayden. You wrote A Fourth Face pretty quickly, and you’ve already completed a draft of the third Hayden Mystery, with plans for a fourth developing. My sense, then, is that you feel really comfortable with Hayden and the world you’ve created for him. How would you describe your comfort level with the characters and their world, and would you agree that the writing of the novels is coming along fairly easily at this point?
When you first suggested to me that with Cheap Amusements we had a series here and not just a one-off, I have to admit I was both extremely elated but also scared. Did I have it in me to continue to write not just this character but plots full of surprising twists, turns, and deceptions? But once I started writing the second novel (which I drafted in just under 40 days, writing every day) things just flowed and the fear went away. Hayden’s voice was overwhelming, there from the beginning, grabbing a hold of me. It’s me, but not me. Hayden’s a smart-ass, sensitive, and like Holden Caulfield, has little patience with phonies. The voice is a good fit with my sensibilities.
My writing style, for this series, is full of allusions. For example, Top Cop Sal Lambertino now wears suits instead of policeman blues, and Hayden describes his outfit as “Sloan Wilson grays,” a reference to a great novel, The Man in the Gray Flannel Suit. That’s part of Hayden’s voice, as is the short-jabs of sentences, the quirky one-liners, and the eyes tuned to psychological subtexts.
Stana Younger is also evolving into a character I really like. She’s tough, pragmatic, and fighting to make her way in the male-dominated field of reporting. After the first novel, she may have struck some readers as a femme-fatale, but such labels are too limiting. She’s a complex person who has made some bad decisions in the past, but she’s decent, caring, and committed to empowering the underdogs and outliers. She is also a great resource, with her police connections and fact-finding skills, providing Hayden with much needed information on each case. Sal is the no-nonsense, best friend, the state-sanctioned authority figure, a top cop. And the nattily-attired gangster Babe Migano also helps out Hayden, when it serves his interests. He is an underworld figure who straddles the line between genuine charm and menace. Migano is a cross between 1960s Rod Steiger and Jackie Gleason. If you can imagine that.
Do you feel Hayden is evolving organically, or are you having to coax his character along from time to time?
I never have to coax him. He always surprises me. I’m an impulse writer, comfortable with uncertainty, never knowing what will turn up next. But I trust in the process, my instincts, choices the characters make, that the journey we take will be a meaningful one. I begin with a plot outline and of course the big so what: who killed whom and why, but once the writing begins subplots emerge, side characters elbow their way on stage, and the novel takes me on a series of detours and highways I hadn’t expected to travel. The original plot outline changes dramatically.
I do know that I want each book to have a “hey wow” finish (like Dr. No’s island blowing up at the end of a Bond film), but I don’t pre-plan the shock ending. Somewhere on the journey, maybe three-fourths through, I see it and write toward it. Spillane, by contrast, often began his novels with the shock ending and then worked his way to find how to get there.
The goal is to entertain readers with a thriller, a good whodunit, but also to give them a lead character who is real and not just solving a crime but discovering in the process of detection who he is. The inner and outer stories.
On the one hand, you know a lot about Hayden and his world from your own experiences and interests—hockey, Toronto, the 1960s, etc.—but I’m sure some research or fact-checking is needed from time to time. Can you talk about how much research has gone into the writing of the books so far?
Crime books. As I mentioned before, I read the old masters: McBain, Chandler, Spillane, Thompson. I also admire John D. Macdonald, Richard Stark, Benjamin Black, and Max Allan Collins. Together they help inform, not so much an aesthetic, but a back drop of possibilities, contexts for my own writing in terms of plotting choices.
Movies. My fashion sense grows out of 60s fare: Honey West, The Green Hornet, Route 66, and Naked City. And any film with Paul Newman. Coolest cat ever.
Hockey books about the original six era. For A Fourth Face I read and re-read Roch Carrier’s Our Life with the Rocket; Benoît Malançon’s The Rocket: A Cultural History of Maurice Richard; and Jean Béliveau’s My Life in Hockey to contextualize 1955’s “The Richard Riot,” which is an important backstory to the N’oublie jamais movement in the novel. I also read Pierre Berton’s 1967 to get a greater appreciation for that year’s Expo in Montreal.
When Cheap Amusements came out in 2016 you were able to give several readings, some in your own backyard and others in Chicago and elsewhere. How did those readings go? How did people respond to Hayden Fuller and the book?
The readings are a lot of fun. I get into it, becoming all the characters, inhabiting their spaces, and I want to give the audience the best performance I have in me that night. I want them to enjoy the energy with which I write.
Fans of mysteries are pretty knowledgeable so when they ask me about influences on my work and I mention writers I admire they know who I’m talking about and they can make those connections. I think one of the things audiences respond to in my books is the comic touches to Hayden’s voice. They like his smart-ass asides, his use of cultural allusions, and his brand of not-so-subtle understatement.
People also like the plotting. They say it’s complex (in a good way) and full of surprising turns.
Moreover, audiences seem to like that Hayden is a former hockey player (at least when I read in hockey towns like Minnesota and Chicago that was the case). That wrinkle gives the book a different flavor. In the 1950s and 60s, William Campbell Gault wrote a series of detective novels featuring Brock (“the Rock”) Callahan, a former lineman for the Los Angeles Rams, who is now a private eye in the City of Angels. My series, in part, is inspired by his earlier series.
In addition to being a writer, editor, teacher (among other things), you’re also an experienced stage actor. How does your acting inform your presentations of Hayden, etc., when you give readings?
The keys to acting are empathy and authenticity. Placing yourself in the spaces inhabited by others and fully understanding, appreciating, without judging, where each character is coming from. Acting is also about keeping it simple and true. Direct, honest. That’s what I try to do in my writing, and that’s what I try to do when I read, inhabit every space. Ron Carlson, in his great book, Ron Carlson Writes a Short Story, says that direct dialogue is a place of genuine freedom; those are the spaces where characters exist outside the modulated voice of the writer. As a writer, when you engage in dialogue, you have to take on each character’s agendas: what they want and what they are willing to do to get it. Or maybe, I should say, you have to allow the characters to take you on surprising journeys. When they speak let them lead. Don’t fit them into a pre-defined agenda. Listen to what they have to tell you. And from there the plot will shift.
I’m also a big fan of the actorly beats. Those are the moment-to-moment choices an actor makes, following the impulses of the dialogue and what’s happening in the scene with his acting partner and within the play’s given circumstances. I’m always aware of beats when I read and let them spin me with surprises.
I also use a lot of beats in my writing. Not just in terms of shifts in dialogue, but I like, as did Ernest Hemingway, using brief descriptors, to create pauses, and thus increase the tension and psychological subtext of each moment. For example, two characters are talking and character A notices character B is chewing on her shirt collar. This is a beat. A pause. And it implies something within the given circumstances of the moment.
Tell us about the Gas Station Pulp Mystery series which you’ve started editing since the last time we talked (about Cheap Amusements).
It’s an imprint series of the North American Review Press that publishes a once-a-year crime novel. I love pulp fiction and the series blends that genre with the inner-directed drive of literary fiction. So I’m seeking character-driven pulp stories, loaded with action but also psychological nuance. Our first book in the series, Black Fin by Mary Frisbee, will be forthcoming soon. I’m currently reading material for our second Gas Station Pulp book.
Neon Kiss is the third Hayden Fuller Mystery (which the Press is planning to get out in 2019). What was your inspiration for the third book?
In the early 1980s I was visiting San Francisco and someone approached me on Geary Street and asked a bunch of questions, trying to figure out my faith (at the time I was an agnostic existentialist). Anyway, I made some disparaging comments about fundamentalists and how I couldn’t get behind their concept of a conditional God: receive my love if you do these things. My idea then was, if there is a God, he loves and accepts all. The fella really dug that comment and said something about how my idea of love fit right in with his church, and the notion of surrendering ourselves over to the way, giving up worldly things, and he invited me to attend a service that afternoon.
I thought about it. The fella had charisma. But, ultimately, I didn’t go. I was a bit freaked out to be honest with you. But I often wondered what would have happened to me if I did go? Would I have wound up in a commune somewhere? I know, I know. I’m sounding a little paranoid here, but a writer has to run with those imagined probabilities. That episode on Geary Street, in part, became the inspiration for the story.
Moreover, I wanted to tell a story about control. How people with dominant personalities and charismatic charm can control those who are less outgoing. At the heart of the novel is an abusive story: one sibling controlled by a megalomaniacal older sibling, who wants to “dismantle the universe,” and thus create his own reality. Twisted relationships of power I find endlessly interesting.
I’m sure at some level Dashiell’s Hammett’s The Dain Curse had a hand in my writing of Neon Kiss as does my fascination/repulsion with cults. John Buell’s The Pyx, in terms of subject matter and structure, was also an inspiration.
When I first drafted the novel, the young runaway woman, at the center of the story, was white. She falls into the cult and becomes the key to Hayden solving the double mystery (what happened to his father and who is behind the cult’s nefarious goings on). However, after visiting and being transformed by my experiences at the Canadian Museum for Human Rights in Winnipeg, Manitoba, in July 2017, I decided to make the young woman Métis. I was really struck with the injustices First Nations Peoples faced at the hands of the Canadian Government.
Throughout the 1950s, 60s, and 70s, if a native mom raised a child alone, there could possibly be a knock at her door and that child would be taken out of the biological mother’s home and raised by a white couple. This was so shocking to me (and don’t get me started on residential schools and natives being force to learn white laws and ways) that I was compelled to revise my novel and put a Métis presence at the center of it. Like I said, the visit to the museum was transformative. If you haven’t gone. Do so. I was inspired.
This theme of human rights injustice will be revisited in the fourth Fuller novel, Shot/Reverse-Shot.
And lastly, the novel is a continuation of what happens in A Fourth Face, and here Hayden further explores his troubled relationship with his father. That becomes the novel’s inner journey.
