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A blog about "displaced thoughts on misplaced literatures."
Matthew Cheney is a writer and teacher who lives in New Hampshire. His work has been published by English Journal, Strange Horizons, Failbetter.com, Ideomancer, Pindeldyboz, Rain Taxi, Locus, The Internet Review of Science Fiction and SF Site, among other places.
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We're almost there — my debut book, Blood: Stories
, was scheduled for January release, but is going to be a couple weeks late, because things happen, it's a small press, etc. It looks like it's going to be a really beautiful object and well worth the wait. I expect copies will be making their way out in the world around the second week of February.
The book's info has been submitted to the distributor (Small Press Distribution
), and should appear in their databases early next week, which will allow bookstores and libraries to place orders. It should also be hitting all the online vendors soon. (It's been on Goodreads
for a while.) That means the pre-order sale from Black Lawrence Press
will end, so if you want to order directly from the publisher at a discount, you'll need to do it immediately to get the discount.
People have asked about e-books. BLP does not yet do e-books, though they're hoping to have them by the end of the year. Plans are afoot. But I doubt there will be any before summer at the earliest.
I'll be stepping out of my hermitage and making some appearances to support the book. The first will be Sunday Salon in New York City
on February 21. Then I'll be at the AWP Conference
in Los Angeles (March 30-April 2), where I'm doing a couple of signings and a reading. This summer, I'll be at Readercon
. More details on all of this later. My newsletter
are good ways to keep up with what I'm up to.
(Reviewers: Either BLP or I can provide a PDF, an unofficial e-book, or, if you're really convincing about your need for it, a physical copy [they're a small press with limited resources, and hardcopies are not cheap even for the publisher]. Email me
And here is the table of contents:
“How to Play with Dolls”
Weird Tales, no. 352, November/December 2008
One Story, no. 81, 2006
Sunday Salon, November 2009
“Getting a Date for Amelia”
Failbetter, no 4, 2001
Lady Churchill’s Rosebud Wristlet, no. 21, November 2007
Icarus, Winter 2010.
Mythic, edited by Mike Allen. Mythic Delirium Books, 2006
“How Far to Englishman’s Bay”
Nightmare, August 2013
“The Last Elegy”
Logorrhea, edited by John Klima. Bantam Books, 2007
The Flash, edited by Peter Wild, Social Disease, 2007
“New Practical Physics”
Say…What’s the Combination, 2007
“Where’s the Rest of Me?”
“The Art of Comedy”
Web Conjunctions, 2006
“Walk in the Light While There is Light”
Failbetter, no. 42, 2012
“A Map of the Everywhere”
Interfictions, edited by Delia Sherman & Theodora Goss, Small Beer Press/ Interstitial Arts Foundation, 2007
Where Thy Dark Eye Glances, edited by Steve Berman. Lethe Press, 2013
“The Island Unknown”
Unstuck 2, 2012
Earlier this month, just back from a marvelous and productive MLA Convention
in Austin, Texas, I started to write a post in response to an Inside Higher Ed article on "Selling the English Major"
, which discusses ways English departments are dealing with the national decline in enrollments in the major. I had ideas about the importance of senior faculty teaching intro courses (including First-Year Composition), the value of getting out of the department now and then, the pragmatic usefulness of making general education courses in the major more topical and appealing, etc.
After writing thousands of words, I realized none of my ideas, many of which are simply derived from things I've observed schools doing, would make much of a difference. There are deeper, systemic problems, problems of culture and history and administration, problems that simply can't be dealt with at the department level. Certainly, at the department level people can be experts at shooting themselves in the foot, but more commonly what I see are pretty good departments having their resources slashed and transferred to science and business departments, and then those pretty good departments are told to do better with less. (And often they do, which only increases the problem, because if they can do so well with half of what they had before, surely they could stand a few more cuts...) I got through thousands of words about all this and then just dissolved into despair.
Then I read a fascinating post from Roger Whitson: "English as a Division Rather than a Department"
. It's not really about the idea of increasing enrollment in English programs, though I think some of the suggestions would help with that, but rather with more fundamental questions of what, exactly, this whole discipline even is
. Those are questions I find more exciting than dispiriting, so here are some thoughts on it all, offered with the proviso that these are quick reactions to Whitson's piece and likely have all sorts of holes in them...
The idea of creating a large division and separating it into departments is not one I support, because I think English departments ought to be more, not less, unified, but it nonetheless provides a template for thinking beyond where we are. (I don't think Whitson or Aaron Kashtan, whose proposal on Facebook Whitson built off of, desires a less unified discipline. But without clear mechanisms for encouraging, requiring, and funding interdisciplinarity, the divisions will divide, not multiply.)
The quoted Facebook post in Whitson's piece basically describes the English department at my university, and each of those pieces (literature, composition, linguistics, ESL, English education, creative writing) has some autonomy, more or less. I'm not actually convinced that that autonomy has been entirely healthy, because it's led to resource wars and has discouraged interdisciplinary work (with each little group stuck talking to each other and not talking enough beyond their own area because there's little administrative support for it and, indeed, quite the opposite: the balkanization has, if anything, increased the bureaucracy and given people more busy-work).
English departments need to seek out opportunities for unity and collaboration. I don't see how dividing things even more than they already are would achieve that, unless frequent collaboration were somehow mandated — for instance, one of the best things about the program
I attended for my master's degree at Dartmouth was that it required us to take some team-taught courses, which allowed fascinating interdisciplinary conversations and work. They could do that because they were Dartmouth and had the money to let lots of faculty collaborate. Few schools are willing to budget that way; indeed, at many places the movement is in the other direction: more students taught by fewer faculty.
Nonetheless, though I am skeptical of separating English departments more than they already are, I like some of Whitson's proposals for ways to reconfigure the idea of what we do and who we are and could be. Even the simple act of using these ideas as jumping-off points for (utopian) conversation is useful.Planetarity
Here's a key point from Whitson: "I propose asking for more diverse hires by illustrating how important marginalized discourses are to the fields we study, while also investing heavily in opportunities for new interdisciplinary collectives and collaborations." (Utopian, but we're here for utopian discussion, not the practicalities of convincing the Powers That Be of the value of such an iconoclastic, and likely expensive, approach...)
This connects to a lot of conversations I observed or was part of at MLA, particularly among people in the Global Anglophone Forum
(where nobody seems to like the term "global anglophone"). Discussions of the difficulties
for scholars of work outside the US/Britosphere were common. At least on the evidence of job ads, it seems departments are, overall, consolidating away from such areas as postcolonial studies and toward broader, more general, and often more US/UK-centric curriculums. The center is reasserting itself curricularly, defining margins as extensions, roping them into its self-conception and nationalistic self-justification. The effect of austerity on humanities departments has been devasting for diversity of any sort.
I like the idea of "Reading and Writing Planetary Englishes" as a replacement for English Lit, ESL, and parts of Rhet/Comp. Heck, I like it as a replacement for English departments generally. It's not perfect, but nothing is, and "English" is such a boring, imposing term for our discipline...
(Where Comparative Literature — "Reading and Writing Planetary Not-Englishes" — fits within that, I don't know, and it's a question mostly unaddressed in Whitson's post and will remain unaddressed here because questions of literature in translation and literature in languages other than English are too big for what I'm up to at the moment. They are necessary questions, however.)
Spivak's idea of "planetarity" ("rather," as she says, "than continental, global, or worldly" [Death of a Discipline
72]) is well worth debating, and may be especially appealing in these days of seemingly endless discussion of "the anthropocene" — but what exactly "planetarity" means to Spivak is not easy to pin down. (She can be an infuriatingly vague writer.) Here's one of the most concrete statements on it from Death of a Discipline
If we imagine ourselves as planetary subjects rather than global agents, planetary creatures rather than global entities, alterity remains underived from us; it is not our dialectical negation, it contains us as much as it flings us away. And thus to think of it is already to transgress, for, in spite of our forays into what we metaphorize, differently, as outer and inner space, what is above and beyond our own reach is not continuous with us as it is not, indeed, specifically discontinuous. We must persistently educate ourselves into this peculiar mindset. (73)
A more comprehensible statement on planetarity appears in Chapter 21 of An Aesthetic Education in the Era of Globalization
, "World Systems and the Creole":
The experimental musician Laurie Anderson, when asked why she chose to be artist-in-residence at the National Aeronautic and Space Administration, put it this way: "I like the scale of space. I like thinkng about human beings and what worms are. We are really worms and specks. I find a certain comfort in that."
She has put it rather aggressively. That is not my intellectual style, but my point is close to hers. You see how very different it is from a sense of being the custodians of our very own planet, for god or for nature, although I have no objection to such a sense of accountability, where our own home is our other, as in self and world. But that is not the planetarity I was talking about. (451)
On the next page, she makes a useful statement: "We cannot read if we do not make a serious linguistic effort to enter the epistemic structures presupposed by a text." (Technically, yes, we can
read [decode dictionary meanings of words] without such effort, but whatever understanding we come to will be narcissistic, solipsistic.)
And then on p.453: "...I have learned the hard way how dangerous it is to confuse the limits of one's knowledge with the limits of what can be known, a common problem in the academy."
Spivak (here and elsewhere) exhorts us to give up on totalizing ideas. She quotes Édouard Glissant on the infinite knowledge necessary to understand cultural histories and interactions: "No matter," Glissant says, "how many studies and references we accumulate (though it is our profession to carry out such things properly), we will never reach the end of such a volume; knowing this in advance makes it possible for us to dwell there. Not knowing the totality does not constitute a weakness."
That could be another motto for our new approach: "Not knowing the totality does not constitute a weakness."
What can be known, then, if not a totality, a thing to be mastered? Our limitations.
What I personally like about transnational, global, planetary, etc. approaches is that their impossibility is obvious and any pretense toward totalized knowledge is going to be laughed at, as it should be.
One point Whitson makes that I disagree with, or at least disagree with the phrasing of, is: "Most undergraduate students in English do not have a good grasp of rhetorical devices (kairos, chaismus, prosopopoeia
) and these would replace 'close reading' (a term that lacks the specificity of the more developed rhetorical tradition) in student learning outcomes and primary classes."
Reading is more than rhetorical analysis. "Close reading" may have a bad reputation, and in some of the ways it's used it deserves that bad reputation, but it remains a useful term for a necessary skill. Especially as we think about ways of communicating what we do to audiences skeptical of the humanities generally, a term like "close reading", which can be understood by people who aren't specialists, seems to me less alienating, and less likely to produce misunderstandings, than "rhetoric". But that may just be my own dislike of the word "rhetoric" and my general feeling that rhetorical analysis is, frankly, dull. (There's a reason I'm not a rhet/comp PhD, despite being at a great school for it.) I wouldn't pull a Whitson and say "We must have no rhetorical analysis and only close reading!" That's silly. There are plenty of reasons to teach rhetorical analysis in introductory and advanced forms. There are also many good reasons to teach and encourage close reading. Making it into an opposition and a zero sum game is counterproductive. After all, rhetorical analysis requires close reading and some close reading requires rhetorical analysis.
In any case, instead of debating rhetorical analysis vs. close reading vs. whatever, what I think we ought to be looking at first is the seemingly simple activity of making meaning from what we read. That unites a lot of approaches with productive questions. (John Ciardi's title How Does a Poem Mean?
has been a guiding, and fruitful, principle of my own reading for a long time.) From there, we can then begin to talk about interpretive communities
, systems of textual analysis, etc: ways of reading, and ways of making sense of texts. Certainly, that includes methods of argument and persuasion. But also much more.
There's much to learn from the field of rhetoric and composition on all that. (In fact, a term from rhet/comp, discourse communities
, can be quite useful here if applied both to the act of reading and the act of writing.) Reading should not — cannot — be the province only of literary scholars. A recent issue of Pedagogy
offers some fascinating articles on teaching reading from a comp/rhet point of view. Further, coming back to Spivak, it seems to me that her work, for all its interdisciplinarity, frequently demonstrates ways that readers have been led astray by not reading closely enough, and her own best work is often in her close readings of texts.
Whitson proceeds to a utopian idea of planetarity (one inherent in Spivak) as a way of broadening ideas of literature beyond the human. This would certainly make room for eco-critics, anthropocene-ists, animal studies folks, etc. This isn't my own interest, and I will admit to quite a lot of skepticism about broadening the idea of "literature" so much that it becomes meaningless, but it's clear that we need such a space within English departments, even for people who think plants write lit. Our departments ought to contain multitudes.Media
I've taught media courses, and obviously have an interest in, particularly, cinema
. I don't think most such studies belong in English departments, so I am inclined to like the idea of it as a separate department within a general division. While there are plenty of English teachers who teach film and media well, and as an academic field it has some of its origins there, cinema especially seems to me to need people who have significant understanding of visual and dramatic arts. (Just as "new media" [now getting old] folks probably need some understanding of basic computer science.)
Media studies is inherently a site of interdisciplinary work, and that's a good thing. Working side-by-side, people who are trained in visual arts, theatre arts, technologies, etc. can produce new ways of knowing the world.
Something that media studies can do especially well is mix practitioners and analysts. Academia really likes to separate the "practical" people from the "theory" people. This is an unfortunate separation, one that has been detrimental to English departments especially, as literary scholars and writers are too often suspicious of each other. (I'll spare you my rant about how being both a literary scholar and a creative writer is unthinkable in conventional academic English department discourse. Another time.) You'll learn a lot about understanding cinema by taking a film editing class, just as you'll learn a lot about understanding literature by taking a creative writing class. Indeed, I often think the benefit of writing workshops (and their ilk) is not in how they produce better writers, but in how they may enable better readers.
On the other hand, and to argue in some ways against myself, writing and reading teachers ought to be well versed in media, because media mediates our lives and thoughts and reading and writing. To what extent should a department of reading and writing be focused on media, I don't know. Media tends to take over. It's flashy and attracts students. But one thing I fear losing is the refuge
of the English department — the one place where we can escape the flash and fizz of techno-everything, where we can sit and think about a sentence written on an old piece of paper for a while.Education
I'm less convinced by Whitson's arguments about a division of "Composition Pedagogy and English Education". Why put Composition with English Education and not put some literary study there? Is literary study inherent in "English Education"? Why separate Composition, though? Why not call it "Teaching Reading and Writing"? Perhaps I just misunderstand the goals with this one.
It seems to me that English Education should be some sort of meta-discipline. It doesn't make much sense as a department unto itself in the scheme Whitson sets up, or most schemes, for that matter. Any sort of educational field is very difficult to set up well because it requires students not only to learn the material of their area, but to learn then how to teach that material effectively.
To me, it makes more sense to spread discussion of pedagogy throughout all departments, because one way to learn things is to try to teach them. Ideas about education, and practice at teaching, shouldn't be limited only to people who plan to become teachers, though they may need more intensive training in it.
If we want to be radical about how we restructure the discipline, integrating English Education more fully into the discipline as a whole, rather than separating it out, would be the way to go.Writing
Whitson proposes merging creative and professional writing as one department in the division. This is an interesting idea, but I'm not convinced. Again, my own prejudices are at play: in my heart of hearts, I don't think undergraduates should major in writing. I think there should be writing courses, and there should be lots of writers employed by English departments, but the separation of writing and reading is disastrous at the undergraduate level, leading to too many writers who haven't read nearly enough and don't know how to read anything outside of their narrow, personal comfort zone.