I know you have big plans for the fourth book—you’ve even landed a sabbatical to assist the writing of it. What can you tell us about that Hayden project?
It’s 1966. Hayden is back in the NHL with the Montreal Canadiens and he has just won the Stanley Cup. An independent film producer wants to make an indie film, sort of a sappy Canadian Disney thing, and uses several Habs players as extras, filming that year’s Stanley Cup final versus Detroit for footage in his film.
Danny Davis, a minor character in Cheap Amusements will be more prominently featured this time around. Stana Younger, now living with Hayden, and working for a Montreal newspaper will also be strongly featured.
However, back to the main plot line. The indie, hockey producer used to make graphic sexploitation films, stuff in the spirit of the Defilers, and although he’s trying to go all family friendly, his sexploitation chickens come home to roost, and after one of the stars of his film is murdered, a Habs player is blamed for the killing. Hayden, an extra on the film, tries to prove his pal’s innocence.
The journey takes him into a world of sexploitation film-making, First Nations People’s Land rights, and a badass motorcycle club, the Northern Arrows. The title, Shot/Reverse-Shot is double-voiced: a film term, but also indicative of bullets flying.
I’ll be living for four weeks in Montreal, spring 2019, to both write the novel and explore the city and spot locations for the novel’s main lines of action. It’ll be a big challenge for me. I know Toronto really well, but I’ve never been to Montreal before. It has been a long-time dream, going back to my days at Trent University and hearing friends from Montreal (Ivan LeCouvie and Dave Coons), regale me with stories about fountains, bistros, and St. Urbain’s Street. I’m really excited to soak up the culture. If ever so briefly.
But, alas, I’ll always be a Leafs fan.
It would appear Hayden Fuller is taking up just about all your creative writing energy. Is that true, or are you working on some other projects, too?
I’ve started to branch out. At first Hayden was taking up all my time. I was constantly reading other crime novels, detective series, to find inspiration for future Fuller novels.
It takes a lot of energy to write a novel, but the Fuller books have given me the courage to try writing longer works, one-offs, outside the Hayden series. I just finished drafting a stand-alone crime novel, Winsome, sort of modeled on Geoffrey Homes’s Build My Gallows High and William P. McGivern’s Odds Against Tomorrow in which a 36-year-old cab driver, living in Winsome, a small upstate New York town, is confronted with the demons of his past (a prior kidnapping case) and is thus blackmailed into returning to a life of crime (a bank heist). A former radio operator in Korea, Eddie Sands is a good person who has made bad choices. He also suffers from PTSD.
The story is set in 1966, seven years after a 1959 failed kidnapping case in which Eddie’s wife, Karen, double-crossed Eddie and his pal Sy, and led the police to the boy’s location. The child didn’t press charges because Eddie and Karen treated him so well. He claimed only Sy was involved in the kidnapping. Sy, who didn’t treat the kid so well, was captured, and in true gangland code, didn’t rat the other two out. Eddie and Karen have taken on new last names and now live in relative anonymity. She’s a waitress. Together they share a home in a trailer park.
I had my good friend Mitchell D. Strauss read it (he also shoots my author photos for the Hayden Fuller series), and he gave me some really great revision strategies that I’m going to adopt over the next four months. Hopefully by Thanksgiving, I’ll have the new, improved Winsome ready to shop around.
Recently, I’ve also tried my hand at writing short crime stories. “Sun on Prospect Street, 1938” is a 1900-word hit men story inspired by an Edward Hopper painting hanging at the Cincinnati Art Museum. The painting made me think of two people sitting in a car, looking at an empty street, preparing to do what they have to do. It’s a humdinger!
Is there anything else you’d like to share?
I’m just grateful for the opportunity to write what has always been a passion of mine: detective stories. I began writing my first stories in high school, featuring Rick Dragon, Cleveland’s toughest private eye (I’d never been to Cleveland, but the rust-belt town appealed to my love of grime and the smell of dust and dirt). Story titles such as “Accidents Will Happen” (I was a huge Elvis Costello fan back then) and “It All Makes a Lot of Sense” tells you all you need to know. In my MA workshops, I wrote literary fiction and detective stories (as a matter of fact, mobster Babe Migano first appears in a story I wrote way back in the fall of 1984. I think it was called “Find the Girl.”).
However, in workshops, I was often made to feel that detective fiction was less than, that I should be aspiring to write a story worthy of inclusion in an O. Henry Award anthology. My work was taken to be highly stylized and labeled “parody.” What, really? Parody. Come on, now. Raymond Chandler’s not a parodic writer. Neither am I.
We’re both stylized writers, but not parodic. Chandler sought to be the F. Scott Fitzgerald of crime fiction. There are a lot of links between Farewell My Lovely and the Great Gatsby: the yearning for an irretrievable past; a man searching for his lost love; the doomed romanticism of the narrative voice. Anyway, in such a workshop environment, I shoveled my love of crime detection under smoldering leaves, but it was always there, hiding around the edges of my literary stories.
In 2008 the landscape shifted and genre hybridization became more and more apparent in the world of literary publishing, as stories borrowed from speculative camps and you saw a host of literary hyphenates. I’m not a postmodernist writer. I’m a high modernist; however, not to give away any spoilers, I do, at the end of A Fourth Face, deconstruct, or at least, gray up the binaries, of the classic Mickey Spillane ending: Mike Hammer rescuing a badly beaten and tied-up Velda from a gang of communists or degenerates or communist degenerates if you like.
Anyway, for the first time in my life, I feel like I’m really writing what I love and I thank you, Ted, and Twelve Winters for allowing me to pursue what got me into writing in the first place. As Sam Spade toasts in The Maltese Falcon: “Success. To crime!”
Grant Tracey is an English professor at the University of Northern Iowa, where he teaches film and creative writing, and has been the fiction editor of the North American Review for over seventeen years. He has published nearly fifty short stories, four collections of fiction, and articles on Samuel Fuller and James Cagney. His collections are Final Stanzas, Lovers & Strangers, Parallel Lines and the Hockey Universe, and Playing Mac: A Novella in Two Acts, and Other Scenes. In 2016 Grant published his debut crime novel, Cheap Amusements, the first Hayden Fuller Mystery. Thrice nominated for a Pushcart Prize, Grant was the recipient of an Iowa Regents Award for Faculty Excellence in 2013. In addition to his writing, editing and teaching, Grant has acted in over thirty community theater productions. (Author photo by Mitchell D. Strauss)
Locating Our Common Humanity through Expressive Writing
The following was the opening keynote address at the Fifth International Conference on Language, Society and Culture in Asian Contexts, “Inclusiveness and Sustainability of Asian Societies,” Hue City, Vietnam, May 25 – 26, 2018.
When the conference committee graciously invited me to speak to you, my first response was to go to the conference’s website and read about its overarching objective, which, I discovered, has to do with breaking down cultural barriers between nations. Even though I do not regularly travel between nations, it is an idea with which I am profoundly familiar. In the United States, the election of our current president has dramatized the theory that we have within our borders two distinct cultures, two dominant ideologies, two divisive world views which threaten to tear us into two separate nations. Or perhaps a better way of contextualizing the situation is to say that the wound caused by our Civil War which nearly broke us in two 150 years ago has never actually healed—and the current administration has merely made us painfully aware of what has always been true.
One can despair when one considers the seeming hopelessness of bridging political, ideological and cultural divides. Emotions run deep, and people are quick to anger and to become defensive when their worldview, when their belief system is challenged. In my classroom, I encourage my students to engage in discussions of the issues that divide them: gun control, immigration, gay rights, reproductive rights, among many others. I daresay that little progress appears to be made in convincing either side to alter their perceptions.
However, when my students access other aspects of their lives—when they move away from issues related to ideologies—they instantly have things in common. In fact, I would assert, they have everything in common. When I ask them to access their emotions—their joys, their disappointments, their frustrations, their achievements—they speak the same language, regardless of whether they are conservative or liberal, straight or gay, gun-owning or gun-controlling, gendered or gender-neutral, Pro-Life or Pro-Choice. That is to say, when they are asked to communicate expressively, students, above all else, are human.
Which brings me at long last to my thesis: Through expressive writing, we can locate our common humanity. In other words, what divides us tends to be the product of intellect, while what unites us is our emotional responses to the world.
Allow me to take a moment to define some terms, especially to define them as I am using them in this presentation. The key term, obviously, is “expressive” writing, by which I mean writing that explores and communicates one’s emotional reaction to a given situation, generally a situation that one has experienced personally. I am adopting and somewhat adapting concepts discussed by James Britton, who identified three writing functions: transactional, expressive, and poetic. Briefly, “transactional” writing aims to inform and/or persuade the audience through the manipulation of primary- and secondary-source material (i.e. “research”), and in this transactional mode the writer’s self all but disappears. Transactional writing, in academic settings, takes the form of analyses and research-based reports, wherein personal experience, even in the form of anecdotal evidence, is frowned upon almost to the point of nonexistence, especially in the sciences but even in the humanities.
As Jeff Park remarks in his book Writing at the Edge, transactional writing is by far the dominant mode in the academy, while expressive writing “continues to be underdeveloped” (25). Returning to James Britton’s terms, the other modes besides “transactional” are “expressive” and “poetic.” Here things can become confusing. By “poetic,” Britton means something made out of language for language’s own sake but having little to do with writers’ expressing their feelings on the subject. Riddles, puns, acrostics, limericks may be examples of poetic language use in the way that Britton is defining the term.
Generally, though, poetry refers to writing that is highly personal and expressive. Therefore, when I use the phrase “expressive writing” I am using it as synonymous with what, in the U.S., we most often term “creative writing,” which includes fiction, poetry, and creative nonfiction (or the personal essay). Adding to the confusion is the fact that writers can certainly create stories, novels, poems, and essays that are not especially expressive of their emotions. They may be trying to entertain, to titillate, or to expound on some subject, but they are not trying to communicate a personal experience and how it affected them on an emotional level.