In the late '90s, Tony Kushner scandalized the Association of Theatre in Higher Education's annual conference with a keynote speech
in which he (modestly) proposed that all undergraduate arts majors be abolished. (It was published in the January 1998 issue of American Theatre
magazine.) It's one of my favorite things Kushner has ever written. The whole thing is worth reading, but here's a taste:
And even if your students can tell you what iambic pentameter is and can tell you why anyone who ever sets foot on any stage in the known universe should know the answer to that and should be able to scan a line of pentameter in their sleep, how many think that "materialism" means that you own too many clothes, and "idealism" means that you volunteer to work in a soup kitchen? And why should we care? When I first started teaching at NYU, I also did a class at Columbia College, and none of my students, graduate or undergraduate (and almost all the graduate students were undergraduate arts majors--and for the past 10 years Columbia has had undergraduate arts majors), none of them, at NYU or Columbia, knew what I might mean by the idealism/materialism split in Western thought. I was so alarmed that I called a philosophy teacher friend of mine to ask her if something had happened while I was off in rehearsal, if the idealism/materialism split had become passe. She responded that it had been deconstructed, of course, but it's still useful, especially for any sort of political philosophy. By not having even a nodding acquaintance with the tradition I refer to, I submit that my students are incapable of really understanding anything written for the stage in the West, and for that matter in much of the rest of the world, just as they are incapable of reading Plato, Aristotle, Hegel, Marx, Kristeva, Judith Butler, and a huge amount of literature and poetry. They have, in essence, been excluded from some of the best their civilization has produced, and are terribly susceptible, I would submit, to the worst it has to offer.
What I would hope you might consider doing is tricking your undergraduate arts major students. Let them think they've arrived for vocational training and then pull a switcheroo. Instead of doing improv rehearsals, make them read The Death of Ivan Illych and find some reason why this was necessary in learning improv. They're gullible and adoring; they'll believe you. And then at least you'll know that when you die and go to the judgment seat you can say "But I made 20 kids read Tolstoy!" and this, I believe, will count much to your credit. And if you are anything like me, you'll need all the credits you can cadge together.
Call it the pedagogy of pulling a switcheroo. A good pedagogy, at least sometimes. It doesn't have to be, indeed should not be, limited to Western classics, as Kushner (inadvertently?) implies, and the program he calls for would not be so limited, because the kinds of conversations that he wants students to be able to recognize and join are ones that inevitably became (if they weren't already) transnational, global, even maybe a bit planetary.
So yes, if I
were emperor of universities, I'd abolish undergraduate arts majors, but keep lots of artists as undergraduate teachers. I'd also let the artists teach whatever the heck they wanted. Plenty of writers would be better off teaching innovative classes that aren't the gazillionth writing workshop of their career. Boxing writers into teaching only writing classes is a pernicious practice, one that perpetuates the idea that the creation of literature and the study of literature are separate activities.
But let's come back to Whitson's first proposal: planetarity and the making of textual meaning.
My own inclination is not to separate so much, but to seek out more unities. What unites us? That we study and practice ways of reading and ways of writing. We should encourage more reading in writing classes and more varied types of writing in reading classes. We should toss out our inherited, traditional nationalisms and look at other ways that texts flow around us and around not-us. (Writers do. What good writer was only influenced by texts from one nation?) We should seek out the limits of our knowledge, admit them, challenge them, celebrate them.Imagination
Perhaps what we should think about is imagination. We need more imagination, and we need to educate and promote imagination. So many of the problems of our world stem from failures of imagination — from the fear
of imagination. If you want to be a radical educator, be an educator who inspires students to imagine in better, fuller, deeper ways. The conservative forces of culture and society promote exactly the opposite, because the desire of the status quo is to produce unimaginative (unquestioning, obedient) subjects.
English departments, like arts departments and philosophy departments, are marvelously positioned to encourage imagination. Any student who enters an English class should leave with an expanded imagination. Any student who studies to become an English teacher should be trained in the training of imaginations. We should all be advocates for imagination, activists for its value, its necessity.
One of the best classes I've ever taught was called Writing and the Creative Process. (You can find links to a couple of the syllabi on my teaching page
, though they can't really give a sense of what made the courses work well.) It was a continuously successful course in spite of me. The stakes were low, because it was an introductory course, and yet the learning we all did was sometimes life-changing. This was not my fault, but the fault of having stumbled into a pedagogy that gave itself over entirely to the practice of creativity, which is to say the practice of imagination. Because it was a pre-Creative Writing class, the focus wasn't even on becoming better writers
but rather on becoming more creative (imaginative) people
. That was the key to the success. Becoming a better writer is a nice goal, but becoming a more creative/imaginative person is a vital goal. Were I titling it, I'd have called that course Writing and Creative Processes
, because one of the things I seek to help the students understand is that there is no one process for either writing or for thinking creatively. But no matter. Just by having to think about, talk about, and practice creativity a couple times a week, we made our lives better. I say we
, because I learned as much by teaching that class as the students did; maybe more.
English departments should become departments of writing, reading, and thinking with creative processes.
I began with Spivak, so I'll come back to her, this time from her recent book Readings
And today I am insisting that all teachers, including literary criticism teachers, are activists of the imagination. It is not a question of just producing correct descriptions, which should of course be produced, but which can always be disproved; otherwise nobody can write dissertations. There must be, at the same time, the sense of how to train the imagination, so that it can become something other than Narcissus waiting to see his own powerful image in the eyes of the other. (54)
Training — encouraging, energizing — the imagination means a training in aesthetics, in techniques of structure, in ways of valuing form, in how we find and recognize and respond to the beautiful and sublime.
I'm persuaded by Steve Shaviro's arguments in No Speed Limit
about aesthetics as something at least unassimilable by neoliberalism (if not in direct resistance to it): "When I find something to be beautiful, I am 'indifferent' to any uses that thing might have; I am even indifferent to whether the thing in question actually exists or not. This is why aesthetic sensation is the one realm of existence that is not reducible to political economy." (That's just a little sample. See "Accelerationist Aesthetics"
for more elaboration, and the book for the full argument.)
Because the realm of the aesthetic has some ability to sit outside neoliberalism, it is in many ways the most radical realm we can submit ourselves to in the contemporary world, where neoliberalism assimilates so much else.
But training the imagination is not only an aesthetic education, it's also epistemological. Spivak again:
An epistemological performance is how you construct yourself, or anything, as an object of knowledge. I have been consistently asking you to rethink literature as an object of knowledge, as an instrument of imaginative activism. In Capital, Volume 1 (1867), for example, Marx was asking the worker to rethink him/herself, not as a victim of capitalism but as an "agent of production". That is training the imagination in epistemological performance. This is why Gramsci calls Marx's project "epistemological". It is not only epistemological, of course. Epistemological performance is something without which nothing will happen. That does not mean you stop there. Yet, without a training for this kind of shift, nothing survives. (Readings 79-80)
If we're seeking, as Whitson calls us to, to create more diverse (and imaginative) departments of English, then perhaps we can do so by thinking about ways of approaching aesthetics and epistemology. We can be agents of imagination. We don't need nationalisms for that, and we don't need to strengthen divisive organizational structures that have riven many an English department.
We can — we must — imagine better.
A review by another Matt
, Matt Zoller Seitz, convinced me to watch Matt Shepard Is a Friend of Mine
, and I'm glad I did. I wasn't going to, but these sentences got me curious: "It is wrenching but never exploitive. It is impressively skeptical of the same mission that it takes on its shoulders: to make something positive from a senseless crime without diminishing its senselessness."
What kept me from the film had been a fear of it being maudlin or superficial. I know the Shepard case well, I've seen The Laramie Project
a couple of times, I've heard Judy Shepard speak about her son's murder. I didn't think more could, or even should, be made of it. The film proved me wrong.Matthew Shepard
was only a year (and a couple months) older than me. He died a few days before my 23rd birthday. Despite the barrage of national (and international) news coverage, I didn't learn of his murder for a few weeks, because I was in the midst of my first year working full-time at a boarding school, and I barely had time to sleep, never mind keep up with the news. At some point, a friend from college emailed and asked what the climate was like where I was, given how rural and isolated it seemed in my notes to her, and she worried, she said, because of what had happened to the boy in Wyoming. I didn't know what she was talking about at the time, but I soon did.
A rural gay man killed by homophobia. Once I knew about the story, I couldn't get it out of my mind. I followed the trial coverage obsessively. I thought I knew the story pretty well, but one of the excellent things Matt Shepard Is a Friend of Mine
does is shift the angle. It's no longer the story of someone defined by his murder, though the murder is of course important, but rather the story of Matt Shepard, his friends, and his family. It tries to recover the Matt Shepard who became Matthew Shepard, a symbol for the world. That turns out to be a powerful, gripping, and deeply moving quest.
|Michele Josue & Matt Shepard|
It works so well because director Michele Josue is perfectly positioned to do this work — she went to high school with Shepard, but doesn't seem to have stayed closely in touch with him later, and so the film is partly about her own recovery of Matt, her own quest to fill in gaps. What she discovers and chronicles are both the material remnants of his life and, more importantly, the network of people who knew him and remember him. She finds his presence by mapping his absence.
While the film is informative and quite moving with regard to his murder, it's not so much a true crime movie as it is a story of how friendship works and how friendship lasts. It's significant that Josue made the movie fifteen years after Shepard's death, because the time is enough to allow some perspective and to allow us to look back on the legacy, but it's also not so much time that major figures within the story are no longer available. It's also not enough time, if there is such a thing as enough time, to get rid of the pain. A significant section of the film explores Josue's desire to escape grief, and her realization that such escape is not only not possible, but not desireable.
A question that comes up repeatedly, though quietly, throughout the second half of the movie is: Why did this particular crime capture the world's attention? As multiple people point out in the film, gay bashing wasn't (and isn't) especially rare. Dozens of other people were killed for being (or being perceived as) gay in 1998, but it was Shepard's story that moved the world. There's no single answer, and no really definitive answer, though some good partial answers surface, the most convincing being how much Shepard looked and seemed like an ordinary (white) boy from down the street, and how particularly brutal his murder was. (I suspect it resonated, too, because we couldn't help imagining the many hours he spent bleeding alone before he was discovered and helped, though it was too late, ultimately, to save his life. If we imagined that unimaginable time, and if we did so as someone who lived or had once lived in terror of being hurt or killed if our sexuality were known, the resonance was overwhelming and devastating.) He could have been anybody's son, somebody says in the film, which isn't exactly true, of course, but it highlights one of the perceptions that made Shepard's such an irresistible story — his was a familiar sort of face, his family a seemingly familiar sort of family, and his story came from the heart of the American mythos: not just rural but frontier
America, where he was left to die while tied to a fence post. (Later, Brokeback Mountain
would further publicize the idea of all-American gayness through its setting.)
It doesn't feel to me like a long time from Matthew Shepard's death in 1998, and yet it's more than 17 years now. Had he lived, he would have celebrated his thirty-ninth birthday at the beginning of this month. It's hard to imagine Matthew Shepard, the symbol, at thirty-nine, but Josue helps make a thirty-nine-year-old Matt imaginable, and thus makes his death all the more heartbreaking.
That heartbreaking quality surprised me in the film, because after the initial shock of the story, for those of us who weren't friends with Matt Shepard, his death actually came to stand for a lot of good progress that was made afterward. I have very mixed feelings about the assimilationist success of Gay, Inc.
, but I really never expected to see federal gay marriage in my lifetime, to see gay kisses become relatively normalized on tv and in mainstream movies, to see anything remotely like Sense8
from anyplace other than the very indie and very queer world, etc. Watching Matt Shepard Is a Friend of Mine
, I remembered what it used to feel like to live in terror of anybody finding out, or even just suspecting, that you're not entirely heterosexual. It's not that the terror's all gone, or that we're all safe and happy and prosperous etc., or that there aren't still bashings and murders (in 2014 the FBI counted
"1,248 victims [of hate crimes] targeted due to sexual-orientation bias" and suicide remains
an ever-present problem). But in many places of the U.S. now, it is easier to live openly as a gay, lesbian, or bisexual person than it was fifteen or twenty years ago. The culture (or, at least, part of the dominant culture) has shifted, and Matthew Shepard's murder — and the conversations and work that murder inspired — contributed to the shift.Matt Shepard Is a Friend of Mine
reminds us of this, and it does a lot more besides. It pays close attention to how people continued their lives after his death. It shows why his death remains meaningful, and why his life deserves to be remembered. It suggests much about forgiveness, about grieving, about news media, and about living with questions that can't be answered. It is, finally, a beautiful tribute to a friend, and to a grief that cannot, and should not, be lost.
I was honored to be the nonfiction editor for a special issue of Fantasy
magazine, part of the ever-growing Destroy series
from Lightspeed, Nightmare,
— this time, QUEERS DESTROY FANTASY!
The editor-in-fabulousness/fiction editor was Christopher Barzak, the reprints editor was Liz Gorinsky, and the art editor was Henry Lien. Throughout this month, some pieces will be put online. So far, Austin Bunn's
magnificent story "Ledge"
is now available, as are our various editorial statements
. More will be released later, but most of the pieces I commissioned are only available by purchasing the ebook
[also available via Weightless
] or paperback
. There are magnificent pieces by Mary Anne Mohanraj, merritt kopas, Keguro Macharia, Ekaterina Sedia, and Ellen Kushner, and only merritt's "Sleepover Manifesto" will be online.
I owe huge thanks to all the contributors I worked with, to the other editors, to managing editor Wendy Wagner who did lots of unsung work behind the scenes, and to John Joseph Adams, who kindly asked me to join the team.
It is far too early to tear down the barricades. Dancing shoes will not do. We still need our heavy boots and mine detectors.1. Seeking Refuge in Feminist Revolutions in Modernism
—Jane Marcus, "Storming the Toolshed"
Last week, I spent two days at the Modernist Studies Association
conference in Boston. I hadn't really been sure that I was going to go. I hemmed and hawed. I'd missed the call for papers, so hadn't even had a chance to possibly get on a panel or into a seminar. Conferences bring out about 742 different social anxieties that make their home in my backbrain. I would only know one or maybe two people there. Should I really spend the money on conference fees for a conference I was highly ambivalent about? I hemmed. I hawed.
In the end, though, I went, mostly because my advisor would be part of a seminar session honoring the late Jane Marcus
, who had been her advisor. (I think of Marcus now as my grandadvisor, for multiple reasons, as will become clear soon.) The session was titled "Thinking Back Through Our Mothers: Feminist Revolutions in Modernism", the title being an homage to Marcus's essay "Thinking Back Through Our Mothers" from the 1981 anthology New Feminist Essays on Virginia Woolf
, itself an homage to the phrase in Woolf's A Room of One's Own
. Various former students and colleagues of Marcus would circulate papers among themselves, then discuss them together at the seminar. Because of the mechanics of seminars, participants need to sign up fairly early, and I'd only registered for the conference itself a few days before it began, so there wasn't even any guarantee I'd been able to observe; outside participation is at the discretion of the seminar leader. Thankfully, the seminar leader allowed three of us to join as observers. (I'm trying not to use any names here, simply because of the nature of a seminar. I haven't asked anybody if I can talk about them, and seminars are not public, though the participants are listed in the conference program.)
Marcus was a socialist feminist who was very concerned with bringing people to the table, whether metaphorical or literal, and so of course nobody in the seminar would put up with the auditors being out on the margins, and they insisted that we sit at the table and introduce ourselves. Without knowing it, I sat next to a senior scholar in the field whose work has been central to my own. I'd never seen a picture of her, and to my eyes she looked young enough to be a grad student (the older I get, the younger everybody else gets!). When she introduced herself, I became little more than a fanboy for a moment, and it took all the self-control I could muster not to blurt out some ridiculousness like, "I just love you!" Thankfully, the seminar got started and then there was too much to think about for my inner fanboy to unleash himself. (I did tell her afterwards how useful her work had been to me, because that just seemed polite. Even senior scholars spent a lot of hours working in solitude and obscurity, wondering if their often esoteric efforts will ever be of any use to anybody. I wanted her to knows that hers had.) It soon became the single best event I've ever attended at an academic conference.
To explain why, and to get to the bigger questions I want to address here, I have to take a bit of a tangent to talk briefly about a couple of other events.
The day before the Marcus seminar, I'd attended a terrible panel. The papers that were about things I knew about seemed shallow to me, and the papers not about things I knew about seemed like pointless wankery. I seriously thought about just going home. "These are not my people," I thought. "I do not want to be in their academic world."
I also attended a "keynote roundtable" session where three scholars — Heather K. Love, Janet Lyon, and Tavia Nyong’o — discussed the theme of the conference: modernism and revolution. Sort of. It was an odd event, where Love and Nyong'o were in conversation with each other and Janet Lyon was a bit marginalized, simply because her concerns were somewhat different from Love and Nyong'o's and she hadn't been part of what is apparently a longstanding discussion between them. I mention this not as criticism, really, because though the side-lining of Lyon felt weird and sometimes awkward, the discussion was nonetheless interesting and vexing in a productive way. (I know Love and Nyong'o's work, and appreciate it a lot.) I especially appreciated their ideas about academia as, ideally, a refuge for some types of people who lack a space in other institutions and have been marginalized by ruling powers, even if there are no real solutions, given how deeply infused with ideas of finance and "usefulness" the contemporary university is, how exploitative are the practices of even small schools. (Nyong'o works at NYU, an institution that has become the mascot for neoliberalism
. His recent blog essay "The Student Demand"
is important reading, and was referenced a number of times during the roundtable.) As schools make more and more destructive decisions at the level of administration and without the faculty having much obvious ability to challenge them, the position of the tenure-tracked, salaried faculty member of conscience is difficult, for all sorts of reasons I won't go into here. As Nyong'o and Love pointed out, the moral position must often be that of a criminal in your own institution.
All of this was on my mind the next day as I listened to discussions of Jane Marcus. After the seminar, some of us went out to lunch together and the discussion continued. What I kept thinking about was the idea of refuge, and the way that certain traditions of teaching and writing have opened up spaces of refuge within spaces of hostility. Marcus stands as an exemplar here, both in her writing and her pedagogy. The question everyone kept coming back to was: How do we continue that work?
In her 1982 essay "Storming the Toolshed", Marcus reflected on the position of various feminist critics ("lupines" — she appropriated Quentin Bell's dismissive term for feminist Woolfians, reminding us that it is also a name for a flower
Feminists often feel forced by economic realities to choose other methodologies and structures that will ensure sympathetic readings from university presses.We may be as middle class as Virginia Woolf, but few of us have the economic security her aunt Caroline Emelia Stephen's legacy gave her. The samizdat circulation among networks of feminist critics works only in a system where repression is equal. If all the members are unemployed or underemployed, unpublished or unrecognized, sisterhood flourishes, and sharing is a source of strength. When we all compete for one job or when one lupine grows bigger and bluer than her sisters with unnatural fertilizers from the establishment, the ranks thin out. Times are hard and getting harder.
Listening to her students and colleagues remember her, I was struck by how well Marcus had tended her own garden, how well she had tried to keep it from being fatally poisoned by the unnatural fertilizers of the institutions of which she was a part. She found opportunities for her students to research and publish in all sorts of places, she supported scholars she admired, and when she couldn't find opportunities for other people's work, she did was she could to create them. She was tenacious, dogged, sometimes even insufferable. This clearly did not always lead to the easiest of relationships, even with some of her best friends and favorite students. As with so many brilliant people, her virtues were intimately linked to her faults. Jane Marcus without her faults would not have been Jane Marcus. Faults and all ("I've never been so mad at somebody!"; "We didn't speak to each other for a year"), again and again people said: "Jane gave me my life."
There seemed to be a sense among the seminar participants that the sort of politically-committed, class-conscious feminism that Marcus so proudly stood for is on the wane in academia, and that while the field of modernist studies may be more open to marginalized writers than it was 30 or 40 years ago, the teaching of modernism in university classes remains very male, very Eliot-Pound-Joyce, with a bit of Woolf thrown in as appeasement to the hysterics. (I have no idea whether this is generally accurate, as I have not done any study of what's getting taught in classes that cover modernist stuffs, but it was the specific experience of a number of people at the conference.) Since the late '90s, there's been the historically-minded New Modernist Studies*, but the question keeps coming up: Does the New Modernist Studies do away with gender ... and if so, is the New Modernist Studies a throwback to the pre-feminist days? Anne Fernald looked at the state of things in the introduction to the 2013 issue of Modern Fiction Studies
that she edited, an issue devoted to women writers:
The historical turn has revitalized modernist studies. Beginning in the late 1990s, its impact continues in new book series from Oxford and Columbia University Presses; in the Modernist Studies Association (MSA), whose annual conference has attracted hundreds of scholars; and in burgeoning digital archives such as the Modernist Journals Project. Nonetheless, one hallmark of the new modernist studies has been its lack of serious interest in women writers. Mfs has consistently published feminist work on and by women writers, including special issues on Spark, Bowen, Woolf, and Stein; still, this is the journal’s first issue on feminism as such in nineteen years. Modernism/modernity, the flagship journal of the new modernism and the MSA, has not, in nineteen years, devoted a special issue to a women writer or to feminist theory. Only eight essays in that journal have “feminist” or “feminism” as a key term, while an additional twenty-six have “women” as a key term. And, although The Oxford Handbook of Global Modernisms includes many women contributors, only one of the twenty-eight chapters mentions women in its title, and, of the six authors mentioned by name, only one—Jean Rhys—is a woman.
Similarly, Marcus's socialism and Marxism may not be especially welcome among the New Modernists, for as Max Brzezinski polemically suggests in "The New Modernist Studies: What's Left of Political Formalism?"
, the New
in New Modernist Studies
could easily slip into the neo
For scholars who have at least some sympathy with Marcus's political stance, there's a lot of deja vu, even weariness. How long, they wonder, must the same battles be fought?
For once, I'm not as pessimistic as other people. Routledge is launching a new journal of feminist modernism (with Anne Fernald as co-editor). Within the world of Virginia Woolf studies, much attention is being paid to Woolf's connections to anti-colonialism and to her ever-more-interesting writings in the last decade of her life. There is a strong transnational and postcolonial tendency among many scholars of modernism of exactly the sort that Marcus herself called for and exemplified, particularly in her later writings. Vigilance is necessary, but vigilance is always necessary. Networks of scholars and traditions of inquiry that Marcus participated in, contributed to, and in some cases founded remain strong.
As some of the people at the conference lamented the steps backward to regressive, patriarchal views, I thought of how lucky I've been in how I've learned to read and perceive this undefinable thing we call "modernism". The modernisms I perceive are ones where women are central. The Joyce-Pound-Eliot modernism is one I'm familiar with, but not one I think of first.2. Foremothers
I discovered Woolf right around the time I discovered Joyce and Kafka. I was too young (12 or 13) to understand any of their work in any meaningful way, but something about them fascinated me. I flipped through their books, which I found at the local college library. I read Kafka's shortest stories. I memorized the first few lines of Finnegans Wake
, though never managed to get more than a few pages into the book itself. I read A Portrait of the Artist as a Young Man
, enjoying the first chapter very much and not getting a lot from the later ones (I still don't, honestly. My tastes aren't Catholic enough). I skimmed the last section of Ulysses
, looking to see how Joyce made Molly Bloom's stream of consciousness work. And then I read the first few pages of Mrs. Dalloway.
That wasn't a library book, but a book I bought with my scant bits of allowance money, saved up for probably a month. It was a mass market paperback with a bright yellow cover. I read the first 50 or so pages of the book and found it enthralling and perplexing. It ended up being too much for me. But there was something there. The first paragraphs were among the most beautiful things I'd ever read.
Skip ahead five or six years and I'm a student at NYU, studying Dramatic Writing. A friend I respect exhorts me to take a course with Ilse Dusoir Lind, who has mostly retired but comes back now and then to teach a seminar, this term on Faulkner and Hemingway. She wrote some of the earliest critical articles on Faulkner and, she later tells me, helped found the Women's Studies program at NYU. My friend was right: her class is remarkable. I don't much like Hemingway except for some of his short stories, but she takes us through The Sun Also Rises
, various stories, and The Garden of Eden
with panache. (I particularly remember how ridiculous and yet captivating she thought The Garden of Eden
was.) And then of course Faulkner, her great love. She taught us to read The Sound and the Fury
and Absalom, Absalom!
, for which I will always be grateful. Thus, my first experience of academic modernism was an experience of two of the most major of major modernist men seen through the eyes of a brilliant woman.
Skip ahead a year or so later and I've just finished my junior year of college. I've decided to transfer from NYU to UNH for various reasons. It's a tough summer for me, a summer of reckoning with myself and my world. I work at the Plymouth State College
bookstore, a place I've worked on and off for a number of summers since middle school. That June, the College is hosting the International Virginia Woolf Society's
annual conference, organized by a relatively new member of the PSC English Department, Jeanne Dubino
. My colleagues at the bookstore are all working as volunteers at the conference. They introduce me to Jeanne and I join the ranks of the volunteers. The bookstore goes all-out with displays. We stock pretty much every book by and about Woolf in print in the US. I remember opening the boxes and helping to shelve the books. None of us were efficient at shelving because we couldn't stop looking at the books.
Hermione Lee's biography
had just come out and we hung a giant poster of it up. I bought a copy (35% employee discount!) and began to devour it. One night, I was working the registration desk. Hermione Lee came in. She was giving the keynote address. She was late, having been delayed by weather or something. She was tired, but friendy. "Can I still get my registration materials?" she asked. "Certainly," I said. "And might I ask you to sign my book in return?" She laughed, said of course, and did so while I finished with her paperwork.
I found the conference enthralling. I never wanted to go home. (My parents had just divorced; being at the conference was much more fun than being at the house with my father.) The passion of the participants was contagious. Jeanne was astoundingly composed and friendly for someone in charge of a whole academic conference, and we continued to talk about Woolf now and then until she left Plymouth for other climes. I got to know Woolf because I got to know Jeanne.
Skip forward 6 months to the spring term of my senior year at UNH. By some bit of luck and magic, the English Department offered an upper-level seminar on Woolf this term and I was able to fit it into my schedule. I was the only male in the class, and relatively early on one of the other students said to me, in a tone of voice reserved for a rare and yet quite unappealing insect, "Why are you here?" (What did I reply? I don't remember. I probably said because I like Woolf. Or maybe: Why not?) The instructor was Jean Kennard. We read all of the novels except Night and Day
, plus we read A Room of One's Own
, Three Guineas
, and numerous essays. It was one of the hardest courses I've ever taken, either undergrad or grad, and one of the best. It exhausted me to the bone, and yet I wouldn't have wanted it to do anything less. Few courses have ever stayed with me so well or let me draw on what I learned in them for so long. Prof. Kennard was exacting, interesting, and intimidatingly knowledgeable. I didn't dare read with anything less than close attention and care, even if that meant not sleeping much during the term, because I feared she would ask me a question in class and I would be unprepared and give a terrible answer, and there was no way I was going to allow myself to do that because I already identified as someone for whom Virginia Woolf's work was important. I figured either I'd do well in the class or I'd collapse and be put on medical leave. (I had other classes, of course, and I was acting in some plays, and there was a bit of work on the side to give me some income, so not many free hours for sleeping.)
In the days of the LitBlog Co-op
in the early 2000s, I met Anne Fernald
. I didn't know she was a Woolfian or involved in modernist studies; I knew her as a blogger. Eventually, we talked about Woolf. (When I moved to New Jersey in the summer of 2007, Anne gave me a tour of the area. I remember asking her how work
on a critical edition of Mrs. Dalloway
was coming, naively expecting that work must be almost done. We had to wait a few more years. It was worth the wait.)
I didn't really encounter modernism in a classroom again until recently, because it wasn't a part of my master's degree work, except peripherally in that to study Samuel Delany's influences, which I did for the master's thesis, meant to study a lot of modernism, though modernism through his eyes. But his eyes are those of a black, queer man influenced by many women and committed to feminism, so once again my view of modernism was not that of the patriarchal white order, even though plenty of white guys were important to it.
And then PhD classes and research, where once again women were central. (It was in one such class that I first read Jane Marcus's Hearts of Darkness: White Women Write Race
Thus, this quick overview of my own journey is a story of women and modernism. My own learning is very much the product of the sorts of efforts that Marcus and other feminist modernists made possible, the work they devoted their lives to. They are my foremothers, and the foremothers of so many other people as well. My experience may be unique in its weird bouncing across geographies and decades and media (I've never been very good at planning my life), but I hope it is not uncommon.3. Reading Marcus
I've been reading lots of Jane Marcus for the last month or so. Previously, I'd only read Hearts of Darkness
and a couple of the most famous earlier essays. Now, though, I've been combing through books and databases in search of her work. (At the MSA seminar, someone who had had to submit Marcus's CV for a grant application said it was 45 pages long. She published hundreds of essays and review-essays in addition to her books.)
I'm tempted to drop lots of quotes here — Marcus is eminently quotable. But perhaps a better use of this space would be to think about Marcus's own style of writing and thinking, the way she formed and organized her essays, which, much like Woolf's many essays, show a process of thought in development.
At the end of the first chapter of Hearts of Darkness
, which collects some of her more recent work, Marcus writes:
The effort of these essays is toward an understanding of what marks the text in its context, to hear the humming noise whose rhythm alerts us to the time and place that produced it, as well as the edgy avant-garde tones of its projection into the modernist future. For modernism has had much more of a future than one could have imagined. In a new century the questions still before me concern the responsibility for writing those once vilified texts into classic status in a new social imaginary. If it was once the critic's role to argue the case for canonizing such works, perhaps it is now her role to question their status and explore their limits.
This statement concisely maps the direction of Marcus's thinking over the course of her career. Her efforts were first to recover texts that had fallen out of the sight of even the most serious of readers, then to advocate for those texts' merits, then to convince her students and colleagues to add those texts to curricula and, in many cases, to help bring them back into print. She argued, for instance, for a particular version of Virginia Woolf, one at odds with a common presentation of Woolf as fragile and apolitical and sensitive and tragic. Marcus was having none of that. Woolf was a remarkably strong woman, a nuanced political thinker whose ideas developed significantly over time and came to a kind of fruition in the 1930s, and a far more complex artist than she was said to be. Later, though, Marcus didn't need Woolf to be quite so much of a hero. She was still all the things she had been before, but she was also flawed, particularly when it came to race. The Woolf that Marcus looks at in "'A Very Fine Negress'"
and "Britannia Rules The Waves"
is in many ways an even more interesting Woolf than in Marcus's earlier writings, because she is still a Woolf of immense depth but also immense contradictions and blind spots and very human failures of perception and sympathy. Marcus's earlier Woolf is Wonder Woman (though one too often mistaken for a mousy, oversensitive, snobby, mentally ill Diana Prince
), but her later Woolf is more like a brilliant, frustrating friend; someone striving to overcome all sorts of circumstances, someone capable of the most beautiful creations and insights, and yet also sometimes crushingly disappointing, sometimes even embarrassing. A human Woolf from whom we can learn so much about our own human failings. After all, if someone as remarkable as Woolf could be so flawed in some of her perceptions, what about us? In exploring the limits and questioning the status of the works we once needed to argue into the mainstream conversation, we also remind ourselves of our own limits, and perhaps we develop better tools with which to question our own status in whatever places, times, and circumstances we happen to inhabit.
This is not to say that Marcus's early work is irrelevant. Not at all. It is still quite thrilling to read, and rich with necessary insights. (If anything, it does make me sad that a number of her best, most cutting insights about academia and power relations remain fresh today. There's been progress, yes, but not nearly enough, and much that was bad in the past repeats and repeats into our future.) Here's an example, from a May 1987 review in the Women's Review of Books
of E. Sylvia Pankhurst: Portrait of a Radical
by Patricia Romero, a book Marcus thought misrepresented and misinterpreted its subject. Near the end, after detailing all the ways Romero fails Pankhurst, Marcus makes a sharp joke:
Sylvia Pankhurst has had her come-uppance so many times in this book that there's hardly anywhere for her to come down to. Romero says that she met her husband on the same day that she met Sylvia Pankhurst's statue in Ethiopia. One hopes that he fared better than Sylvia.