Here, today, I am specifically advocating expressive writing as a means to breaking down or through cultural barriers.
Educators have long advocated reading as a key to developing empathy in students, including empathy for people of other cultures. I certainly agree that reading about other sorts of people can spark interest and understanding, which can in turn lead to empathy. More often that not in the U.S., however, reading literature is the sole means of encouraging empathy in the humanities. Empathy development is not bolstered routinely with expressive writing, and that, I believe, is a mistake. We should be having our students write expressively—and, importantly, sharing their writing through some means of publication (more on this in a moment).
While literary study may be only one component of fostering empathy, it is through literary study that we can most vividly see evidence of our common humanity, which is so often obscured by our politics and competing ideologies. I do not want to get too sidetracked here, but I am referring to the concept of archetypal narratives which seem to spring from a common past that transcends geography and culture. I give as just one example, in brief, the narrative of the woebegone sailor who, driven off course, finds himself and his men trapped inside the dwelling of a man-eating giant. Through his cleverness and courage, the sailor manages to blind the giant and escape the dwelling by hiding amongst the giant’s grazing flock. Whether one recognizes this as the story of Odysseus, or of Sinbad, or of the Man with No Legs depends on whether one is familiar with a Greek, Persian, or Korean literary tradition.
In essence, then, the tale of the woebegone sailor is foundational in Western, Middle Eastern, and Eastern cultures (to use Western distinctions)—a tale so ancient no one can cite its precise origin. These parts of the world are sharply divided when it comes to religions and political ideologies, yet the tale of the woebegone sailor must speak to us all: the disorientation and frustration of being lost, the primal fear of being trapped by a predator of superior power, the exhilaration of resourcefulness, and the joy of our life-preserving escape: all peoples, everywhere, can relate to these emotional registers in the common story.
Through expressive writing—that is, writing that accesses and communicates our emotions rather than our ideologies—students from diverse backgrounds can locate their common humanity, and see there is as much that unites us as there is that divides us.
This topic is obviously complex, and I can only begin, here, to outline some of its component parts, but I will touch on the following areas: the theories which underpin the effectiveness of expressive writing for fostering empathy; the likelihood of students engaging in traumatic writing when given the opportunity to express themselves; some of the side benefits of expressive writing; the importance of publishing, and not just creating, the results of expressive writing; and some concrete classroom practices if one is inclined to use expressive writing in their curriculum.
Theories about expressive writing & empathy
First, then, how does expressive (or creative) writing create a connection between writer and reader that goes beyond, that goes deeper than other sorts of modes of communication? To respond, I turn to the work of Marcelle Freiman, who is especially interested in the cognitive connections between creative writers and their readers. Building on the work of cognitive scientists like Gerrig, Oatley and Djikic, Freiman asserts that “human long-term memory” is not only “‘based on memory’” but also “‘actively generates meaning’” (133). Thus, the act of writing helps writers to organize their thoughts and reconstruct memories—including all the associations those memories evoke—and it creates “an extended, externalised mental model” which readers are invited to enter. A well-wrought narrative can make a reader experience the story as if they had direct involvement in it. I am referring to the phenomenon of being lost in a story, to which nearly everyone can relate.
Freiman theorizes that the phenomenon is caused by the reader in essence “‘writing’ the text (in the mind) while reading” (134). Here she quotes Hawkes directly: “[Writers] thus involve us in the dangerous, exhilarating activity of creating our worlds now, together with the author, as we go along” (135, emphasis in the original). Freiman is suggesting that the relationship between writer and reader goes beyond being complementary into the realm of genuine partnership; the writer and reader are literally working together to create meaning. This process of shared responsibility in the text is true of all writing, says Freiman, but it has an enhanced dynamic when it comes to expressive writing: “This capacity for the writing of the creative or literary text occurs, perhaps, even more vividly ‘as experience’ because now the process involves imagination, including experiential representations of referents such as perceptions and emotions, in the language that writes what is imaginatively construed, to be read by a reader” (135). I want to underscore the words perceptions and emotions as these are key elements in an act of empathy. Understanding how others perceive their world and the emotions their perceptions elicit is absolutely vital to seeing people as people and not merely avatars for the ideologies they appear to represent.
Likelihood of students writing about trauma
Let me move on to the question, why are students likely to write about trauma when given the opportunity to write expressively? When left to choose their own subject, many students will, of course, elect to write about happy things, which is valid. Writing about successes, about favorite memories, about the love of family and friends are all legitimate responses to an open-ended task to compose; and others can relate to positive experiences. But many, many students will choose to write about a traumatic experience in their lives, and it is due to the nature of trauma. The term “trauma” is slippery, and it is used to describe a vast array of life experiences; thus, depending on how widely or how narrowly one defines what constitutes “trauma,” the number of people who are suffering from some level of traumatic stress fluctuates up and down. Various studies identify between a quarter and three-quarters of the U.S. population as having had some kind of traumatic experience.1 People who have been traumatized tend to want to write about the experience, either explicitly or implicitly. Studies in the field of neuropsychology have suggested that trauma-related language dominates the linguistic functioning of victims.2 As MacCurdy observes, “Invariably writers gravitate to their difficult stories, the ones that cause the most pain and confusion . . .” (15).
Because the academy does not privilege expressive writing, relatively few educators are trained to facilitate it, and, consequently, to respond to students’ writing about their traumatic experiences. When students elect to write about traumatic episodes in their lives, the complexities of the writing classroom multiply exponentially. The most immediate question educators must ask themselves is “Which is more important: the student’s acquisition of writing skills, or the student’s emotional welfare, which may be improved by engaging the traumatic event?” Before responding to my own question, I should say that communicating one’s trauma is a standard practice in therapy, either through one-on-one discussions with one’s therapist, in a group-therapy setting, or through writing (or some combination of these basic approaches). Once a teacher encourages students to engage their trauma in the classroom, the distinction between teacher and therapist can become murky. MacCurdy attempts to draw a distinction when she writes, “Teachers are advisers, mentors, and role models. Listening with compassion helps to fulfill those responsibilities and creates the trust needed for the student to delve into a difficult topic. . . . However, teachers are not therapists. While a therapist may listen and then counsel, teachers listen and, if appropriate, suggest counseling and other professional services” (6).
I find no fault with MacCurdy’s assessment other than to say that she makes it plain why teaching—and perhaps especially teaching writing—is more art than science. Knowing when and how to respond to students’ work relies almost entirely on professional judgment; there are no clear-cut guidelines to follow, as much as we may wish at times there were.3
Benefits of expressive writing
So, writing about trauma can have therapeutic benefits for students. If one looks at that aspect of trauma writing—potential emotional benefits—certain pedagogical difficulties emerge regarding the sort of work students produce (in essence, how fragmentary or how complete it may be or must be), the ways in which it should be assessed (according to traditional guidelines for written work or by some other kind of rubric), and whether or not it should be shared with others (that is, published). How one responds to each of these issues may depend in large part on the end goal. If the end goal is for students to produce something that is most definitely going to be shared with others (versus something mainly for their own experiencing of the process), then the pedagogy must shift accordingly.
Again, we are in the realm of art more than of science. The difference between students writing something only for themselves and students writing something which will be shared with others may lie in how the teacher contextualizes the act of writing and the possible benefits of sharing highly personal experiences. Allow me to say what may be needless to say: The best writing—the best art—is generally rooted in the highly personal experience. In order to create texts that are meaningful, and emotionally and intellectually engaging for readers, writers must be willing to reveal their most personal and their most private experiences and ideas. Marguerite MacRobert recommends that writers use techniques similar to those employed by method actors (à la Stanislavski). She says, “Writers are often spoken of as observers, and many writing workshops hone observation skills, but what Stanislavski says of acting could be emphasised in writing too: openness to experience as it occurs and being able to access emotional memories are crucial writing abilities. . . .” (353).
I will add anecdotally that when I took fiction writing workshops with the novelist Kent Haruf, in the opening class session Kent would always ask us to share something personal about ourselves that we had never shared with anyone else. The point of his exercise was that to be effective fiction writers we must be willing and able to share our most personal thoughts and experiences with our readers. Holding back leads to writing that is less than it could be. This sort of openness may seem like a tall order to expect of young students, but recall that traumatized students generally want to write about their traumatic experiences. In fact, they need to write about them. The pedagogical trick is not to get them to write personally, but to be willing to share their personal writing with others: to instill them with confidence, and to teach them that their sharing can benefit others, namely their readers.
Given our setting and the conference’s overarching mission it is vital to note that expressive writing can transcend language barriers, and in fact can benefit from them. That is, students writing in languages other than their primary language (in English for instance) can be beneficial to the expressive-writing process in several ways. Here I will turn to the work of Owens and Brien, who developed a project in which international students attending universities in Australia wrote expressively in English with the goal of producing a published journal. Too often, international students’ language skills are viewed as a weakness or an obstacle to be overcome; however, Owens and Brien, among others (I included), advocate seeing these students’ language skills as a strength and an opportunity. They write, “[P]erceptions about the English skills of [Learners of English as an Alternative (or Additional) Language] have serious implications for large numbers of students, teachers, employers and, more broadly, the higher education industry. . . . [R]ecognising these learners as linguistically complex (rather than deficient) and finding new and enhanced methods to support their language needs . . . could transform both university practices and the students’ experience of those practices” (361-362). In particular, Owens and Brien advocate the use of creative writing as a way to foster these learners’ acquisition of alternative languages and to ease their assimilation into unfamiliar environments.