Ouch. But this joke serves as a conclusion to the litany of Romero's failures as Marcus saw them and turns then to a larger point:
Let it be clear that I am not calling for nurturant biographies of feminist heroines. I, too, as a student of suffrage, have several bones to pick with Sylvia Pankhurst. In writing The Suffragette Movement she not only distorted history to aggrandize the role of working-class suffragettes in winning the vote, but, more importantly, she wrote the script of the suffrage struggle as a family romance, a public Cinderella story with her mother and sister cast as the Wicked Stepmother and Stepsister. It was this script which provided George Dangerfield and almost every subsequent historian of suffrage with the materials for reading the movement as a comedy. Sylvia provided them with a false class analysis which persists. Patricia Romero now unwittingly wears the mantle woven by Sylvia Pankhurst as the historian so bent on the ruthless exposure of her subject that she gives the enemies of women another hysteric to batter — though the prim biographer would doubtless be horrified at the suggestion that the Sylvia Pankhurst whom she despises and exposes was engaged in a project similar to her own and is, in fact, her predecessor.
Such an amazingly rich paragraph! The review up to now has been Marcus showing the ways that she thinks Romero misrepresents Sylvia Pankhurst, and the effect is mostly to make us think Marcus venerates Pankhurst totally and is defending the honor of a hero against a detractor. But no. Her message is that feminist history deserves better: it deserves accuracy. Both
Romero and Pankhurst failed this imperative by letting their ideologies and prejudices hide and mangle nuances. Both Romero and Pankhurst, wittingly or unwittingly, presented the deadly serious history of the suffrage movement as comedy. Both, wittingly or unwittingly, provided cover and even ammunition for misogynistic discourse. And that, ultimately, is the argument of Marcus's review. She sees her job as a reviewer not to be someone who gives thumbs up or thumbs down, but to be someone who can analyze what sort of conversation the book under review enters into and supports. The limitations she sees in the book are not just the limitations of one book, but limitations endemic to an entire way of presenting history.
She then brings the review back to Pankhurst and Romero's portrait of her, and now we as readers can appreciate a larger vantage to the evaluation, because we know it's not just about this book, but about historiography and feminism. Marcus mentions some other, better books (a hallmark of her reviews: she never leaves the reader wondering what else there is to read — in negative reviews such as this one, it's books that do a better job; in positive reviews, it's other books that contribute valuable knowledge to the conversation), then:
The problem with the historian's project of setting the record straight is that it flourishes best with a crooked record, the crookeder the better. Romero has found in Sylvia Pankhurst's life the perfect crooked record to suit her own iconoclastic urge.
We might think that Marcus here is holding herself apart from "the historian's project of setting the record straight", that she is setting herself up as somehow perfect in her own sensibilities. But in the next sentence she shows that is not the case:
Admitting one's own complicity as a feminist in all such iconoclastic activity, one is still disappointed in the results. I came to this book anticipating with a certain relish the pleasure of seeing Sylvia Pankhurst put in her place. But because the author writes with such contempt for her subject as well as for activism of all kinds, I came away with a deep respect for Sylvia Pankhurst and the work she did for social justice.
To be a feminist is to be iconoclastic. To be a feminist is to be faced with many crooked records. But this book can serve, Marcus seems to be saying, a warning of what can happen when the desire to be an iconoclast overcomes the desire to be accurate, and when one is tempted to add some crooks to the record before straightening it out. The danger is clearly implied: Beware that you do not depart too far from accuracy, lest you lead your reader to the opposite of the conclusions you want to impart.
Marcus would have been a wonderful blogger. Her writing style is discursive, filled with offhand references that would make for marvelous hyperlinks, and she doesn't waste a lot of time on transitions between ideas. At the MSA seminar, someone said that Marcus's process was to write lots of fragments and then edit them together when she needed a paper. Her writing is a kind of assemblage, both in the sense of Duchamp et al.
and of Deleuze & Guattari
(In the course where we read Hearts of Darkness
, one of the other students pointed out that Marcus jumps all over the place and rarely seems to have a clear thesis — her ideas are accumulative, sometimes tangential, a series of insights working together toward an intellectual symphony. If we were to write like that, this student said, wouldn't we just get criticized for lack of focus, wouldn't our work be rejected by all the academic publishers we so desperately need to please if we are to have any hope of getting jobs or tenure? "She can write like that," our instructor said, "because she's Jane Marcus." Which in many ways is true. We read Jane Marcus to follow the lines of thought that Jane Marcus writes. It's hard to start out writing like that, but once you have a reputation, once your work is read because of your byline and not just because of your subject matter, you have more freedom of form. And yet I also think we should be working toward a world that allows and perhaps even encourages such writing, regardless of fame. Too many academic essays I read are distorted by the obsession with having a central claim; they sacrifice insight for repetitious metalanguage and constant drumbeating of The Major Point. It's no fun to read and it makes the writing feel like a tedious explication of the essay's own abstract. Marcus's writing has the verve, energy, and surprise of good essayistic writing. This was quite deliberate on her part — see her comments in "Still Practice, A/Wrested Alphabet: Toward a Feminist Aesthetic"
on Woolf as an essayist versus so many contemporary theorists. I don't entirely agree with her argument, since I don't think "difficult" writing should only be the province of "creative writers" and not critics, but I'd also much prefer that writers who are not geniuses aspire to write more like Woolf in her essays than like Derrida. And the insistence that academic writers build Swamp Thing jargonmonsters to prove their bona fides is ridiculous.)
Her discursive, sometimes rambling style serves Marcus well because it allows her to connect ideas that might otherwise get left by the wayside. Marcus makes the essay form do what it is best at doing. Her 1997 essay "Working Lips, Breaking Hearts: Class Acts in American Feminism"
masterfully demonstrates this. At its most basic level, the essay is a review (or, as Marcus says, "a reading") of Listening to Silences: New Essays in Feminist Criticism
, which builds off of the work of Tillie Olsen, particularly her invaluable book Silences
. But Marcus's essay is far more than just a look at this one anthology — it is also a tribute to Tillie Olsen
, who herself influenced Marcus tremendously, a study of feminist-socialist theory and history, a manifesto about canons and canonicity, a personal memoir, and even, in one moving footnote, an obituary for Constance Coiner, a feminist scholar who died in the crash of TWA flight 800
By writing about Olsen, a generation her elder, Marcus is able to take a long view of American feminism, its past and future. She's writing just as the feminists of the 1970s are becoming elders themselves and a new generation of feminists is moving the cause into new directions, often without sufficient attention to history. Discussing one of the essays in Listening to Silences
, she writes:
More troublesome (or perhaps merely more difficult for me to see because of my own positionality) is Carla Kaplan's claim that my generation of American feminist critics used a reading model "based on identification of reader and heroine, and it tended to ignore class and race differences among women" (10). She assumes that the generation influenced by Olsen always produced such limited readings of exemplary texts — Charlotte Perkins Gilman's "The Yellow Wallpaper", Susan Glaspell's "A Jury of Her Peers", and Isak Dinesen's "The Blank Page" — without acknowledging that there was a strong and vocal objection to reading these texts historically as merely embodying the interests of certain feminist critics themselves. I know I was not alone in choosing never to teach them. (I have often said that these texts were chosen because they reflected the experience of feminists in the academy.) In addition, it seems important to make clear that the differences among women made by race, class, and sexual orientation were marked by many critics at the time (always by Gayatri Spivak and Lillian Robinson, e.g., and often by other nonmainstream feminist critics). There is a real danger in essentializing the work of a whole generation of feminists.
What Marcus repeatedly did for the history of British modernism, especially in the 1930s, she here does for the history of the movement she herself was part of: She calls for us not to reduce the history to a single tendency, not to make the participants into clones and drones. She acknowledges that some feminists in the 1970s and 1980s read from a place of self-identification, oblivious to race and class, but exhorts us to remember that not everyone did, and that in fact there was discussion among feminists not only about race and class, but about how to read as a feminist. She doesn't want to see her own generation and movement reduced to stereotypes in the way the British writers of the 1930s especially were. Throughout Hearts of Darkness
, she writes about Nancy Cunard
, first to overcome the many slanders of Cunard over the decades, but also to offer a useful contrast with Woolf in terms of racial perceptions and desires. She wants attention to Claude McKay
and Mulk Raj Anand
because only reading white and mostly male writers distorts history, which distorts our perception of ourselves: "It is my opinion that the study of the period would be greatly enriched by wresting it from the hands of those who leave out the women and the people of color who were active in the struggle for social change in Britain. It is important for students to know that leftists in the thirties were not all leviathans on the questions of race, gender, and class. Not all their hearts were dark. ...the critics before us deliberately left us in the dark about the presence of black and South Asian intellectuals on the cultural scene" (181). (Peter Kalliney's recent Commonwealth of Letters
does some of the work of tracing these networks, and Anna Snaith
has done exemplary work in and around all of this.)
"Working Lips, Breaking Hearts" brings all of these interests together, and does so not only for British and U.S. writers and activists of the 1930s, but also for Marcus's own generation of feminists. This is our history
, she seems to say, and we must take care of it, or else what was done to the people of the 1930s by historians and literary critics will be done to us
, a blistering 2002 review-essay about critics' interpretations of whites' uses of black culture in the 1920s and 1930s, Marcus wrote:
Why should cross-racial identification with the oppressed be perceived as evil? Certainly, while it was both romantic and revolutionary and very much of the period, such love for the Other is not in itself a social evil. The embrace of the Other and the Other’s values and the Other’s arts, language, and music, has often been progressive. Interracial sex and interracial politics were and are important to any radical cultural agenda. Cunard and [Carl] Van Vechten were not sleeping with the enemy. One might even say that the bed, the barricade, the studio, and the boîte, or Paris nightclub, were the sites where the barriers to progressive human behavior were broken down.
But the mistaking of those whites who loved blacks, however motivated by desire, politics, or by sheer pleasure at hearing the music and seeing the extraordinary art of another people, as merely a set of cultural thieves does not contribute to our understanding of the cultural forces at work here.
The cultural forces at work were ones Marcus begins to see as queer:
The fear that motivates [critics] North, Douglas, and Gubar is the taint of the sexually perverse. What is the fear that motivates Archer-Straw and Bernard? Is it fear of the damage done to the stability of the black family and the wholeness of black art by the attention of queer white men and white women who broke the sexual race barrier? If we try to look at this from outside the separatist anxieties that are awakened on both sides of the color line by these early personal and political crossings, the modernist figures represent a rare coming together of radical politics, African and African American art and culture, and white internationalist avant-garde and Surrealist intellectuals. These encounters deserve attention as a queer moment in cultural history and I think that is the only way to get beyond the impasse of discomfort about the modernist race pioneers in our current critical thinking. If it is because of a certain liberated queer sexuality that certain figures could cross the color line, could try to speak black slang, however silly it sounded, then sex will have to take its place as a major component in the translation of ideas.
As she so often did, Marcus pays attention here to what she thinks are the forces and desires that construct certain interpretations. "Why this?" she asks again and again, "and why now?" What sort of work do these kinds of interpretations do, whom do they help and whom do they hurt, what do they make visible and what do they leave invisible? What social or personal need do they seem to serve? And then the implied question: Whom do my own interpretations help or hurt? What do I make visible or invisible by offering such an interpretation?
One of Marcus's masterpieces was not a book she wrote herself, but an annotated edition of Woolf's Three Guineas that she edited for Harcourt
, published in 2006. Three Guineas
had not been served well by most critics and editors over the years, and Marcus's edition was the first American edition to include the photographs Woolf originally included, but which, for reasons no-one I know of has been able to figure out, were dropped from all printings of the book after Woolf's death. Marcus provided a 35-page introduction, excerpts from Woolf's scrapbooks, annotations that sometimes become mini-essays of their own, and an annotated bibliography. It's a model of a scholarly edition aimed at common readers (as opposed to a scholarly edition aimed at scholars, which is a different [and also necessary] beast, e.g. the Shakespeare Head editions
and the Cambridge editions
of Woolf). (She had already laid out her principles for such Woolf editions in a jaunty, often funny, utterly overstuffed, and quite generous review
of [primarily] Oxford and Penguin editions in 1994, and it seems to me that we can feel her chomping at the bit to do one of her own.) Three Guineas
is in many ways the key text for Marcus, a book overlooked and scorned, even hated, but which she finds immense meaning in. Her annotated edition allows her to show exactly what meanings within the text so deeply affected her. It's a great gift, this edition, because it not only gives us a very good edition of an important book, but it lets us read along with Jane Marcus.
It's unfortunate that Marcus never got to realize her dream of a complete and unbowdlerized edition of Cunard's Negro
anthology. Copyright law probably makes re-issuing the book an impossible task for at least another generation, given how many writers and artists it includes, although perhaps a publisher in a country with less absurd copyright regulations than the US could do it. (Aside: This is yet another example of how long copyright extensions destroy cultural knowledge.) Even the highly edited version
from 1970 is now out of print, though given how Marcus blamed that edition for many misinterpretations of Cunard and her work, I doubt she'd be mourning its loss. I wish somebody could create a digital edition, at least. Even an illegal digital edition. Indeed, that would perhaps be most in the spirit of the original text and of Marcus — somebody should get hold of a copy of the first edition, scan it, and upload it to Pirate Bay
. We need to be criminals in our institutions, after all...4. Refuge and the Criminal
Let us go then, you and I, back to where we began: refuge and revolutions.
"the numbers show that the teaching staff at America's universities are much whiter and much more male than the general population, with Hispanics and African Americans especially underrepresented. At some schools, like Harvard, Stanford, the University of Michigan, and Princeton, there are more foreign teachers than Hispanic and black teachers combined. The Ivy League's gender stats are particularly damning; men make up 68 percent and 70 percent of the teaching staff at Harvard and Princeton, respectively." —Mother Jones, 23 November 2015
(Somewhere, Jane Marcus says that we may have to work and live in institutions, but that doesn't mean we have to like
"Experts think that the more than $1.3 trillion in outstanding education debt in the U.S. is more than that of the rest of the world combined." —Bloomberg, 13 October 2015
My own assemblage here breaks down, because I have no conclusions, only impressions and questions.
Right now we are in the midst of a humanitarian crisis, a refugee crisis
. In my own state of New Hampshire, the Democratic governor, Maggie Hassan, said
there should be a halt to accepting all refugees from Syria. It is an ignorant and immoral statement. Maggie Hassan is a typical centrist Democrat, always rushing to put disempowered people in the middle of the road to get run over by the monster trucks of the ruling class.
"Since Sept. 11, 2001, nearly twice as many people have been killed by white supremacists, antigovernment fanatics and other non-Muslim extremists than by radical Muslims: 48 have been killed by extremists who are not Muslim, including the recent mass killing in Charleston, S.C., compared with 26 by self-proclaimed jihadists, according to a count by New America, a Washington research center." —NYT, 24 June 2015
Yesterday (as I write this), a man walked into a Planned Parenthood clinic with a gun
. He killed three people before police were able to take him into custody. It was an act of terrorism, but will seldom be labelled that. Maggie Hassan will not call for middle-aged white men with beards to be barred from entry.
"The Republicans also organized a gun-buyer’s club, meeting in a conference room during work hours to design custom-made, monogrammed, silver-plated 'Tiffany-style' Glock 9 mm semi-automatic pistols." —Slate, 24 November 2015
As I write this, U.S. police officers have killed 1,033 people this year
, including 204 unarmed people. The shooter at the Planned Parenthood clinic is very lucky to be alive. This proves it is actually possible for U.S. police not to kill people they intend to take into custody, even when they're armed. If the shooter had been a black man, though, I expect he would be dead right now.
"'We are locked and loaded,' he says, holding up a black 1911-style pistol. As he flashes the gun, he explains amid racial slurs that the men are headed to the Black Lives Matter protest outside Minneapolis’ Fourth Precinct police headquarters. Their mission, he says, is 'a little reverse cultural enriching.'" —Minneapolis Star Tribune, 25 November 2015
had a small folding knife and was running away. 16 bullets took him down
(Have you seen M.I.A.'s new video, "Borders"
? You should.)
(What can we use, too, from Wendy Brown's recent discussion
of rifts over gender and womanhood? What is getting lost, and what is newly seen?)
"The year-to-date temperature across global land and ocean surfaces was 1.55°F (0.86°C) above the 20th century average. This was the highest for January–October in the 1880–2015 record, surpassing the previous record set in 2014 by 0.22°F (0.12°C). Eight of the first ten months in 2015 have been record warm for their respective months." —National Centers for Environmental Information
(I could go on and on and on. I won't, for all our sakes.)
After listening to Heather Love and Tavia Nyong'o at MSA, I came back to the idea I've been tossing around, inspired by Steve Shaviro's great book No Speed Limit
, of the value of aesthetics to at least stand outside neoliberalism. Love and Nyong'o seemed dismissive of aesthetics, and I wanted to mention Commonwealth of Letters
to them, and propose that perhaps if an art-for-art's-sake aesthetic is not, obviously, an instigator of utopian revolution, it may be a refuge. Kalliney shows that such an attention to aesthetics was just that for some colonial subjects in the 1930s who came to London to be writers and intellectuals. I am wary of an anti-aesthetic politics, a politics that seeks revolution but not the good life, a politics that does the work of neoliberalism by insisting on usefulness.
The university certainly has been an imperfect refuge, often just the opposite of refuge. Aesthetic attention will not open up a panacea or a utopia, nor will the refuge it provides be significantly more just and effective than the refuge of academia. But it is not nothing, and it is not anti-political. I think Marcus's writings demonstrate that. She recuperates The Years
and Three Guineas
not only by arguing for their political power, but for their aesthetic achievements. They survive, and we who cherish them are able to cherish them, not only because of what they say, but how they say it. Form matters. Form is matter.
Which is not to say, of course, that we should descend into a shallow formalism any more than we should wrap ourselves in the righteousness of an easy economism. Remember history. Remember nuance. Remember not to distort realities for the sake of an easy point. Don't provide cover for the exploiters and oppressors.5. Art and Anger
Photographs of suffragettes lying bloody, hair dishevelled, hats askew, roused public anger toward the women, not their assailants. They were unladylike; they provoked the authorities. Demonstrations by students and blacks arouse similar responses. Thejustice of a cause is enhanced by the nonviolence of its adherents. But the response of the powerful when pressed for action has been such that only anger and violence have won change in the law or government policy. Similar contradictions and a double standard have characterized attitudes toward anger itself. While for the people, anger has been denounced as one of the seven deadly sins, divines and churchmen have always defended it as a necessary attribute of the leader. "Anger is one of the sinews of the soul" wrote Thomas Fuller, "he that wants it hath a maimed mind." "Anger has its proper use" declared Cardinal Manning, "Anger is the executive power of justice." Anger signifies strength in the strong, weakness in the weak. An angry mother is out of control; an angry father is exercising his authority. Our culture's ambivalence about anger reflects its defense of the status quo; the terrible swift sword is for fathers and kings, not daughters and subjects. The story of Judith and the story of Antigone have not been part of the education of daughters, as both Elizabeth Robins and Virginia Woolf point out, unless men have revised and rewritten them. It is hardly possible to read the poetry of Sappho, they both assure us, separate from centuries of scholarly calumny.
—Jane Marcus, "Art and Anger"
Why not create a new form of society founded on poverty and equality? Why not bring together people of all ages and both sexes and all shades of fame and obscurity so that they can talk, without mounting platforms or reading papers or wearing expensive clothes or eating expensive food? Would not such a society be worth, even as a form of education, all the papers on art and literature that have ever been read since the world began? Why not abolish prigs and prophets? Why not invent human intercourse? Why not try?
—Virginia Woolf, "Why?"
*In "Planetarity: Musing Modernist Studies"
, Susan Stanford Friedman sums up some of the changes that made the New Modernist Studies seem new: "Modernism, for many, became a reflection of and engagement with a wide spectrum of historical changes, including intensified and alienating urbanization; the cataclysms of world war and technological progress run amok; the rise and fall of European empires; changing gender, class, and race relations; and technological inventions that radically changed the nature of everyday life, work, mobility, and communication. Once modernity became the defining cause of aesthetic engagements with it, the door opened to thinking about the specific conditions of modernity for different genders, races, sexualities, nations, and so forth. Modernity became modernities, a pluralization that spawned a plurality of modernisms and the circulations among them.
A writer recently wrote a blog post about how he's quitting teaching writing. I'm not going to link to it because though it made me want to write this post of my own, I'm not planning either to praise or disparage the post or its author, whom I don't know and whose work I haven't read (though I've heard good things about it). Reading the post, I was simply struck by how different his experience is from my own experience, and I wondered why, and I began to think about what I value in teaching writing, and why I've been doing it in one form or another — mostly to students without much background or interest in writing — for almost twenty years.
I don't know where the quitting teacher works or the circumstances, other than that he was working as an adjunct professor, as I did for five years, and was teaching introductory level classes, as I continue to do now that I'm a PhD student. (And in some ways did back when I was a high school teacher, if we want to consider high school classes as introductory to college.) So, again, this is not about him, because I know nothing about his students' backgrounds, his institution's expectations or requirements, his training, etc. If he doesn't like teaching writing where he's currently employed, he shouldn't do it, for his own sake and for that of his students. It's certainly nothing you're going to get rich from, so really, you're doing no-one any good by staying in a job like that, and you may be doing harm (to yourself and others).
Most of the quitting teacher's complaints boil down to, "I don't like teaching unmotivated students." So it goes. There are, though, lots of different levels of "unmotivated". Flat-out resistant and recalcitrant are the ultimate in unmotivated, and I also really find no joy in working with such students, because I'm not very good at it. I've done it, but have not stayed with jobs where that felt like all there was. One year at a particular high school felt like facing nothing but 100 resistant and recalcitrant students every single day, and though the job paid quite well (and, for reasons I can't fathom, the administration wanted me to stay), I fled quickly. I was useless to most of those students and they were sending me toward a nervous breakdown. I've seen people who work miracles with such students. I wasn't the right person for that job.
But then there are the students who, for whatever reason, just haven't bought in to what you're up to. It's not their thing. I don't blame them. Put me in a math or science class, and that's me. Heck, put me in a Medieval lit class and that's me. But again and again, talented teachers have welcomed me into their world, and because of those teachers, I've been able to find a way to care and to learn about things I didn't initially care about in the least. That's the sort of teacher I aspire to be, and occasionally, for all my fumbling, seem to have succeeded at being.
It's nice to teach courses where everybody arrives on Day 1 with passion for the subject. I've taught such classes a few times. It can be fun. It's certainly more immediately fulfilling than the more common sort of classes where the students are a bit less instrinsically motivated to be there. But I honestly don't care about those advanced/magical classes as much. Such students are going to be fine with or without me. At a teaching seminar I attended 15 years ago, the instructor described such students as the ones for whom it doesn't matter if you're a person or a stalk of asparagus, because they'll do well no matter what. I don't aspire to be a stalk of asparagus.
There's another problem, too, and that's the problem of pedagogy. Many colleges and universities are terrible at providing training for teachers. There's an unspoken assumption that teaching is something anybody with an advanced degree can do. This despite the fact that anybody who's spent more than a few days in a college or university knows there are plenty of people with advanced degrees, people who may be brilliant at all sorts of other things, who can't teach at all.
Teaching writing is a particular skill, especially when teaching unmotivated students. I'm lucky to have spent some undergrad time and now some PhD time at the University of New Hampshire
, where the teaching of writing is taken really seriously because writing teachers at UNH have long been interested not only in writing, but in the art of its teaching. The ghosts of Donald Murray
, Donald Graves
, and Robert Connors
still haunt our halls. I continue to draw on things I learned in a Teaching Writing course in my last semester of undergrad. In my early years of teaching, I read every pedagogy book I could get my hands on. I still pick them up now and then, because I'm still learning to teach.
If you're struggling to teach writing, have no support from your institution, but don't want to quit, there are resources that can help you. (Though really, you should consider quitting, especially if they're not paying you well. Schools exploit people who they provide little support to because those people feel some sort of obligation to work for crappy wages and in crappy conditions. Say no! Or at least help organize a union.)
To begin, check out the National Writing Project
, Teachers & Writers
, and the NCTE
Seek out books for ideas and inspiration. First, put everything aside and read Mike Rose's Lives on the Boundary
. Then maybe a practical book like The Elements of Teaching Writing
, The Handbook of Creative Writing
, or Being a Writer
(which is overpriced; its predecessor, A Community of Writers
, is easy enough to find used for much less money).
If you're determined that you must fix your students' grammar, then start with Teaching Grammar in Context
and/or Grammar to Enrich and Enhance Writing
by Constance Weaver. (But a caution: Make sure you're not promoting myths
. Educate yourself. Read Stephen Pinker's A Sense of Style
, Henry Hitchings' The Language Wars
, and, if you're especially determined, A Student's Introduction to English Grammar
. Or, better yet, make a study of grammar ranting part of your pedagogy — see Grammar Rants
by Patricia Dunn and Ken Lindblom.) If most of your students seem to lack much preparation for college-level work, then investigate pedagogy for developmental writing
Don't just be a writer who shows up in a classroom. You've been hired to be a teacher who also knows something about writing. You need to see yourself in that role, or else you're just grossly stroking your ego in public. Develop a vision of yourself as a teacher, and read the works of writing teachers who inspire — Peter Elbow
is my go-to guy whenever I'm feeling bad about my teaching, with Everyone Can Write
as the key text (though I'm fond, too, of Writing with Power
and Writing Without Teachers
). Read Lynda Barry
. Read. Talk. Listen. Plenty of people have had all the challenges and disappointments and frustrations that you've had. Learn from them.
And yes, of course there are lots of frustrations along the way. Even the best classes will have bad days, and sometimes you'll have an entire bad term. That's the world of teaching. Analyze what isn't working and try to figure out ways to fix it; seek out other people's ideas when you're stuck. I hate the feeling of having been a bad teacher, but it also invigorates me, because it makes me determined to fix the problems the next time around. (It's when the problems seem utterly unfixable that you know you're the wrong person for the job. If nothing seems like it will get better and again and again you find yourself dreading the next class, the next term, then quit if you can. It's okay. You don't need to spend your entire life as a bad teacher. Create an exit plan before you kill yourself or one of your students. Seriously.)
I've been meaning to write about the most successful writing course I've taught, and so this gives me a bit of an excuse to do so. By "successful" I mean that the students' work and reflections on the course at the end of the term consistently met my goals for the course through multiple sets of students, both in face-to-face classes and online. The course is called Writing and the Creative Process, and I taught it at Plymouth State University. It's the lowest-level creative writing course the English department offers, and it fulfills a general education requirement, so typically it is taken by students will little background in writing and often not much interest in it. They arrive to the course because they need the credit, and many assume a creative writing class is an easy A or B.
My goals for the course are not for the students to become great writers. That's out of my control. Great writing is a mix of talent, practice, experience, circumstances. My goals are more about helping the students to overcome some assumptions about writing and creativity.
Most students arrive to my classes, whether writing classes or otherwise, with an idea that writing is about following rules and not making mistakes. They've lost all sense of play. I want them to be less afraid of playing with language. I want them to be less afraid of the unfamiliar. If I can do that, then a lot of what matters in writing will take care of itself. Of course, there are
rules and conventions. Writing is (usually) a form of communication, and communication requires some rules and conventions. But they can be learned, and if learning them is still beyond you for whatever reason, you can probably find friends who will proofread your work for you. (Many excellent writers are rotten with commas. And plenty else. Proofreaders exist for a reason. Research the manuscripts of well-known writers and you'll be astonished.) I love the intricacies of grammar, usage, and style, so I pay a lot of attention to it myself, but for me it's part of the essential play that makes writing a worthwhile activity for me. I try to impart that to students, even in the Writing and the Creative Process class, but I also don't expect them all to be like me.
After teaching the class a few times in a way that didn't thrill me, I finally came upon this progression of material, which seems to work:
Unit 1: First Things
Unit 2: Shaping Raw Material
Unit 3: Images and Senses
Unit 4: Words
Unit 5: Sentences and lines
Unit 6: Paragraphs and stanzas
Unit 7: Revision
Final Exam week: Portfolio
Lots of people teach the course by going through major genres, but I don't care for that approach because in my experience it's highly superficial to write essays for a week or two, poems for a week or two, stories for a week or two, etc. I sprinkle different genres throughout the term, but we never stick with any particular one. Learning different genres is not the goal. I want the students to play around, and I want them to think about similarities in different ways of writing rather than differences.
The First Things unit is focused on introductions, starting out, and beginning to forget the "rules" you think you know about writing. I think of it as the deprogramming unit. Especially given the mania for standardized testing in schools over the last 15 years, students arrive to my classroom with great anxiety about "proper" writing. They mostly think they're bad at it, and they're terrified of losing points. So I make a point of getting them to pay attention to themselves, to do things like stare at an object for 10 or more minutes and then write about the experience, to write a list of rules for good writing and then violate them all, etc. The basic theme might be able to be boiled down to, "Who are you? What do you know? How do you perceive things? And how might we expand/broaden/explode all that?"
The Shaping Raw Material unit is exactly what it says. The exercises have the students write 5 versions of a short piece of writing, try out different points of view, rewrite a folktale, rewrite a partner's piece of writing, etc. Some of it is similar to Kenneth Goldsmith's "Uncreative Writing"
ideas, some of it isn't. The goal is to look at the different ways writing can be shaped, and the effects of different shapes. Again, it's about breaking out of a narrow way of thinking about writing, because narrow ways of thinking only lead to anxiety about "getting it right". Again and again, I say: There are no right answers, so stop looking for them.
The other units are exactly what they sound like: close attention to senses and images, to words, to sentences and lines, etc. It's good to be deliberate about these building blocks. Too often, we take them for granted. They're all fun to play with.
The Portfolio requirement at the end is this:
What your portfolio must include, at a minimum:
You are welcome and encouraged to include more than this in your portfolio, but this is the absolute minimum.
- Your own artist's statement / portfolio intro. Length: 114-119 words. (Yes, this number is arbitrary. Most rules are.)
- Examples of 3 different types/genres of writing, each with at least one revision included. (You will have done a lot of this work for previous units. Now you’re collecting it and polishing it.) Include all drafts along with a final, polished, proofread draft.
- A reflection of at least 500 words. This should be the last thing you write. After you've put the portfolio together, read it, then write this reflection.
All grading before the portfolio is purely on whether the students follow the guidelines or not. For instance, here's an assignment:
1. Go to the index at the website Worldwidewords.org.
2. Read around on the page. Click on words that grab your attention. Look for weird words.
3. Once you are familiar with the site and how it works, write a piece and use as many unfamiliar/weird words from the Worldwidewords.org list as you can -- at least 20.
GRADING: 6 points = 600+ words; 5 points = 500-599 words; 4 points = 400-499 words; 3 points = 300-399 words; 2 points = 200-299 words; 1 point = under 200 words
(Each exercise is worth a certain amount of points, and I just add them up for their exercises grade, so 95 points = a 95 (A), 84 points = 84% (B), etc. They have a number of exercises to choose from in each unit. All of the exercises together add up to more than 100 points, but I've rarely had students try to go beyond 100 points because I don't count anything above 100 and, in any case, most of the exercises are more complex and take more work than the one above, so if you do them all at the highest level, it's quite a lot of work.)
I don't evaluate their writing until the portfolio, and even then it's light evaluation of their progress more than anything. This has been crucial. The point of this course is discovery and play. That's what I want to encourage. I don't much care if their writing is great or terrible. I want them to improve, though, so we spend time at the end of the course working on revision, but only after we've spent the majority of the course playing around. I want the students to become more flexible thinkers and writers.