In Owens and Brien’s project, they found that international students were drawn to writing about the difficulties associated with cultural assimilation. While writing in a language other than their mother tongue did present some challenges, there were also numerous benefits. They write, “[Alternative Language speakers] have both less (English) and more (languages other than English) lexical-syntactic-semantic knowledge than monolingual English speakers. They rely on a more restricted English resource but have alternative language options available to express meaning. . . . So, whilst mother tongue speakers may use their language creatively in response to situational characteristics, Alternative Language speakers may use English more creatively . . .” (362). What is more, the way Alternative Language speakers approach language may lead to particularly poetic constructions, say Owens and Brien. As someone who has taught Alternative Language speakers in creative writing workshops (especially speakers of Asian languages and, most often, speakers of Chinese), I can attest that even beginning creative writers can compose some startlingly beautiful phrases and images in English because of their knowledge of multiple languages, not in spite of it.
Importance of sharing & publishing
It definitely goes without saying that if expressive writing is going to help break down cultural barriers, it must be shared across borders (both geographic and ideologic), which is where publication enters the discussion. Though discussing their project in the microcosm of their university settings, Owens and Brien found that Alternative Language students writing expressively benefited both the writers themselves and their audience: “It allows readers, such as academic staff as well as other students, to gain insight into the cross-cultural experience and develop greater empathy for the cultural sojourner” (369). Moreover, “the act of authoring such texts” can be “empowering” on multiple levels: “Promoting the creative and unique English language capacities of [Alternative Language students] . . . across English speaking host-communities, can help . . . build empathy, understanding and appreciation in a language context where they are conventionally de-valued” (369). Moreover, Jess-Cooke believes that students’ producing “a completed piece of work is a significant part of building self-esteem, and therefore contributes to wellbeing” (254).
Fortunately, we live in a time when sharing writing (or video or audio) across the globe is relatively simple. Material can be posted to the Web of course. Texts can be made available to download to various sorts of e-readers (Kindle, etc.), and print-on-demand options make physically published anthologies readily and cheaply available via outlets like Amazon among many others. Speaking as a publisher and author, the challenge is not to make students’ writing available across cultural boundaries, but rather how to help others realize it is available in the flood of material that is published, one way or another, every day. Some estimates put the number of new book titles alone released each year in the neighborhood of a million. On any given day, several thousand new titles may become available. Unfortunately I have not solved this conundrum. I would say, as with any project, the way to begin, at least, is to start small. That is, micro-target specific audiences, perhaps via university networking opportunities, as afforded via conferences like this one. Work with colleagues in other countries to produce expressive writing and share it beyond physical borders. Perhaps combine the work of students from several countries in a single anthology to be shared and distributed amongst the project participants. Students’ texts could be captured via audio recordings and video performances, adding additional contextual layers to the communicated experiences.
Concrete classroom practices
I would like to end with a practical suggestion for a writing prompt. I have found that students respond quite effectively to what I call “A Moment of Clarity” narrative essay. I ask them to write about a time when they came to understand something about themselves or about their world due to a specific event in their lives. (I have provided the specific assignment and pre-drafting activity as an appendix to this presentation.) Some students write about positive things in their lives: learning the importance of teamwork or dedication, discovering what they want to do with their lives, embracing their spiritual selves, accepting their true sexuality, and so on. More students, though, tend to write about traumatic, life-transforming experiences: the death of a loved one, a near-death experience of their own, the separation of their parents, the crushing loss of a best friend or first girlfriend or boyfriend.
Allow me to share some brief excerpts of papers my students wrote this past year as a response to the “Moment of Clarity” prompt (the students have granted their permission, and I have obscured their identities):
From a student whose boyfriend was driving recklessly and lost control of his car: “The convertible Mustang [car] flipped, pinning me underneath the vehicle. The only thing that kept me from getting my head smashed was the headrest that held it up just enough. I needed to stay calm. I couldn’t focus on anything else but the sound of the blood dripping on the ground. I tried to move my right arm and couldn’t.”
From a student who struggled with the death of her grandmother after a long illness: “Now I understand that death occurs in everyone’s life and everyone is affected by it differently. She was in pain because of the cancer and all of the medicine she was taking. Seeing her in the casket was different because she looked peaceful and beautiful compared to the cancer’s effect on her. I have to let her go because I love her and she would not want me to be afraid or sad. She would want me to strive and achieve my goals and to live my life.”
From a student who attempted suicide: “I spent my teenage years begging myself at night not to give up, not to kill myself. My first attempt at suicide was in 2015. I remember sitting in my room and the feeling rushed upon me. ‘You’re not good enough . . . you don’t deserve to live . . . just do it.’ I felt numb in that moment. I didn’t feel like a person. I got up and grabbed the bottle of pills. I begged myself to get help and go get my mother, but all I could think about was swallowing the pills and not being here anymore.”
From a student who has given up her Christian faith: “I think how many Native Americans think. How we’re all connected and that you should put out what you want in return. I feel life is sacred, but so is the afterlife. The two worlds co-exist with one another. Death doesn’t mean the end of life, it’s just the beginning.”
These narratives were written by young people living in a small town in the heart of the United States, but I daresay they express feelings and concerns and issues that young people—that all people—face daily, no matter their culture, no matter their country, no matter their ideology.
Notes
- See Bessel A. Van der Kolk, Alexander C. McFarlane, and Lars Weisaeth, editors. Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society. Guilford, 2007, p. 5.
- See Jennifer J. Vasterling, and Chris R. Brewin, editors. Neuropsychology of PTSD: Biiological, Cognitive, and Clinical Perspectives, Guilford, 2005. In particular see Joseph I. Constans. “Information-Processing Biases in PTSD,” Vasterling and Brewin, pp. 105-130.
- See Ted Morrissey. Trauma Theory As a Method for Understanding Literary Texts: The Psychological Basis of Postmodern Hermeneutics, Edwin Mellen, 2016. In particular see Chapter 7, “Pedagogical Implications and Conclusions,” pp. 185-224.
Works Cited
Freiman, Marcelle. “A ‘Cognitive Turn’ in Creative Writing — Cognition, Body and Imagination.” New Writing: International Journal for the Practice and Theory of Creative Writing, vol. 12, no. 2, 2015, pp. 127-142.
Jess-Cooke, Carolyn. “Should Creative Writing Courses Teach Ways of Building Resilience?” New Writing: International Journal for the Practice and Theory of Creative Writing, vol. 12, no. 2, 2015, pp. 249-259.
MacCurdy, Marian Mesrodian. The Mind’s Eye: Image and Memory in Writing about Trauma. U of Massachusetts P, 2007.
MacRobert, Marguerite. “Exploring an Acting Method to Contain the Potential Madness of the Creative Process: Mental Health and Writing with Emotion.” International Journal for the Practice and Theory of Creative Writing, vol. 9, no. 3, 2012, pp. 349-360.
Owens, Alison R., and Donna L. Brien. “Writing Themselves: Using Creative Writing to Facilitate International Student Accounts of Their Intercultural Experience.” New Writing: International Journal for the Practice and Theory of Creative Writing, vol. 11, no. 3, 2014, pp. 359-374.
Park, Jeff. Writing at the Edge: Narrative and Writing Process Theory. Peter Lang, 2005.
Interview with Brady Harrison: The Dying Athabaskan
I’ve long been interested in the long story and novella; that is, literary work that falls in the gray-area length between a typical (nowadays) short story and a full-length novel — let’s say, about 5,000 words and 50,000 words. That’s an awfully large gap separating what most literary journals will consider and what most agents and commercial publishers will look at for book publication. Yet this is a fairly recent development in the publishing biz. In the nineteenth and early twentieth century it was commonplace for national magazines to publish longer pieces (often serially) which would then be picked up by a commercial publisher for book publication.
Think Charles Dickens, Elizabeth Gaskell, Leo Tolstoy, Henry James, Edith Wharton, Kate Chopin, and Joseph Conrad, resulting in works like A Christmas Carol, Cranford, The Cossacks, The Turn of the Screw, Ethan Frome, The Awakening, and Heart of Darkness, among many, many other great works that are powerful even though — or maybe because — they are not full-length novels.
My interest in the form led me to design a course on the long story and novella for Lindenwood University’s MFA in Writing program (online), which I’ll be teaching for the third time in summer quarter; and it led me to create the Publisher’s Long Story Prize via my literary press, Twelve Winters. The first calls went out in the summer of 2016, and the response was immediate. We appeared to strike a rich and largely untapped vein.
From that initial round of submissions, we eventually culled our first winner: The Dying Athabaskan by Brady Harrison, a complex narrative about a freelance writer who embarks on discovering the inspiration for a famous sculpture, The Dying Athabaskan. We recently released our first Long Story Prize winner in paperback and digital editions, and author Brady Harrison generously agreed to be interviewed about his book, his writing process, and today’s literary landscape, especially as it pertains to these in-between-length works of fiction. Here are Brady’s unedited responses.
TM: Even though my main literary love interest is William Gass, by the transitive property of literary love I’m also a fan of James Joyce, and I seem to see a lot of Joycean influence in The Dying Athabaskan: experimenting with varying forms; alluding to other books and artwork, often within the context of working-class drinking establishments; playing with language in the service of lyricism; and even your treatment of dialogue is very Joycean, from a mechanical perspective especially. In particular I’m seeing a lot of Ulysses. Am I projecting that onto your text, or would you count Joyce among your influences?
BH: Joyce: absolutely, and for all the reasons you indicate: the restless mind, the interest in experimentation and blending different genres, the love of language and how it sounds, and the love of books, music, art. And, the love of bars, of course. In addition to Joyce, my favorite writers are the anatomists, those writers of big, all-over-the-place narratives that refuse to settle on one storytelling mode or style, but that keep experimenting, keep trying out new ideas and ways of expressing them. I’m thinking here of those great comic, yet serious writers like Melville, Sterne, Diderot, Flann O’Brien, Flaubert (in Bouvard and Pécuchet), Woolf, Stein, and Sebald, among many others. Oh, and Gass, though I know you’re a bigger fan than I am. For language, the same folks, and Faulkner, too. A list of my literary heroes. (For the record, I’m also a big fan of Margaret Atwood, despite O’Keevan’s dig.)