My paying no attention to whether they are writing well or badly is liberatory, and the effects are remarkable. The students discover skills and interests they never knew they had because they were so terrified of writing badly and getting low grades. They often struggle against the class in the first weeks because they think I'm going to trick them. They are conditioned to be graded and ranked and evaluated at every turn. They don't know what the freedom from grading, ranking, and evaluation feels like. It's terrifying at first. I must be a bad teacher, I must be a dishonest teacher, they must be doing something wrong
. It isn't until a handful of exercises have been graded and they realize they really are just being graded on output that most students begin to really free themselves.
The exercises are not small or easy, and numerous students have told me they've written more for this class than for any other. If I were trying to grade evaluatively, it would be an awful paper burden on me, but I'm not grading evaluatively. I'm mostly just counting words.
The students don't need me to read their work in any depth until the revision stage, and even then mot of the work is on them, as the revision exercises are designed to get them to look at their work in new, different ways. It extends the freedom to experiment to the revision process. Then they sift through everything and begin to put order to it and show off the work they're most pleased with, most proud of. They write about how they got there, and that reflection is vital — students need to think about the processes that allowed them to write in ways they see as successful, and reflective writing is key to helping solidify what they've learned. They reflect on what they've done and what they would like to do in the future.
Their final grade is ultimately not about them being a good writer, but being a writer who has 1.) learned how to play around and experiment; 2.) learned how to look at their work with a new and critical eye toward revision; 3.) learned how to extend what they've discovered to other realms of thinking and writing. If they've been able to do that, they do well.
Grades for the course tend to average around a B, a bit higher than my usual B- average for courses. Sometimes, a group really takes to the material and I end up with an A- average. I don't feel bad about that. Because the grade is based on how much they've written, to get an A- average, the students have written an awful lot.
When teaching more advanced courses, I tend to add in a bit more evaluative grading, I tend to do fewer exercises based on playing around and more toward specific skills and goals, then finish the course with one complete and revised piece of writing. Sometimes this goes well, sometimes not.
I don't much like the traditional writing workshop. Maybe it's fine in grad school, but I really dislike it for undergrads, as I think it wastes a lot of time and doesn't give them the tools they need. I've never much liked traditional writing workshops, myself, so maybe it's just a matter of my personality. I'm sure there are people who are great teachers within that structure at whatever level. Personally, as both a student and teacher, I prefer exercises, discussions of a wide variety of published writing (and by wide variety, I mean as wide as possible — true variety, not just Lishian stuff
), a focus on sentences and paragraphs, etc. There are plenty of ways to meld some of the virtues of the workshop approach with other structures. I haven't hit on a perfect solution yet, but I keep experimenting when I get the chance to teach an advanced course (which hasn't happened recently, as I'm only teaching one course per term as part of the PhD program, and mostly what I teach is first-year composition).
My goal is not to create professional writers. One or two of my former students have gone off to publish things, but they're really the outliers. I want to help students gain more confidence in their ability to use the language, and I want them to become more enthusiastic, informed readers. The reading part is important to me — I want more students to be delighted by the weirdness of Gertrude Stein, to be willing to try out complex and difficult and alienating texts, to not just seek out what feels most immediately "relevant" to them. Teaching writing is one path to that goal, because it lets students begin to think about how texts are constructed, and what writers think about. Reading like a writer is a good way to read. Experiencing writing as both and art and a craft helps, I hope, to overcome some of the prejudices that lead to writers and artists being seen as people who don't actually labor.
I also don't want to blame students for the failures of institutions. I'm skeptical of the recent discourse about whiny, overprotected students. I don't think teachers should be against students
. I think we should be against the neoliberal university that sees nothing but economic indicators. As teachers of writing, we have a special place in that struggle, I think. I take hope from Steve Shaviro's ideas about aesthetics and political economy
I think that aesthetics exists in a special relationship to political economy, precisely because aesthetics is the one thing that cannot be reduced to political economy. Politics, ethics, epistemology, and even ontology are all subject to “determination in the last instance” by the forces and relations of production. Or rather, if ontology is not entirely so determined, this is precisely to the extent that ontology is itself fundamentally aesthetic. If aesthetics doesn’t reduce to political economy, but instead subsists in a curious way alongside it, this is because there is something spectral, and curiously insubstantial, about aesthetics.
As teachers of writing, we can wield aesthetics as a weapon against the all-consuming power of neoliberalism — we can help and encourage students to revel in the inefficacy of our aesthetic projects.
Or, at least, in my more utopian moments I think we can. Right now I just need to stop procrastinating and go grade a pile of research papers...
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I've been meaning to catch up with Ali Smith's novels for a while now, having previously only read Hotel World
, and so when it came time this summer to formulate reading lists for my PhD qualifying exams, I stuck How to Be Both
on the fiction section for the Queer Studies list. (This also explains why I was writing about The Invaders
recently...)How to Be Both
turns out to be even more appropriate to my Queer Studies studies than I'd suspected from reading reviews, and it shows how the structures of fiction can be at least as provocative and productive as certain types of social and political philosophy. How to Be Both
is generally a very readable, enjoyable book — in some ways deceptively so. In that, it reminds me of Kurt Vonnegut's best books, which manage to play with some complex ideas in light, entertaining ways. (Smith's novel would make a marvelous companion to Vonnegut's Mother Night
in a course on the novel and history...) How to Be Both
does quite a lot to challenge ideas of time, history, language, and various normativities, but it does so without collapsing into vagueness, abstraction, or pedantry; quite the opposite. It bears its own paradoxes far better than many works of vaunted critical theory, which end up, at their worst, sputtering out in abstraction and self-parody, like a Mad Libs version of an Oscar Wilde epigram.
Over the last ten years or so, there's been discussion among Queer Studies folks of queer temporality and historicism — the effect of contemporary vocabulary ("queer", "gay", "lesbian", "homosexual", "transgender") on a past that used different words and ideas; the relationship of past behaviors and ideas to present ones; the political power of the past for the present; the similarity or difference of past worlds to our own; how we express such similarity/difference; the experience of history as a queer person; etc. (Of course, the roots of this conversation go way back, but there have been particular spins on it recently.)
In 2013, Valerie Traub published a significant response to some of the more prominent discussions of these ideas, particularly among Renaissance scholars: "The New Unhistoricism in Queer Studies"
(to which there was more response later
), which is a relatively accessible entry point to some strands of discussion. Here's a bit of Traub:
Rather than practice “queer theory as that which challenges all categorization” ... there remain ample reasons to practice a queer historicism dedicated to showing how categories, however mythic, phantasmic, and incoherent, came to be. To understand the arbitrary nature of coincidence and convergence, of sequence and consequence, and to follow them through to the entirely contingent outcomes to which they contributed: this is not a historicism that creates categories of identity or presumes their inevitability; it is one that seeks to explain such categories’ constitutive, pervasive, and persistent force. Resisting unwarranted teleologies while accounting for resonances and change will bring us closer to achieving the dificult and delicate balance of apprehending historical sameness and difference, continuism and alterity, that the past, as past, presents to us. The more we honor this balance, the more complex and circumspect will be our comprehension of the relative incoherence and relative power of past and present conceptual categories, as well as of the dynamic relations among subjectivity, sexuality, and historiography.
Ali Smith's novel explores and even embodies this discussion, and does so in many ways that both the unhistoricists and the historicists seek to valorize. And it's more fun to read than their essays.
First, there is the form: The book tells two different stories, with one being the first half of the text and the other the second half. Which is which depends on the particular copy of the book you get — half of them begin with the story of the painter Francescho [or Francesco] del Cossa
, the other half begin with the story of George (short for Georgia), a teenager in contemporary England whose mother has recently died. (The e-book apparently allows you to choose which order you want.) The copy I have out from the library begins with George, which seems to me to be the friendliest, easiest entry point, because the Francescho section begins much more lyrically, and it takes pages to get your bearings. It all makes sense once you know the situation and various references, but you don't really get to know those until later, so for a while the Francescho section just seems like rambling nonsense. (It is rambling; it isn't nonsense.) The opening of the George section is, on the other hand, quite marvelous and engaging. I zoomed through the whole 186 pages of that part quickly and with pleasure. It took longer for me to get interested in the Francescho section, but in some ways that one proves to be the richer and more satisfying, which is another reason I'm pleased to have read it as the second half rather than the first.
Some reviewers have speculated about the different ways readers could interpret the texts based on which they read first, but I'm not sure the difference is so much in interpretation as it is in expectation and in the reading experience itself. The pacing of the two sections is different, and so the book will feel different if you read one first rather than the other. There are connections you'll make differently based on which you read first, but I'm not sure how much that really matters except in the moment of reading, since once you turn the last page, you've got all the information as a set in your mind. For instance, the Francescho section gives us the story behind some paintings that are speculated about in the George section, and so reading the George section second would cause you to compare the speculations to the story you know from the Francescho section. I didn't feel it was a significant difference to encounter those stories second, since they are already presented in the George section as speculation, so I didn't read them as anything except the guesses and imaginings of the characters, which is what you still read them as even when you know other stories behind the paintings.
One thing uniting the academic historicists and unhistoricists is a sharp suspicion, and sometimes outright rejection, of teleology. (Traub: "Since around 2005 a specter has haunted the field in which I work: the specter of teleology. ... A teleological perspective views the present as a necessary outcome of the past—the point toward which all prior events were trending.") This is a problem for anybody writing a narrative, because narrative is purposeful, and most narratives are aimed toward their conclusions. For a long time, the whole idea of a well-wrought story has been one where, in fact, the conclusion is indeed "the point toward which all prior events were trending." A carefully constructed plot is, pretty much by definition, teleological.
Various Modernist writers tried to escape the teleological properties of narrative through disjunction, juxtaposition, impressionism, and surrealism, but teleology proved hard to escape except in the most abstract writing, or in works where it literally doesn't matter what order you read things in (e.g. Hopscotch
or The Unfortunates
) — although even then, in the assembling of meaning, the reader is still likely to impose a teleology at the end, even if the author has used a form that itself makes no such imposition. We want, as readers, to say that where we ended up is a direct result of where we began. It's a pretty unsatisfying story if the conclusion isn't in relationship to what came before, and preferably a relationship of causality and purpose. Even if the narrative itself works hard to escape teleology, there's still the matter of the writer's purpose in constructing that narrative.
In the early 20th century, a lot of the more avant-garde writers sought to create works that did not promote a particular moral idea or lesson (one hallmark of teleology), but more often than not this led to a new sort of purposefulness embedded in the text (if not a chronological text, then a chronological reading experience infused with a sense of purpose). (For more on this, see "Modernism and the Emancipation of Literature from Morality: Teleology and Vocation in Joyce, Ford, and Proust"
by David Sidorsky. It's from 1983, but I haven't seen anything more recent that does a better job of really digging in to the question of Modernist narrative and teleology.) How to Be Both
doesn't escape teleology, but it does play around with it, creating anti-teleological effects that work beautifully because they're embedded like booby traps and surprise parties in the narrative. We get the anti-teleological effects and
we get the inescapable, purposeful, and even linear, movement inherent to storytelling.
Additionally, How to Be Both
manages to question identity categories without pretending that identity is an unimportant concept. Past and present become interestingly different and similar, readable and prone to misreadings. In that, it's perhaps squaring some of the circles proposed by queer theory in the last ten or fifteen years.
Here's a key passage from one of the essays that Traub responds to most fully, "Queering History" by Jonathan Goldberg and Madhavi Menon:
...the challenge for queer Renaissance studies today is twofold: one, to resist mapping sexual difference onto chronological difference such that the difference between past and present becomes also the difference between sexual regimes; and two, to challenge the notion of a determinate and knowable identity, past and present. Even if the model of past alterity were to be replaced with a model of past similarity—sodomy is similar to rather than different from current regimes of homosexuality—that similarity should lead not to identity but rather to the non-self-identical nonpresent. To queer the Renaissance would thus mean not only looking for alternative sexualities in the past but also challenging the methodological orthodoxy by which past and present are constrained and straitened; it would mean resisting the strictures of knowability itself, whether those consist of an insistence on teleological sequence or textual transparency. This version of homohistory thus does not necessarily refer to homosexuality at all. Rather, it suggests the impossibility of the final difference between, say, sodomy and homosexuality, even as it gestures toward the impossibility of final definition that both concepts share. Paying attention to the question of sexuality as a question involves violating the notion that history is the discourse of answers, a discourse whose commitment to determinate signification, Jacques Rancière has argued, provides false closure, blocking access to the multiplicity of the past and to the possibilities of different futures.Gesturing toward the impossibility of final definition
is one way to express some of what How to Be Both
is up to. The past in this novel is full of multiplicity and there's very little closure of any sort, whether "false closure" or not — even death is not closure, because a ghostly consciousness survives to narrate.
I haven't done a search of the text, but I don't think any words for sexual identity appear in it (if they do, they don't do so in a memorable way, at least for me). It's a small item, but an important one: what we make of the relationships in either story is up to us, and so the characters' identities remain more conceptually open in our minds than they would were they even to be labelled as queer
— unless, of course, we impose our own labels on them, which is a move the text itself playfully parodies in the Francescho section, where Francescho's gender bending is accepted and explained by saying "he's a painter
", with the word painter
easily standing in for whatever deviation from social norms is discussed.
Francescho, for instance, is morphologically female, but functions socially as a man by wearing men's clothes and working in a male profession. How to Be Both
is one of the more interesting accounts of historical cross dressing that I've read because it is generally so blasé about that cross dressing. (And by "historical", I don't mean "historically accurate" — hardly anything is known of the actual Francescho del Cossa, and there is no indication that he was identified as a woman at birth. More on this in a moment.) Francescho becomes Francescho after her mother's death, when her father proposes that she could wear her brothers' clothes and thus go to school and eventually apprentice to an artist. She shows great talent, but as a woman would have no possibility of training or opportunity to get art commissions. The solution to that problem is to stop being a woman. This has little to do with the body and everything to do with clothing and presentation. This is clearest at the moment where Francescho's best friend, Barto, is told that Francescho is a woman. His surprise and feeling of betrayal is a surprise to Francescho (who has the annoying habit of using "cause" for "because"):
Cause there'd been many times when Barto'd seen me naked or near-naked, by ourselves swimming, say, or with other boys and young men too and the general acceptance of my painter self had always meant I'd been let to be exactly that — myself — no matter that in 1 difference I was not the same : it was as simple as agreement, as understood and accepted and as pointless to mention as the fact that we all breathed the same air : but there are certain things that, said out loud, will change the hues of a picture like a too-bright sunlight continually hitting it will : this is natural and inevitable and nothing can be done about it...
Here, the speaking of difference creates the difference. Barto only becomes angry with Francescho for "lying" about gender when he is told by someone else that Francesco has been "false":
Is it true? he said. You've been false? All these years?
I have never not been true, I said.
Me not knowing, he said. You not you.
You've known me all along, I said. I've never not been me.
You lied, he said.
Never, I said. And I have never hidden anything from you.
This is not a moment in which identity is obliterated or even especially fluid, and yet it's also far more complex than one in which a contemporary category is imposed on the past. Identity exists in various forms: "my painter self" is not a false self, but a modified, incomplete self (incomplete in that it is not the whole self, which is probably unutterable if not inconceivable). A good friend, such as Barto here, is going to know a person in a way that moves beyond categories, but also in a way that is constrained by circumstances, experiences, and assumptions — just as our own knowledge of our self is constrained by circumstances, experiences, and assumptions. In the brief bit of dialogue above, knowability is both asserted and shown to be inevitably incomplete. What is "natural and inevitable and nothing can be done about it" is not identity or sexuality or self or other, but rather the effect of what is spoken about identity, sexuality, self, and other. Words create worlds.
The George section approaches all this in an entirely different way. It's set around 2014 in Cambridge, and it tells a variety of stories, including the story of George's mourning for her mother, who was an economist, writer, and internet provocateur. George's memories of her mother are memories of conversations that often involves words and meanings. (George is an aspiring grammar pedant, which both riles and amuses her mother.) It also tells the story of George's awakening desire for her friend Helena (whose friends call her H), a precocious, lively young woman who opens other worlds to George.