In a relatively brief narrative you offer a variety of perspectives and forms. Is this typical of your style, or is The Dying Athabaskan a departure in some ways?
Left to my own devices, this would be my style, but over the years I’ve found it’s easier to place stories that don’t change gears so often, that don’t mix forms, but rather that rely on a consistent point of view and more straight-forward narrative strategies. And, I’m mostly ok with that: the straight-forward story imposes a kind of discipline that I need, and reminds me that I’m not just writing for myself. I remember something that was going around on the web: “Shakespeare wrote for money.” Whenever I find myself wanting to experiment, to turn a story into a play or a letter or a tale from the Arabian nights, and then turn it back and then into something else again, I usually have to reel myself back in. In the case of The Dying Athabaskan, however, I think it works because Ritu, in the process of trying to understand whether or not a thing can mean, tries out any number of forms and approaches. She’s also trying to find out about herself, about her own powers and mind.
Mainstream publishers — even mainstream literary publishers — aren’t inclined to embrace narrative experimentation. Yet you wrote a long, experimental story, perhaps doubling the difficulty of finding a publisher. Can you speak to your interest in experimentation?
After working on stories for a few years, I wanted to try something longer, and wrote a novel about a real-life French poet-explorer set in North Africa in 1930, and I wrote it in the form of an explorer’s journal. It began realistically — what would it be like to travel in the Western Sahara, about the only place in the world that’s not a country, while trying to avoid capture by Berbers and Moors? — but soon enough the journal begins to mutate into other narrative forms and the narrator begins to meet other writer-adventurers who died before he was born, or were born after he died, and at least one of his guides keeps changing shapes and sizes. The narrator, disguised as a woman, begins to turn into a woman. Of course, I thought it was great, comic yet serious, and a number of publishers asked to review the ms.: no takers, and one perhaps made plain what the others were thinking: how could we possibly market so strange a novel about a gender-shifting Frenchman to American readers? Oh, and some sections were written in French, and much of the plot turned around a letter written and mailed to the un-hero before he was born. All to say, I learned my lesson: experimentation and a sort of wildness, at least as I managed them, seem not to be suited to the contemporary marketplace. Or, maybe it wasn’t any good.
The Dying Athabaskan is the title story of a collection you’re shopping. How would you describe the other stories and their relationship to Athabaskan?
For a long time, the working title of the collection was “Sever,” and most of the stories turn around key moments when the protagonist breaks or severs ties with others or with themselves, usually through an act of emotional or physical violence. In The Dying Athabaskan, Brion wants desperately to sever himself from Sister, Briony breaks rather violently with Neil, and O’Keevan seems to want to push almost everyone away. In another story, a no-longer-young man has finally resolved, at his mother’s urging, to leave his parents’ failing farm; in a third, a successful engineer abandons his family while on vacation. In a one page story, two friends follow through on a long-ago promise to murder, if a certain thing ever happens, a third buddy. And, then, having severed ties, how does a person go about reconnecting, reconciling, making peace? Some of the stories are about trying to repair the damage done, or about trying to make meaningful connections where they seem unlikely. In one way or another, they all turn around that very human problem of loss and what to do about it. But I should add: they’re not all as grim as I might be making them sound; some of them, I hope, are funny, and I’ll call the one about the brothers-by-choice killing their buddy a black comedy.
One of your pub credits is the journal The Long Story — a journal I’ve admired for years, decades perhaps (its editor has rejected my work several times) — which suggests that Athabaskan isn’t your first piece of long narrative fiction. Is the long story/novella a length/form you find yourself especially drawn to? And if so, why? (William Gass felt that the novella was his natural medium, and he was at his best writing in that in-between length, or perhaps his most comfortable.)
If I love the long, baggy, all-over-the-place anatomies (except Pynchon: can’t stand his work, save for The Crying of Lot 49, and have no idea why he’s so celebrated), I also love, equally, the novella, and routinely teach courses on the genre. My lure to students: “If, as Randall Jarrett famously remarked, a ‘novel is a prose narrative of some length that has something wrong with it,’ and if, as some readers protest, short stories simply cannot offer the richness and complexities of longer works, then what could be more perfect than the novella, that rare, gem-like form somewhere-in-between?” Really good novellas seem to achieve a degree of perfection — I’m not making that claim for myself! — that novels cannot, and seem to offer a richer tapestry than can usually be achieved in stories.
And, some writers, I think, achieve their best work in the form: I think, for example, that Joyce Carol Oates does some of her best work in the novella, and she’s one of the few contemporary writers who works consistently in the genre. Same thing for Stephen King: while I find his novels way too long, he seems best when he self-edits yet gives plenty of character and just enough plot in works like “Stand by Me” or “The Mist.” The truly sublime novellas: there are many of course, but I would say, Sheila Watson’s The Double Hook, Michael Ondaatje’s Coming Through Slaughter, and any short novel by Penelope Fitzgerald. In the latter case, every time I read one of her short works, I wonder, How does she do it? Oh, and many of Georges Simenon’s roman durs, outstanding.
Ok, to sort of get back to your question! I was really lucky (and really honored) to place a story in The Long Story, a journal that, like you, I’ve admired forever. “The Guest” is a really tough thing to read: it’s about a driver hitting a homeless person, who then sails through the front windshield, and the driver, rather than calling the police and ambulance, drives home and parks in the garage. When I first wrote the story, it was about twice as long: I wanted to honor the tradition in the novella of a frame narrative, and I told, alongside the story of the accident and its aftermath, the story of the narrator, an investigative journalist, and how and why he was dying. Suffering a traumatic injury of his own, this will be his last work as a reporter. In the end, I cut the frame, and while the story certainly gained in intensity and focus, it also perhaps lost something, too. All to say, I hope to keep working on the long story: call it the best of both worlds, novel and short fiction.
Long stories are so difficult to place these days, did you think about that as you were writing it? Did you consider restraining the narrative to try to keep it within a more publishable length? How difficult was it to find a publisher for Athabaskan?
I’ll be blunt: I’m damn lucky you created the Publisher’s Long Story Prize! Like most folks, I’d like to see my work into print, but at the same time I’m just perverse enough to also want to write what I want to write and the market be damned. But you’re right: I was taking a chance in writing that weird in-between length. At the same time, the long story or novella has enjoyed a bit of a renaissance in the last decade or so. I’m thinking of Melville House’s Art of the Novella series (though of course they mostly republish the “classics”) and a few literary journals have novella contests every other year or so. There seems to be a modest market for the form, and it’s not unusual for collections by big guns like David Gates or George Saunders to include a long story. And, as I say, Joyce Carol Oates (who’s a force of nature) routinely does her part to keep the form alive and well.
As you know, the Press publishes Grant Tracey’s Hayden Fuller Mystery Series, and Hayden is Grant’s alter ego ex-NHL star turned detective, gumshoeing his way through the mean streets of 1960s Toronto, where Grant grew up. Hockey is a major element in Athabaskan as well. Can you talk about hockey’s influence on your creative psyche growing up in Canada?
Grant! The G-man! I love Cheap Amusements (and Parallel Lines and the Hockey Universe) in no small part because of the hockey connections. And, I remember vividly the hard-boiled short films Grant made while we were in grad school: in the Fuller mysteries, we get two of Grant’s passions, two-fisted action on and off the ice. More on Grant in a moment.
Hockey? I guess you could say I’m about as Canadian as they come. I still play hockey two nights a week, skate in as many pond hockey tournaments as I can, and will often hang around after our games to watch other buddies play; I still count the Montreal Canadiens as my favorite team (the arch enemies of Grant’s beloved Toronto Maple Leafs) and try to catch their games on TV. I love everything about hockey: the speed, the way skates work on ice, the team play, the sheer thrill of scoring a goal. I also love weird things about the sport: I love the sounds of the game, and I’m fascinated by the way players talk to one another in mid-play. I’m a true rink-rat, for sure, always have been.
Ok, that’s a long preamble to a question that I probably can’t answer: hockey’s always been a big part of my life, but The Dying Athabaskan is my first story to include the game. Winter: that has shaped my imagination in every way possible, and hockey is a part of my winter mind: I find in so many of my stories that the cold creeps into the action, that snow and ice and how it feels to be out in winter creeps into the characters and how they move and perhaps even think. There’s a certain caution that comes with winter, but also a genuine exhilaration. I’m rambling: I know and love winter, I can say that much.
After selecting The Dying Athabaskan for the Publisher’s Long Story Prize, we learned that you and Grant have more in common than both being from Canada and writing about hockey. You actually went to grad school together. Can you dish a favorite grad school story on Grant?
Ok, this is the question I’ve been waiting for! Grant was such a big part of my life in those days, and we’ve remained friends over the years. Back in the day, Grant had a punk rock show on the local public radio station, and he was kind enough to invite me, on several occasions, to sit in and have some time on the mic talking about the music and the history and evolution of punk. I remember the hot, cramped little booth at WEFT, and most of all I remember Grant’s passion and encyclopedic knowledge. What a blast it was: the Clash, Patti Smith, the Ramones, MC5, Iggy, X-Ray Spex, the Pistols, real old school turned up to 11. Grant was such a great host, and the show was on late, and who knows who was out there, listening, but we had such a brilliant time. (G-man: if you’re reading this, hit me with your ultimate Spirit of ’77 playlist: now that the smoke has cleared, what’s the one, perfect show’s worth of songs?!)
One other story: one day, we hopped in his explode-able Pinto and drove from Champaign-Urbana to Washington, D.C., to see, at the Library of Congress, an alternative ending to Kiss Me Deadly a noir starring Ralph Meeker as Mike Hammer. We were just kids, and we had the time of our lives: Grant was doing research on hard-boiled films, and I had never seen the capital, and we talked music and movies and books for hours and hours. Did the alternative ending actually exist? That’s a secret.