Again and again throughout this section, words and their meanings flow and shift playfully. George
is a nickname for Georgia
, and there's a wonderful perceptual effect to reading a story in which a rather male name is attached to a rather female character — by the time she's called "Georgia" by someone, it seems awfully formal and in many ways just plain wrong.
Time and perception are slippery throughout the novel, and they are slippery because of the effect of time on living. The George section begins:
Consider this moral conundrum for a moment, George's mother says to George who's sitting in the passenger seat.
Not says. Said.
George's mother is dead.
What moral conundrum? George says.
The passenger seat in the hire car is strange, being on the side the driver's seat is on at home. This must be a bit like driving is, except without the actual, you know, driving.
Okay. You're an artist, her mother says.
Am I? George says. Since when? And is that a moral conundrum?
Ha ha, her mother says. Humour me. Imagine it. You're an artist.
This conversation is happening last May, when George's mother is still alive, obviously. She's been dead since September. Now it's January, to be more precise it's just past midnight on New Year's Eve, which means it has just become the year after the year in which George's mother died.
Look at all that! All the doubling, all the slippage, all the revising of perceptions! We start reading with, probably, the reasonable assumption that George is a boy, and thus the "You're an artist, her
mother says" comes as a surprise and makes us, perhaps, reread the first few lines, or at least reconfigure the image (however tentative) of George in our mind. (The exact same thing happens, though for different reasons and different assumptions, with Francescho's ghost, who is the narrator in the other section. The ghost sees George in a museum and, for reasons of changes in fashion, etc., assumes it's a boy. "This boy is a girl," Francescho writes at the beginning of the second chapter of the section.) Then there is the struggle with tense: present goes to past, and the final paragraph I've quoted adds (vertiginously) more precision, though the effect on the tenses is even more twisty: the conversation is (present tense) happening in the past. Twisty, too, is the effect of imagination, which, as a companion to words, creates worlds: George as artist, George as driver.
Twisty: It's a recurring idea in the book, most heavily but not exclusively in the George section. There's the song and the dance of The Twist
. There's also DNA: George's home of Cambridge is also home to the Cavendish Laboratory
(The book notes that the twisty structure of DNA was not just discovered by the famous men, but also by Rosalind Franklin
). Ideas, identities, worlds twist and interrelate.
Here we have, then, not teleology so much as interrelationship. Not linear progress, but temporal parallels. Not an arrow from the past pointed at the future, but a dance of partners. Perceived separately, they are one thing. Perceived together they are one thing else. Separate, yes, but also together. Different, yes, but also a same. Both.
Late in the Francescho section, Barto offers two cups of water to Francescho to help overcome sadness and anxiety: one cup, he says, holds water of forgetting, one cup holds water of remembering. They come from the same jug, which perplexes Francescho:
So it's the cups of forgetting and remembering and has nothing to do with the water?How to be both
No, it's the water, he said. You have to drink the water.
How can the same water be both? I said.
It's a good question, he said. The kind of thing I'd expect you to ask. So. Ready? So first you drink—.
It would mean that forgetting and remembering are really both the same thing, I said.
Don't split hairs with me, he said.
is what we need to learn, and what we need to learn to perceive. There's a certain monadism to it: everything is, ultimately, one ... and yet to survive, to make sense of the world, to function from day to day, to speak and dream and desire ... we have to have separates. The water is one, and it is not one.
Don't split hairs, though. Intention matters, reception matters, perception matters. Labels matter: This is the water of forgetting because we both agree it is the water of forgetting, not because of its origin or its biological properties. Barto doesn't pay close attention to which cup he said was which, and when he and Francescho can't agree on which was poured as the water of forgetting and which as the water of remembering, they have to start over. Which is which is a social fact, and that means they have to agree on which is which for the water to do what it is supposed to do, because what it is supposed to do depends on their mutual perception. Their perceptions must dance together, must twist and helix.
It isn't all just fun and games. Perceptions create realities, and not always good ones. Francescho is paid less than male painters by a Duke because the Duke likes male painters best and has found out that Francescho is physically female. He doesn't like Francescho less as a painter, but instead values him less as a him. (This whole incident is then perceived differently by George and her mother — it is the moral conundrum of the opening, but it is not
the moral conundrum it was in Francescho's time because George and her mother do not know that Francescho was perceived by the Duke as a woman painter, and thus less captivating to his desires. The moral conundrum of payment, self-worth, ego, and skill is, though, one well worth thinking about and talking through, even if it is not the one that Francescho was thinking about and talking through. It is both.)
This brings us then to the question of what we do about the past. What can be known, and what do we impose? Is Smith wrong
about the real Francescho del Cossa? Yes, no, neither, both. Anything said about del Cossa beyond the very few known facts is wrong, or at least fictional, a matter of speculation. To speak is to create a story, to impose a viewpoint on the past, no matter how objective you try to be, because to speak the past is to narrate the past, to move from isolated facts to connected history. Speculation may not help us know the past, because the past may lie beyond knowability, but speculation can help us know ourselves as we imagine we know the past, and there is value in that.
Knowability isn't only a matter of the past, as How to Be Both
shows. We perhaps assume we know the present and the people close to us, but strangeness (even queerness) is everywhere. This is what I take to be the purpose of the mysterious character of Lisa Goliard, whom George tries to fix an identity on: Was she her mother's friend? A fan? A lover? The book never answers these questions definitivey. Lisa Goliard remains a free-floating signifier from George's mother's life. She can be seen, even surveilled, but not known. Her story is outside George's story, no matter how much George wants to twist it into her own. She is what can't be known, what can't be pinned down, even in the present. History knows more of Francescho than George is able to know of Lisa Goliard, a living woman whom she's able to spy on. But seeing — perceiving — is not the same as knowing. The two sections of the book have icons, and the icon for the George section is a surveillance camera. The icon for the Francescho section is del Cossa's own drawing of eyes on flower petals. Sight via technology, site via nature, art, and whimsy. Both forms of sight are incomplete mediations.
Perspective, too, matters: "It's as if," George thinks after looking a long time at a painting, "just passing from one side of the saint to the other will result if you go one way in wholeness and if you go the other in brokenness." She adds: "Both states are beautiful." It's a theme throughout the book, expressed again and again: doubleness, perception, beauty. It's the twistiness encoded in DNA and in art. The book itself is like a fresco that has been painted over or a canvas that has accumulated multiple pictures. Francescho learns this lesson early when watching a master painter work:
and from looking at whose works I learned
the open mouths of horses,
the rise of light in a landscape,
the serious nature of lightness,
and how to tell a story, but tell it more than one way at once, and tell another underneath it up-rising through the skin of it
Prose struggles to tell a story more than one way at once, since we read linearly. But that idea of a story underneath another story, rising up through the skin — that idea is woven into this book's form, a book that suggests the idea is also woven into the form of our selves, if we take the time to look. Art and life do not need to be separate:
I like very much a foot, say, or a hand, coming over the edge and over the frame into the world beyond the picture, cause a picture is a real thing in the world and this shift is a marker of this reality : and I like a figure to shift into that realm between the picture and the world just like I like a body really to be present under painted clothes where something, a breast, a chest, an elbow, a knee, presses up from beneath and brings life to a fabric : I like an angel's knee particularly, cause holy things are worldly too and it's not a blasphemy to think so, just a further understanding of the realness of holy things.
The ideas, though, continue to twist, because to Francescho, these are just "mere mundane pleasures", and what really matters is (of course) a matter of "2 opposing things at once":
The one is, it lets the world be seen and understood.
The other is, it unchains the eyes and the lives of those who see it and gives them a moment of freedom, from its world and from their world both.
And there we have it. How to Be Both
is, in fact, both.
One reason I Can Give You Anything But Love
is marvelous is that Gary Indiana plays the role of the Bitchy Queen with aplomb. It's the sort of thing he enjoys
in the diaries of Richard Burton, who, he says, "cuts brilliantly through the grease in his desultory observations." The same could be said of Indiana, though we'd have to add that he's even better than Burton:
"His self-involvement was hermetic and vaguely reptilian. ... He was boastful, stupid, pathetically narcissistic, and sad, but such a deluded asshole it was impossible to feel sorry for him. I liked how he liked how I looked looking at him, that was literally all we shared."
"If the Tom of Finland types aren't stupid as boiled okra, they give that impression in conversation."
"I made the mistake of ferrying a frowzy, unlovely couple named Joni and Hank to Ralphs several times, creating the false impression that I enjoyed their company. They described themselves as sex addicts. Soon they considered me their friend. They began suggesting nauseating three-ways while piling giant bags of Cheez Doodles and cases of Coca-Cola into their shopping cart. They had a trailer park greasiness I associated with Charles Manson. Joni and Hank's dream was to 'break into show business,' a dream so remote from plausibility that it might have been touching, if they had been less needy and mentally dim."
"Notable figures graced our lobby. Anjelica Huston. Tony Perkins. I sometimes asked for their autographs on dispenser napkins, then took somewhat childish pleasure in using the napkins to mop up Coke spills."
Each chapter is filled with such passages. But if that were all, this would be one of those books you read just to feel superior to most of humanity (a useful antidote for self-hatred and depression, but cheap and nasty porn is more noble).
What makes I Can Give You Anything But Love
more than merely marvelous is that Gary Indiana isn't just the Bitchy Queen. Indeed, by the end of the book I began to suspect that he, like so many, assumes that role as protection against the pain of being alive. That we see both the role and the pain — as well as the fierce intelligence framing both — is what is so special here.
For instance, the book has received some notice for its short, lacerating portrait of Susan Sontag. As a piece of writing, it's a tour de force of apparently long-festering bitterness, delightfully nasty. A small sample:
I was regularly exhausted by her limitless capacity for admiring things. She was perpetually "moved" by this Japanese film director, "exalted" by that lesser-known Janáček opera, "besotted" by the contortions of some ballerina. When the pleasure of her company segued into pedantry, I usually glazed over. I could be pedantic too, but... I once told her bluntly that this need to be exalted every minute of the day was terribly draining for people who had to pretend to be exalted along with her. Susan took, as was her wont, umbrage. It wasn't her fault if people were lazy and unadventurous, didn't care to eat a hundred-year-old egg or plod through a thousand-page Hungarian novel, though for the life of her she didn't understand why people were so lazy, though no doubt it had to do with television coarsening their sensitivities.
Compare the Sontag here with the far more affectionate (and insightful) portrait of Sontag that he created in an obituary in the Village Voice in 2004
What's his true take on Sontag? I don't care, really. The obituary is a fine example of the obituary genre, and the bitchy portrait of Sontag in I Can Give You Anything But Love
works very well within the structure that Indiana sets up in the book, the persona he creates for the narrator. The kind of nuance he displays in the obituary would be out of place in the book, because the book needs room for other nuances, ones in fact that rely on a contrast between the world of the successful and famous with the world of the ordinary, the struggling, the forgotten, the hopeless, the doomed. Again and again, the book shows us that the quest for fame, fortune, success, love, etc. is mostly a fool's errand.
(Perhaps that explains the strange opening to Chapter 6, an apparent diary entry about Indiana's inability to write about his friendship with and love for the film director Werner Schroeter. The short section is set in a different font from the rest of the book, and it does feel like it belongs elsewhere, somewhere outside this narrative, and yet also needs to be here for contrast, for a bit of reminder: not every successful person is a schmuck.)
Almost every chapter opens in Cuba, where Indiana lives off and on. It's a place of struggle, a place full of annoyances and injustices, and yet it also possesses (or exudes) something like grace, even authenticity (whatever that is). Nobody Indiana interacts with there is likely to become famous, nobody there is likely to become a world-renowned artist or writer or filmmaker or whatever. Cuba, as Indiana portrays it here, is the antidote to celebrity culture. His writing about Cuba and the Cubans he knows is more often affectionate than barbed. The Bitchy Queen is not the right role there. Instead, he's more playing the role of the Weird Foreigner and living, as best he can, for as long as he can, outside of time.
Consider what Indiana says about Hemingway and Cuba (first published at Vice
, recontextualized here):
Most Cubans have never read Hemingway and never will. In fact most Cubans have no idea who Hemingway was, and only recognize the name as that of the marina, or, in some cases, the famous daiquiri. The myth of Ernest Hemingway as a Cuban national idol has not enjoyed much traction since the very early 1960s, when Ernest Hemingway and Fidel Castro were often photographed smoking cigars together or sharing a comradely embrace.
There, it seems, lies one of the attractions of Cuba for Indiana: the bullshit so perfectly represented by Papa Hemingway has no way to be mistaken for gold and jewels.
Indiana immediately follows that paragraph with a contrast that brings us back not just to the United States, but to one of the most venerated contemporary writers about US culture:
Now that Norman Mailer has joined the shades of ancient evenings, the only American writer who still carries a torch for Ernest Hemingway is Joan Didion, upon whom the influence of Hemingway has not been entirely wonderful. The irksome repetitions and overly precious one-line paragraphs in Didion come directly out of Hemingway and the pregnant white space he famously left around his sentences. The tough, laconic, manly men who serve as fantasy heroes in Didion’s fiction have the unmistakable Hemingway touch. So do the shrieking pansies and suicidal homos she scatters through her books for spice, like pineapple rings on a Christmas ham.
(He qualifies his dissection of Didion a little bit: "If Didion did not have the mind of a steel trap up her sleeve, she would be
Ernest Hemingway, much to the detriment of American letters," but that sentence seems to me halfhearted, as if the Bitchy Queen was worried by some sotto voce
grumbling from the more sensitive members of the audience.)I Can Give You Anything But Love
is (among other things) a memoir, and Indiana gives us a lot of what we expect from the genre: drugs, sex, abuse, travel. What he doesn't provide is what makes so many memoirs both insufferable and bestsellers: redemption, salvation, and the good ol' voyeuristic pleasures of a tale of trauma. There's a brutal paragraph describing Indiana's rape by a Hells Angel on meth, and though the experience is of course awful and has some immediate consequences for him, that and other terrifying experiences are not brandished as wounds for us to admire: "After the second sexual assault that I was supposed to feel less manly about having been the recipient of, turning both events into an ugly comedy was the only way I could deal with them."
After a friend tries to take responsibility for allowing one of the rapes to happen, Indiana writes:
"You know something," I said when he finished flagellating himself, "I wasn't as traumatized as you seem to think I was." ...
"Really?" The slightly sunken, drooping eyelids that gave him his Baudelairean aura flipped up in surprise.
"Oh, go ahead, asshole, you were about to say what a relief it is to hear it when you realized what that would sound like."
In some ways, I Can Give You Anything But Love
is an anti-memoir, because a more conventional (and popular) example of the genre would invert that entire passage to give us a narrator more
traumatized than anyone could ever be sensitive enough to understand. Such a scene in a conventional memoir would be designed to elicit our emotion, our sympathy. No need for sympathy here. But also no relief. The third paragraph there is the real genius, though, the little twist of complexity and nuance so rare in other writers, so common throughout this book.
I could say much more, but there's no need. This is an extraordinary book — sharp, surprising, funny, scary, moving, and beautifully written throughout. (And not only at the sentence level. There are, indeed, some scintillating sentences, but Indiana's real skill shows itself in the arrangement and rhythm of sentences in his paragraphs.) It's a book to give to people who are fun to shock, and it's a book to cherish if you are beyond shock, beyond needing a fortune-cookie meaning for life, and beyond being impressed by the ever-so-well-crafted, ever-so-forgettable prose that gets marketed to "serious readers" these days. Throughout his career, Indiana's writing has stood as a bulwark against the bullshit bromides that our culture machines spew over the world, the meretricious stuff that is not fertilizer but smothering goo.
I could leave you with all sorts of examples. Here's one that especially struck me, from late in the book:
Events, or a lack of them, have instilled in me an unshakeable sense of utter insignificance. I am too peculiar to figure importantly in anyone's life, including my own. Even years later, when the idea that I exist can be asserted with external evidence — books I've published, films I've acted in, plays I've directed, friends who can confirm my physical reality, passport records of countries I've visited, bank statements, dental records, blood test results, psychiatric files, hotel registers, airline ticket stubs, old photos, bales of early writing archived at a major university, and other documentary proof — I will continue to register as a blurry human smudge in my mind's eye.