You’re also attracted to the poetry and essay forms. Is one your strength, would you say? What are some of your current projects?
I enjoy trying out all forms, but I’m really committed to two: one of my heroes is that great wildman of American letters, Leslie Fiedler (who wrote many of his masterpieces while at the University of Montana), and when asked if he preferred writing articles or stories, he remarked that he saw no difference between writing stories and writing about stories. I’ve taken that as my cue (as perhaps you have!), and these days I seem to divide my time about equally between fiction and scholarly research and writing. In terms of “creative writing” — truth be told, I can never understand why scholarly writing is not considered “creative” when, to my mind, it’s absolutely as creative as writing, say, stories, poems, or personal essays — I’m interested in narrative. So, I hope to find a good home for the collection of stories I’ve put together, and if that works out, I have a couple of ideas for novels. We’ll see. In my day job, I’m currently writing a book about, of all things, quantum physics and literary interpretation. I’m really enjoying the research—quantum physics is just so damn strange, even comic, at least to me—and hope to finish the book in the next year or so. I’m also co-editing a collection of essays on teaching Western American literature in colleges and universities. I can say this: I’ve been lucky: I’ve had the opportunity to work on things that interest me.
Brady Harrison’s fiction, poetry, and essays have appeared in Cerise Press, J Journal, The Long Story, The Prairie Journal of Canadian Literature, Serving House Journal, and Wascana Review, among literary journals others. His fiction has been nominated for a Pushcart Prize, and recent poetry appears in the anthology, Poems Across the Big Sky II. He is also edited two books on Montana literature, These Living Songs: Reading Montana Poetry and All Our Stories Are Here: Critical Approaches to Montana Literature. His most recent book is Punk Rock Warlord: The Life and Music of Joe Strummer. He lives in Missoula, Montana, and teaches at the University of Montana. (Photo credits: Brady Harrison / David Baumstark; Grant Tracey / Mitchell D. Strauss)
The myth of ‘best practices’ in education
Last Wednesday I began my thirty-fourth year as a schoolteacher. To be sure, teaching has changed in those years, kids have, too — although neither as much as one might think. There is one thing, however, that has been amazingly consistent: the number of people who, year upon year, insist that I and my peers adopt a method which they bill as a “best practice” — some technique that they know will improve my teaching because, well, how could it not? It’s a best practice.
Not once — in all those innumerable workshops, inservices and presentations — has a purveyor of a best practice offered a shred of evidence that what they’re promoting will actually lead to better (let alone, the best) teaching. It’s always offered under the implied guise of common sense. It’s the epitome of the logical fallacy of begging the question: Dear Teacher, accept the fact that what you’ve been doing (whatever it may be) hasn’t been as effective as what I’m about to tell you to do. Trust me — I’m a presenter.
And teaching is, allegedly, an evidence-based profession. Schools claim that what they’re doing is “evidence-based,” but oftentimes, if there is something like evidence out there, it’s contrary to what’s being prescribed. On the one hand, I don’t really blame folks for not presenting the evidence to support their claims of the effectiveness of the practice they’re advocating, because (as I’ve written about before) testing in education is fraught with problems. It’s extremely difficult, if not impossible, to generate data which can be reliably analyzed. In any given testing situation, there are simply too many variables to control, and many of them are literally beyond the control of educators. Students are not rats confined to the tiny world of a lab where researchers can effect whatever conditions they’re studying. Imagine scientists sending their rats home each night and asking them to return the next morning for continued research; and periodically the group of rats they’ve been studying are replaced by a whole new group of rats whose histories are a total mystery. (Apologies for comparing students to rats — for what it’s worth, I like rats … and students.)
All right, so I don’t blame purveyors of best practices for not presenting their (nonexistent) evidence; however, I do blame them for suggesting, implicitly, that evidence does exist. It must, right? Otherwise how could they say some technique, some approach is “best” (or at least “better”)?
The reality is, best practices are a myth. Forget good, better, best; let’s turn, instead, to effective versus ineffective (and even that paradigm is nebulous). Effectiveness must be considered on a case by case basis. That is, we want all students to benefit as a result of our efforts, but what works for Bobby versus what works for Suzie on any given day at any given moment, for any given skill or knowledge acquisition, may constitute completely opposite approaches; and tomorrow the reverse may be true. And quite honestly, whether an approach is effective or ineffective may be unknowable, in the moment and even in the long term. The learning takes place in the student’s mind, and the mind is a murky, complicated place. Hopefully the skill or knowledge is identifiable and assessible (via a quiz or test or paper or project), but it may not be, especially in the humanities, which are more concerned with creative and critical applications than in the sciences or the vocational area, where right-or-wrong, black-or-white distinctions are the rule rather than the exception.
Generally the purveyor of a best practice is able to communicate the technique in a few bullet points on a handout or a PowerPoint, but the differences — the vast differences — between grade levels, subject matters, demographics of students, backgrounds and knowledge-levels of teachers, etc., etc., etc. make such simplistic declarations ridiculous. Imagine going to an agricultural convention and telling an assembled group of farmers that you have for them a best practice, and here it is in six bullet points. You’re welcome. No matter what they’re growing, where they’re growing it, what sorts of equipment they have at their disposal, what the climate models are suggesting, how the markets are trending — This is it, brother: Just follow these six steps and your yields will be out of this world. Trust me — I’m a presenter.
The farmers would be nonplussed to put it mildly. Plug in professionals from any other arena — business owners, attorneys, medical doctors, engineers — and the ridiculousness of it (that a single set of practices will improve what they’re doing, regardless of individual situations) becomes clear. It’s so clear, in fact, I can’t imagine any presenter doing it — telling a room full of surgeons, for instance, to do this one simple procedure all the time, no matter the patient’s history, no matter their lab work, no matter how they’re responding on the table — and yet it happens to educators all the time.
Almost without fail, techniques that are presented as best practices are observable. It’s about what you say to students or what they say to you; what you write on the chalkboard; what you write in lesson plans or curricular outlines. It simplifies the process of evaluating teachers’ performances if the evaluator can look for a few concrete actions from every teacher, from kindergarten teacher to calculus teacher, from welding teacher to reading teacher; from the teacher of gifted students to the teacher of exceptional students. It makes assessment so much simpler if everyone is singing from the same hymnal.
I deliberately used the word performances in the previous paragraph because so often that’s what evaluation boils down to: a performance for the audience-of-one, the evaluator. We often hear the term “high-stakes testing” in the media (that is, standardized tests whose results have significant consequences for test-takers and their schools), but we have also entered into a time of “high-stakes evaluating” for teachers, performance assessments which impact their literal job security. Teachers quickly learn that if their evaluator claims x, y and z are best practices, they’d better demonstrate x, y and z when they’re being observed — but quite possibly only when they’re being observed because in truth they don’t believe in the validity or the practicality of x, y and z as a rule.
In such cases, teachers are not trying to be insubordinate, or mocking, or rebellious; they’re trying to teach their charges in the most effective ways they know how (based on the training of their individual disciplines and their years of experience in the classroom), and they disagree with the practices which are being thrust upon them. Teachers do no take an oath equivalent to doctors’ Hippocratic oath, but conscientious teachers have, in essence, taken a personal and professional vow to do no harm to their students; thus they find themselves in a conundrum when their judgments about what’s effective and what isn’t are in conflict with the best practices by which they’re being evaluated. For teachers who care about how well they’re teaching — and that’s just about every teacher I’ve had the privilege to know in the last thirty-four years — it’s a source of stress and anxiety and even depression. More and more teachers every year find that the only way to alleviate that stress in their lives is to leave the profession.
Again, much of the problem is derived from the need for observable behaviors. I like to think my interactions with students in the classroom are positive and effective, but, as a teacher of literature and especially as a teacher of writing, I know my most important and most valuable work is all but invisible. My greatest strengths, I believe, are in developing questions and writing prompts that navigate students’ interactions with a text, and (even more so) in responding to the students’ work. When a student hands in an essay based on a prompt I’ve given them about a text, it is essentially a diagram of how their mind worked as they read and analyzed the text (a novel, or story, or poem, or film) — a kind of CAT scan if you will — and my task is to interpret the workings of their mind (in what ways did their mind work well, and in what ways did their mind veer off the path somewhat) and then, once I’ve interpreted their mind-at-work, I have to provide them comments which explain my interpretations and (here’s the really, really hard part) also comments which will alter their mental processes so that next time they’ll write a more effective essay. In short, I’m trying to get them to think better and to express their thoughts better. (I should point out that to do all of this, I also have to possess a thorough understanding of the text under consideration — a text perhaps by Homer or Shakespeare or Keats or Joyce or Morrison.)
It’s the most important thing I do, and no one observing me in the classroom will ever see it. If my students improve in their reading and thinking and writing and speaking — largely it will be because of my skill to interact with them productively, brain to brain, on the page. The process is both invisible and essential. This is what teaching English is; this is what English teachers do. And we are not unique, by any means, in the profession. Yet our value — our very job security — is based on behaviors that are secondary or even tangential to the most profound sorts of interactions we have with our students.
I know that purveyors of best practices mean well (for-profit educational consultants aside). They are good, smart people who sincerely believe in what they’re advocating, and frequently a kernel or two of meaningful advice can be derived from the presentation, but we need to stop pretending that there’s one method that will improve all teaching, regardless of the myriad factors which come into play every time a teacher engages a group of students. It makes teaching seem simple, and teaching is many, many, many things but simple isn’t one of them.
(Image found via Google Images here.)
An Interview with John Paul Jaramillo: Little Mocos
I’ve known John Paul Jaramillo for several years. Shortly after my first novel, Men of Winter, came out, John Paul interviewed me for a video journal that he edited. He also had a book out, a collection of stories titled The House of Order (Anaphora Literary Press, 2011), which, I discovered, had garnered John Paul much praise and several accolades. Fast forward to, I believe, 2014. John Paul shared with me a manuscript for a book he’d spent quite a bit of time writing and revising (and revising). It was a novel of sorts, comprised of more than thirty interconnected stories and vignettes, a complex family saga that unfolded over decades and multiple generations.
John Paul’s main interest was getting my feedback on the manuscript. I had relied on John Paul’s opinion and expert eye more than once, sharing my own work with him as well as work by some of the authors I was publishing via Twelve Winters Press. I was interested in doing more than giving him feedback on his book; I very much wanted to publish it. I think he was genuinely surprised. We were having coffee at Wm. Van’s Coffee House in Springfield, Illinois. It was summertime so we both had a bit more time on our hands than we normally would during the academic year. We sat there over our coffees talking for a long while.
My sense was that John Paul had worked on the book for so long and had received so much advice, so many critiques, he wasn’t sure any longer quite what he wanted the book to be. So I asked him to take a few months, perhaps enough time to let some of that advice fade away, and figure out exactly what he wanted to publish. The book did go through some changes, including a title change, before he submitted the more or less final version of the manuscript, which I then assigned to one of the Press’s talented and dedicated editors, Pamm Collebrusco, who worked with John Paul to finalize (now) Little Mocos for publication.
I fell behind the publishing schedule I’d hoped to adhere to, but John Paul was consummately patient. We finalized a book cover this past winter; then this summer we were able, at long last, to make available to the world Little Mocos, a novel in stories, available in hardcover and digital editions.
It’s become a tradition that when I publish an author’s work, I also give them some interview questions. What follows are John Paul’s unedited responses.
My sense is that Little Mocos had a long gestation. When you and I first discussed the manuscript it had a different title, and you talked about a few incarnations of the text. Would you talk about the writing and development of the book?
I’ve been working on this particular book Little Mocos and a grouping of stories for five years I believe. I have always known my writing process is incredibly slow and meandering. I often say it is a mis-perspective that writers have an ease with words and language, because I feel it is the opposite—writers struggle to capture the right words and structure. I have an idea and I like to give myself the time to follow that idea and see where the language or my thoughts take me. I don’t think I am the kind of writer who just sits and executes the outline, premise or story—I have to take time and find the story arc and premise and find the surprises. I have to think and re-think and find the ideas rather than drive them. Also I think I am the kind of writer that is always looking for the better angle into the story in terms of means of perception. So there are drafts on my computer in third person and first person and just different experiments to find the right way to approach the stories I want to tell. Drafts that include or exclude different characters. Fragments that fail and fragments that succeed. Writing and drafting a book is incredibly difficult, and taming that and coming to terms with that takes a long while. Also an editor friend and mentor of mine Jennifer C. Cornell has given me advice and guidance to tweak the book to the current organization. I always need help and I am always second-guessing the manuscript as well as my choices.
At one point you were calling the book “a novel” and then altered that to “a novel in stories.” As a writer I’ve been struggling a bit with those labels myself on a particular project. What do you think the difference is, and why did you ultimately decide on the latter label?
I feel as though I work in a way to send stories out to get feedback from editors. So my work is intentionally worked out in bite-size chunks. Also I think I am a minimalist so always trying to do more with less. And most publications or lit websites I admire are looking for short pieces—one needs to be a bit more experienced and known for a novel excerpt I believe. I usually label something a short story rather than a chapter though I believe a chapter and a short story are similar in many ways—they both have a beginning, middle and end. I also seem to float back to the same “universe” of characters and that keeps them together. I often say the material comes how it comes and I follow it. I hear stories or read stories about Colorado and just try and get them re-imagined and down into bite-size chunks for publication. I’ve always advised my students to create relationships with editors who publish similar work and I’ve tried to submit and gather feedback from Latino lit publications to help with revision and these aesthetic choices. I guess simply the label “novel-in-stories” or “composite novel” or even “novella” comes back to the writer’s decisions and style.
I mean I’ve always known I have a sort of disjointed sort of style. I have always written smaller stories following the same characters, and I’ve always felt these smaller stories as “complete and autonomous.” Interrelated enough yet at the same time creating a complete whole. Creating a story arc the way a novel would. And I’ve never liked fiction too on-the-nose. I like a rougher feel to the writing. Like punk music or something. But as it comes down to the wire on revisions and I get closer and closer to turning over the manuscript to the publisher I struggle with labeling the work a novel-in-stories, composite novel or just plain stories as well. Making decisions is difficult.
The one guiding organizational principle to the book is thematic but also follows the same characters and quite nearly stays in a similar place. The family I am writing about has a family tree that is broken and winding and shattered and so the structure should mirror that. Astillarse, one character describes in the book, or splintered.
My book features a composite structure from what Chapter 1 from The Composite Novel—a book I read once by Margaret Dunn and Ann Morris—classifies as the following: Setting—(all my work takes place in the old neighborhood); Protagonist—I follow the Ortiz family; Collective protagonist–the family and neighborhood in different time periods and perspectives; Pattern/patchwork—identical or similarly themed stories focusing on trouble, problems, work/joblessness, etc.
I know some of the elements of the book, for example the character Cornbread Vigil, are pulled directly from history, while others, I presume, are purely fictional. In your writing process how did you negotiate history and fiction, and I suppose those gray areas in between?
Cornbread Vigil is a character based on a man named Ray Baca who is pretty infamous in Colorado—his name appeared in the newspaper quite often. He was a local criminal from my old neighborhood of Pueblo, Colorado, who folks often talked about. Mostly they talked about how they were afraid of him. My Grandfather talked about him since he robbed some local places. He was a person who had multiple crimes attached to him and he was the kind of person who always seemed to get out of trouble—petty crimes and thefts. He became somewhat of a local infamous character but also a weird folk hero/character. In my mind he represents the complex place I was raised and also the moral problem young Latino males perhaps face growing up. The violent expression that is sometime nurtured. I had so few literary or teacher heroes growing up but my heroes were “around-the-way” kinds of heroes at least when I was very young.
I think in much of my writing I try to take these stories from the paper and try to imagine or re-imagine them. To try and make sense of them, especially the darker or the more senseless stories. It felt as if this Baca criminal was from the same place I was from and I always found that to be very interesting. He always represented the myths and flavor of Colorado, and I wanted to re-create and re-imagine his story and how it merged with some of my own family.
You and I have discussed some of the difficulties presented by using Spanish and Spanish slang in the text, particularly when it came to dealing with editors and finding a publisher. Could you discuss some of the issues that you encountered?
I try to create relationships with Latino lit publications—with editors more sympathetic to the use of Spanish in a manuscript. This seems to be a very American issue. I always try to write the way folks talk in Southern Colorado and they speak Spanish and I guess Spanglish would be the term. A blending of Spanish and English—incorrect Spanish and incorrect English. But I have a collection of emails and responses from editors who were pretty aggressive in wanting me to take out the Spanish or to make the stories somewhat of a caricature of how folks speak in Colorado. Perhaps it was my fault for not knowing the publication well enough. There are so few Latino publications. I guess I want to represent but not sell-out anyone from my old neighborhoods.
Also though there is a professional dimension where Latinos who speak fluent Spanish will question my decision to omit or to use italics with Spanish in the stories. One writer I admire has Spanish italicized in all of his work and yet criticized me for my decision to italicize in my last publication. The idea being the language is not foreign so one shouldn’t italicize it. Until only recently I have become confident enough to edit what I choose in my own manuscripts and fight for more of my aesthetic choices. I see the whole problem as just working with presses who are sympathetic or understanding of these representation issues or not. I’ve received complaints from some editors and emails from some readers who say I’ve captured the way folks in Colorado speak accurately. So perhaps this is also an issue of representation of place as well as representation of the Spanish language in stories.
Little Mocos covers similar territory to your first book, The House of Order. In fact, one of the stories in Little Mocos is titled “House of Order.” How do these projects connect? In what ways does Little Mocos extend or perhaps complicate some of the elements in The House of Order?
The House of Order was a collection of stories published in differing publications and collected in somewhat of a linear narrative structure though missing quite a bit of backstory to the families and relationships. Little Mocos is the fuller story. Readers of The House of Order didn’t read it as a collection of stories but read it as a novel and this book is the novel bringing in many similar stories that have been tweaked to act as a portion of a larger story rather than to just act as a standalone story. There is more time and room to explore the family and legacy only hinted at, I think, in the collection of short pieces. I wanted to tell the fuller and larger trajectory of the story here. I very much see this novel as a continuation and sequel of sorts to that earlier book.
Little Mocos is divided into six parts which vary considerably in terms of length. What was your organizing principle in determining how to fit the various stories together? Ultimately do you feel satisfied with the structure of the book, or is there anything that still nags at you in the middle of the night?
I have a hard time telling a linear story. Also like many other writers, Leslie Marmon Silko as the greatest influence on me, I wanted to tell a story that was not linear but more at liberty with the timeline. The timeline or the structure is circular almost. Later in the book the narrator is criticized for overly thinking on past events in the story and I think that is similar to me. I am drawn to family stories and family history and my mind is rarely in the moment but racing in time to backstory and I wanted that feel in the book. I like to recreate moments of simply sitting and recounting the past. I am not so much interested in linear stories, I guess, but stories that represent the complexity of past and present relationships. I feel that I carry my family with me and the movement in time from section to section is my way to recreate that in the structure. Also I am more and more interested in this idea of legacy and family spirits that mold an individual. I feel I carry my Uncle and Father who have passed away with me in my everyday decision-making as well as in the genetic similarity of appearance and personality. Family trauma is always at the heart of my stories and the stories I like to read and so again this is my way of re-creating that familial dimension to a daily life.
I do very much feel satisfied with the structure though I’m drafting new stories all the time I wish could’ve found their way into the final manuscript—drafts that fill-in certain characters’ back story. I’m always drafting and note-taking on the Bea character and the Tio Neto character though I know they won’t find their way into the fuller story because of deadlines for turning in drafts. I guess what keeps me up would be exploring more stories with these characters and including all of them in one manuscript.
I know your teaching takes up a lot of time and energy. How do you balance teaching and writing? How does teaching and working with your students inform and energize your writing?
I teach composition and literature and I keep a blog on teaching and writing, so this is something I think all writers who work in schools may struggle with—the balance of time. I teach many classes to pay the bills and also teach creative writing. And I think all of my classes represent my thinking about the written word and also books I admire. I think as a writer I am perhaps a bit more skilled to teach about form or structure of writing as well as meaning. I have an MFA in creative writing instead of an MA or PhD and so I feel I might speak differently about writing and reading than say someone who studied literary criticism theory. I often say I have a degree in writing rather than in the study of writing since I see myself as a creative writer first and foremost, rather than as a researcher, teacher, or critic. Writers rarely think about meaning or theme and yet most classes and most instructors lecture on dominant themes and dominant interpretation, and I am more interested in how the writer or the character is represented in the work. I think there is a large distinction between what a work is saying and how the work is constructed. As a writer I am rarely thinking about what I am trying to say and more and more interested in how to construct a more dynamic experience for the reader. I like the idea that perhaps I can bring a different perspective on writing as a writer than say a lit scholar.
Other than finalizing Little Mocos for publication by the press, you’ve been done with the book for quite awhile. What else have you been working on? Is writing fiction your only interest, or have you explored other modes of writing?
Little Mocos in many ways is a love letter to my father’s side of my family. The last story in the book is about my mother’s family. While Little Mocos is an entire book about my father and his relationship to his brother and father, I have a whole manuscript of material I’ve been working on that follows the relationship between my mother and her father. Again I am interested in family legacy and family trauma. This manuscript is tentatively titled Monte Stories or Mountain Stories as my mother’s side of the family is from the San Luis Valley in Colorado and that is where most of these stories take place. I am more and more obsessed with my mother’s father and his life in the San Luis Valley. Recently I’ve had a story from this manuscript featured at La Casita Grande Lounge—a website for Chicano and Latino literature. I have a good dozen of these stories I am slowly hoping to build into another book taking place in the same Colorado universe of characters.
I have also been working on a collection of creative non-fiction essays. Most of my favorite fiction writers are also my favorite essayists. I hope to turn more of my blog post son teaching and writing and on the Colorado steel industry into essays. I am also hoping to write more memoir-styled essays. Essays that read as short stories but driven more by facts. I have always written little fragments of reviews and recounting of experiences on my blog and I hope to conduct more interviews and also gather more of these essays for a non-fiction collection. I am interested in the steel industry in Colorado and its history as well as the subject of being a Latino male in the teaching profession.
John Paul Jaramillo’s stories and essays have appeared in numerous publications, including The Acentos Review, PALABRA: A Magazine of Chicano and Latino Literary Art and Somos en Escrito. In 2013 his collection The House of Order was named an International Latino Book Award Finalist. In 2013 Latino Boom: An Anthology of U.S. Latino Literature listed Jaramillo as one of its Top 10 New Latino Authors to Watch and Read. Originally from Colorado, he lives in Springfield, Illinois, where he is a professor of English at Lincoln Land Community College. (Author photo by Polly Parsons)
Interview with Jim O’Loughlin: Dean Dean Dean Dean
I met Jim O’Loughlin, in person, in September 2011. My first novel Men of Winter had come out at the end of 2010, and our mutual friend Jeremy Schraffenberger (also, a colleague of Jim’s at University of Northern Iowa) helped arrange an invitation for me to read from the novel at Jim O’Loughlin’s long-running Final Thursday Reading Series at the Hearst Center for the Arts in Cedar Falls, Iowa. Jim was the consummate host, both from a literary standpoint and a personal standpoint.
Time passed (as it does), and in April 2015 I was delighted to do another reading for Jim and Final Thursday — this time a group reading of my story “The Drama of Consonants” (part of my forthcoming book Crowsong for the Stricken). It was great fun. Each paragraph in the story focuses on a specific character. I read the narrator part. Jim pitched in and read a part, as did Jeremy Schraffenberger, as did my wife Melissa, plus some conscripted graduate students, and even Jim’s mother, who was in town for a visit.
Afterward, a group of us went to Whiskey Road in downtown Cedar Falls for refreshments and to talk shop. One of the news items we discussed was the fact that Jim’s collection of flash fiction, Dean Dean Dean Dean, had been picked up by a small press and would be out in the next year or so. I didn’t know Jim had a collection; for a brief moment I entertained the idea of trying to poach Jim’s book away from the competitor press, but it was patently unethical. (I’m blaming my wobbly ethics on the refreshments.) That summer I invited Jim to read from his forthcoming book at an event I co-hosted in Springfield, Illinois. It was a terrific reading, and Jim even got his daughter and son in on the act. The next day my wife and I had the opportunity to do one of our favorite activities: play tour guides for the O’Loughlin family as we visited various Abraham Lincoln sites in Springfield.
Time continued to pass — and the press that intended to bring out Dean Dean Dean Dean collapsed (as small presses will). I never like to see such things happen, but it afforded Twelve Winters Press the opportunity to pick up the book in its stead. In summer 2016, Jim worked with TWP editor Pamm Collebrusco to finalize the collection for publication. In the fall I stepped back into the process to create the book, working closely with Jim, who also directs Final Thursday Press in conjunction with the Reading Series.
I’m pleased to announce the publication of Dean Dean Dean Dean, a collection of flash fiction by Jim O’Loughlin, available in print and digital editions (Kindle and Nook).
It’s become a tradition that when the Press releases a new title, I interview the author about the book and writing-related issues. The posted interviews attract a considerable amount of traffic on the Web. I sent Jim some questions, and here are his emailed responses.
What do you find attractive about the flash form?
Here’s the thing: you will often find people who reluctantly admit that flash fiction is okay, maybe, because young people have such short attention spans now. What people? The generation that grew up reading the Harry Potter series, even the will-break-your-toe-if-you-drop-it fifth book? Readers don’t have a problem with long works. The issue is that many readers now process information quickly and have less tolerance for windy prose. Flash fiction speaks to that audience, and it is not afraid to fight for them in the arena of contemporary media.
Have you also been working on longer creative work as well?
I write both flash and traditional length stories, and I have a novel I’m currently revising, so I feel all kinds of fiction have a place.
Tell us about the Final Thursday Reading Series. How it began, how it has evolved, how you’ve been able to maintain it for so long … that kind of thing.
I started FTRS not long after I moved to Iowa. There was a local used bookstore, Bought again Books, that had just started a coffeehouse in an attached space, and they were open to new programming ideas. The monthly series started there in a room that comfortably fit a dozen people and broke fire code at about 40, and we hit both extremes over the eight years we were there. When the owner, David Crownfield, developed health issues and had to close the bookstore, the series moved to the Hearst Center for the Arts, a community arts center located in the former house of poet James Hearst. In this new location and with the support of the Hearst Center, the series has grown in popularity, attracting anywhere from 40-70 people each month. It’s in its 16th season now, and it has become an important part of the local literary culture. First, there’s coffee. Then, there’s an open mic. After that, a regional author takes the stage. Sometimes we wind up at a bar afterward. Occasionally there’s bowling or billiards. No one has gotten hurt yet.
My sense is that many of the flash pieces, if not all, were written with the open mic part of the Reading Series in mind, with your wanting to have a short piece or two you could read as time allowed or necessitated before the featured author’s reading. Is that true?
I typically start off the open mic each month, and I try to come up with a new piece each time. When the series first started, the open mic attracted some really dour poets — don’t get me wrong: I love dour poetry! I just found it was good to give the audience permission to laugh at the beginning of the night. Over time, having a humorous opening story to lead with became a conscious goal. Also, having a deadline I have to hit each month keeps me honest. It’s been good training, and the vast majority of the stories in Dean Dean Dean Dean got their start as performance pieces.
Who are some of your favorite writers of humor or satire? Do you see your work in this collection as being in the tradition of a specific author or group of authors?
I regularly teach a class on Mark Twain, Dean Dean Dean Dean riffs on Joseph Heller’s character Major Major Major Major, and I’m currently working on a critical book on Kurt Vonnegut, so those are clear influences on me. But I’m also influenced by writers like Louise Erdrich, who is a master of the short scene, and Jennifer Egan, who can create complex characters concisely (I claim the alliteration for myself).
Was it Edmund Gwenn who said “Dying is easy. Comedy is hard”? Do you agree? Is humor writing especially challenging? Do you begin by trying to write a humorous piece, or does the humor work its way into the narrative organically?
Maybe Edmund Kean? Google is divided on the attribution. Humor writing, like cilantro, free jazz, and the films of Baz Luhrmann, is not for everyone. But it is something that you can get better at over time, particularly if you get to see how an audience reacts to your work.
In terms of organizing Dean Dean Dean Dean, what was your thought process in terms of which pieces should be included, which excluded, and how did you arrive at the final order?
My main goal was to have the stories in the collection not be predictable, so I tried a range of different approaches and styles. I hope that keeps readers on their toes and eager to see what’s next.
What are some other projects you’re working on?
I’m currently revising a science fiction novel called The Cord. The book is set in the future on either end of a space elevator connecting the Earth with an orbiting station. No punch line: That’s really what I’m doing. If you don’t believe me, ask me a question about apex anchors or carbon nanotubes.
Jim O’Loughlin is an associate professor of English at the University of Northern Iowa, where he teaches courses in American literature, creative writing and digital humanities. He is the director of the long-running Final Thursday Reading Series and Final Thursday Press. He lives in Cedar Falls, Iowa, with his wife and children. Dean Dean Dean Dean is his first collection. (Author photo by Carole Fishback)
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