Or maybe this:
"I'll tell you a better story," she said. "A famous soccer player became very depressed and one day he threw himself in front of a bus. The driver of the bus was a big fan of the soccer player. When he found out that he had accidentally killed his idol, he went into a depression and jumped off the roof of a building. Then the bus driver's wife became depressed. She went to a psychiatrist, but her life was ruined so she swallowed an overdose of pills. The psychiatrist felt like a total failure when he heard about this and hanged himself in his office."
"How much of this is true?"
"Maybe none of it is true, but it's a better story, isn't it?"
I mentioned William Plomer
in passing when discussing
my summer research on Virginia Woolf. Thanks to the wonders of Interlibrary Loan, I was recently able to read his fourth, and perhaps least-read (which is saying something!) novel, The Invaders
. It's an odd book, one that sometimes feels a bit under-cooked, with an ending that seems to me perfunctory, forced, and utterly unsatisfying. Yet there are also moments of real artistry and interest, and I've found myself thinking about it continuously since I finished it a week ago. The Invaders
is, among other things, a gay novel, but it doesn't get noted in even some of the most comprehensive studies of gay fiction, and Plomer deserves to be generally better known by scholars of queer literatures. He was not as talented or accomplished a fiction writer as many of his friends in the London literary scene, but his point of view was unique among them, because though he was mostly educated in England, his home until he was in his 20s was South Africa, and then he moved to Japan for a few years, before finally settling in London (though with many excursions elsewhere, particularly Greece). After The Invaders
, he wrote only one more novel (and that 18 years later), but he published numerous volumes of poetry, biography, autobiography, etc. Fiction seemed to defeat him eventually. It's unfortunate, because there's a lot in The Invaders
to suggest that if he had let down his guard a bit, if he had trusted the characters and stories more, if he had not been so seduced by English propriety, he might have been able to rekindle the creative fury that propelled him originally.
|Plomer, 1933. Photo by Humphrey Spender|
Plomer's first novel, Turbott Wolfe,
written in his late teens, remains the most famous of his books today, and was championed by Nadine Gordimer. There's a brash energy to it that disappears from a lot of his later fiction, and it's more aesthetically daring than what he wrote subsequently. Sado
, his next novel, tells the story of Europeans in Japan. It's more subdued and oblique than Turbott Wolfe
, but also more openly about homosexual desire, though "openly" here is a relative term, as all the homosexual desire, though not difficult to see, is implied. Plomer's next novel, The Case Is Altered
, is a sort of novel of manners that becomes a tale of murder (as, I would submit, all novels of manners ought). It was a significant success, helping to keep the Hogarth Press afloat during the 1930s. In Leonard and Virginia Woolf as Publishers
, J.H. Willis, Jr. describes the novel succinctly, noting first that it was based on a gruesome murder in Plomer's own boarding house:
Although the crazed butchery of Beryl Fernandez by her husband in front of their small child is the shocking climax of the novel, it does not constitute the main interest in the book. Plomer's first English novel explores in depth the traditional subject of a respectable rooming house on its way down, but the most intense aspect of the novel is the thinly disguised homosexual relationship that develops between the Plomer-like hero, Eric Alston, and Willie Pascal [note the initials], the extroverted, working-class brother of Alston's girlfriend Amy. It was Plomer's most overt statement of his sexual identity in fiction and went beyond the lyrical eroticism of Sado. (203-204)
By the time The Case Is Altered
became a success in 1931, Plomer was well established in England's literary circles. At the end of the '20s, he'd become friends not only with the gay male writers of his own generation (e.g. W.H. Auden, John Lehmann, Stephen Spender, and Christopher Isherwood), but also with E.M. Forster, who remained a close, lifelong friend.
And then in 1933 Plomer changed publishers, moving with a short story collection, The Child of Queen Victoria,
from the Hogarth Press to the more mainstream Jonathan Cape (with whom he would soon become an employee, leading to his role in Cape's acquisition of his friend Ian Fleming's James Bond novels). The next year, Cape released The Invaders
, a story of a middle-class London family's relations with a variety of mostly working-class people. (I will summarize and quote from a lot of the book as I go on, given how rare it is.)
The novel doesn't really have a plot, just encounters, and yet there's a momentum and tension to it all, because it always feels that one of these encounters could go horribly wrong at any moment. That tension is mostly false. Characters do encounter disappointments, misunderstandings, frustrations, anger, and, in the end, get involved with a robbery ... but the consequences for the middle-class family that we are set to identify with are almost nil, and even most of the working-class characters end up pretty well, if occasionally bruised and disillusioned.
The "invaders" of the title are the working-class characters, and one of the ways the novel is interesting is in its portrayals of class difference. The main character is Nigel Edge, a veteran of World War I (and badly injured in the war), who works at a tea importer/distributor and lives with his cousin, Frances, and her father, Uncle Maurice, who had been a colonel in the Boer War. Uncle Maurice has strong ideas about class differences and considers anyone from the working classes to be congenitally dishonest. Class differences seem to him eminently reasonable and necessary. Nigel and Frances are no revolutionaries, but their faith in the class system is not especially strong, and Nigel especially is drawn to the working classes. In some ways, this is clearly because by spending his time among people of a lower class, he's able to feel better about himself: compared to theirs, his life is comfortable, prosperous, and well-ordered. But his life is neither interesting nor attractive, and he is a failure as a conventional man: he lives with his cousin and uncle rather than a wife, he has no children, and though he fought and was wounded in the war, his tastes and mannerisms are far from virile.
Interestingly, the novel does not begin with Nigel's point of view. The first chapter is a lovely, panoramic description of London that seeks to establish the variety of people and sites, the numerous possibilities of interclass contact, particularly around the Marble Arch
. Here's the first paragraph:
Gleaming and stinking, gliding and vibrating, the traffic swerves and jostles round that squat anachronism, the Marble Arch. This was Tyburn. Butchery, cries of agony, steaming entrails, calm courage, Perkin Warbeck and Claude Duval, have helped to prepare the scene. Go this way, there is a nunnery; go that way, there is a public house; go down there, and you will come to rich people's houses. You aren't a nun, you don't drink and will never be rich, so for you there is a large hotel, a large cinema, and behind those hollow cliffs some sort of comfort and amusement may be bought. And over there, beyond the wheels and windows of the traffic, is the grass and the comparatively open air, the common heritage of all of us corpuscles who are carried from time to time through this artery of the great body of London, or held there for a while with the policeman on point-duty, the beggar who scratches himself at the gate, or the commissionaire in gold braid at the foot of the cliff. Here is somebody with a grudge, here is somebody whistling, the old lady is about to light a cigarette, the young woman wears jodhpurs and a monocle, and a pavement artist is arguing with his brother-in-law over the merits of a greyhound.
This goes on for a few pages, until the chapter ends with: "Something must be wrong, but something has been and will always be wrong, with the faces round the Arch." The next chapter introduces us to Tony Hart, recently arrived in London from Lancashire. He is starving on the streets, but he rejects charity. He feels watched, judged. One day, he helps a stranger who has fallen on the steps of a tube station. This is Nigel. Tony trusts Nigel for some reason, lets him buy him some food, and Nigel offers to try to find some work for him at Uncle Maurice's house. Soon, we slip into Nigel's point of view, and see him at home with his uncle and cousin. Nigel yearns for a bit of subversion:
"I read in the paper this morning," said Nigel, "that there's an international group which does nothing but smuggle people into countries that won't allow them to come in straightforwardly. They fake passports, provide disguises, teach the elements of conversation in various languages, bribe the captains of coasting steamers, and so on. Of course they do it for profit, but I wouldn't mind doing it for pleasure."
"Oh, simply as a protest against the way the modern world is arranged."
"So you're becoming an anarchist?"
"It looks rather like it, doesn't it?"
"He's only teasing you, father," said Frances. "Don't take any notice of him."
"I'm worried to see him getting more subversive," said the Colonel, speaking of NIgel as if he was not present, "instead of taking things as they are and making the best of them." (33)
Tony comes to clean the windows of the house and meets the new maid, Mavis, herself only recently arrived in the city (seeking to escape a boring rural life, to make her fortune, etc.), and soon enough they fall in love. Eventually, Mavis's brother, Chick, stops by, as he's in the military and based in London. He and Nigel pass each other on the steps, and Nigel is immediately taken with him, even more than he was with Tony. They visit with each other a lot, have long conversations, stare deeply into each other's eyes. (Chick was based on one of Plomer's lovers, a trooper with the Royal Horse Guards.) Tony remains as steadfast and decent as ever, but Mavis is greedy and ambitious, and ends up involved with Tony's felonious brother, Len, an involvement that concludes with a robbery, with Len going back to prison and Mavis realizing the errors of her ways and returning home, where she seems to belong. Nigel's affair with Chick falls apart when Nigel feels that Chick has not entirely honest and has not been paying enough attention to him — Nigel seems to suspect that Chick might prefer being with a woman. (Poor, not-so-bright Chick seems rather blindsided by Nigel's jealousy and his curt dismissal of him.) Nigel goes on holiday to the south of France. He disappears one night, and his proper, married, middle-class friend, Robin, traces him to a seedy bar:
The dancing was going on behind a second bead curtain at the end of the room. Together with the stridency of the gramophone could be heard the sibilant steps of the dancers. Robin strolled over to have a look. There were four couples dancing. Two women were dancing together, and so were two men. One of them was Nigel, the other a working man in a blue shirt. Nigel was so engrossed in the dance that he did not notice Robin for a moment or two.
"Hullo, Robin," he said suddenly.
Robin felt a little uncomfortable.
"I hope I don't intrude?" he said.
"Well, I wasn't expecting you," said Nigel with a smile, "but it's very nice to see you. We'll have a drink."
He came out with his partner, and all three sat at Robin's table. The partner had an amiable face, Robin thought, but rather beady black eyes.
"I came along," he said, "because Yvonne was worried about you. She made me come. I don't think she trusts you to look after yourself."
"What a sweat for you," said Nigel. "I am sorry for dragging you out."
"It's all right. Glad to see you enjoying yourself." (274-275)
Then follows a long paragraph from Robin's point of view — he finds the atmosphere in the place "oppressive and uncomfortable", and the various elements and people combine to "produce a distasteful, an almost horrible effect on him. There was an air of rhythm and ritual, of acceptance and celebration, that made him long to escape" (275-276). Nigel is perfectly happy, and was thinking of spending the night, but decides that he'll go back with Robin and set Yvonne's imagination at rest. The chapter ends:
"Phew!" said Robin. "It was stuffy in there."
"I like that place," said Nigel.
This, in many ways, is the climax of the novel. After it, there's fewer than 30 pages left, and they're mostly devoted to tying up loose ends. Nigel returns to London and his job, and he thinks for a moment that he should perhaps marry Frances. (Plomer himself had recently been wondering if he should get married.) He decides not, as their friendship might be ruined, and he clearly isn't really interested in her in the way a husband should be. He wonders if his desire for marriage is a result of the "emancipation of women" and a feeling of the loss of male power and privilege. The thought is not concluded. The brief final scene of the novel begins: "The invaders had gone" (304). Tony shows up at Nigel's apartment (mid-way through the novel, he decided to move out of his uncle's house) to see if the windows need washing. They chat, then the novel ends with Nigel making a proposal:
"Well, I'll tell you what I'm going to do. I'm going to lend you your fare home. I think it's time you had a holiday. Mind you, I said 'lend', not 'give'. You can pay me back when your ship comes in."
Tony's face grew brilliant with pleasure.
As for Nigel, it was a long time since he had felt the wound in his head. He felt calm and resigned, and hopeful about the future. He did not know why he was hopeful, but he felt that a phase of his life was ended. He felt as if he knew where he was. (304).
It's a strange ending — one in which people return to where they "belong", and in which Nigel has gained a mysterious sense of peace. What is the "phase" of life that has ended? His attraction to working class men? He feels as if he knows where he is ... but where is that? London, his apartment, the modern age? He is no longer possessed with the subversive/anarchistic desire to help immigrants get to London, but instead with the (conservative) desire to help people go home. He is full of hope, but it can't be the hope of a heteronormalized life, because he's rejected that. Somehow, in rejecting Chick, in dancing in a gay bar in Nice, in sending Tony home, he has found the balance and meaning of his life. He is no longer invaded.
When The Invaders
was published in 1934, Plomer's friends and some of the reviewers tended to refer to its presentation of sexuality as "ambiguous". This is true to some extent, but it would be difficult to argue that Nigel is not a gay man — he is clearly attracted to Tony and infatuated (for a time) with Chick, he goes to the bar in Nice, he's threatened with blackmail (by a lackey of Tony's brother Len). He never quite identifies himself as a homosexual, an invert, a man of the "Oscar Wilde type", etc., nor the does the text ever say that he wants to have sex with the men he is drawn to, but it's not hidden. Where Plomer's narrative reticence in Sado
can seem coy, even annoying, in The Invaders
it seems to me a useful technique for showing these characters and their world — some of the scenes with Chick are charming, the scene in Nice is marvelous (mostly because of just how comfortable Nigel is there, and how uncomfortable Robin grows), but there is
ambiguity, and it's the ambiguity we see in that ending, an ambiguity that seems to defeat a lot of what's going on in the rest of the book (unless we read it ironically, which is certainly possible — after all, the first paragraph of the novel established "you" [which may be us, the readers] as Tony. And indeed, with the story ending, we are being sent home). The chaotic threat of homo-pleasure is defeated and order is restored, with everyone going back to where they belong.
Plomer's quiet approach to writing about gay characters was not in step with the times, as his biographer Peter Alexander
...writers such as Rosamond Lehmann had dealt explicitly with homosexuality, and Plomer's publishers actually encouraged him to be more open about the matter in The Invaders, Rupert Hart-Davis [director of the Jonathan Cape publishing company] writing that the one criticism he had of the manuscript was that Plomer had been vague about the scope of Nigel's relationship with Chick: "You don't say, and hardly even infer, whether they went to bed together or not." But Plomer declined to expand the passage. (194)
The overlaps of class and sex in The Invaders
are ones that will be familiar to anyone who has read E.M. Forster's Maurice
. It's possible, in fact, that Plomer himself had read it when he wrote The Invaders
— Forster tended to share the manuscript with gay friends (sometimes as a test of their friendship); Isherwood read it in 1933, and Plomer introduced Isherwood to Forster. (Naming Nigel's conversative old uncle "Maurice" might have been a little in-joke.) But Plomer certainly wouldn't have had to read Maurice
to decide on the theme of inter-class relationships, for during this particular era of English gay male history, such relationships were the most common ones upper-class gay men would have, as Alexander notes:
One of the curious features of English homosexuals of the upper class at this period was that as a rule (though with notable exceptions) they did not regard each other as potential lovers. Spender was to remark years later, "It would have been almost impossible between two Englishmen of our class ... Men of the same class just didn't; it would have been impossible, or at least very unlikely." This behavior may have originated in the English public schools in which so many of them had been educated, where a senior boy often chose a younger boy as a "friend", and tended to avoid his equals in the school hierarchy.
Certainly Plomer had always been attracted to his social inferiors, if only because this gave him control over the relationship. ... With the younger writers, Spender, Auden, and Isherwood, the impulse to choose working-class partners was reinforced by left-wing political views. (180)
Plomer wasn't politically committed in the way his friends were, but he detested the English laws regarding homosexual conduct, and he seems to have shared at least some of Nigel's occasionally subversive inclinations. From the time of Turbott Wolfe
, he'd seen sex as a solution to political problems, and it's certainly possible that he thought homosex was a path toward dismantling the class system. But he was no class warrior (even if he was more active, in every sense, than Nigel).
One of the reasons that The Invaders
may have disappeared from even the most inclusive of gay canons is that it was a bit old-fashioned even for its own time. Where writers like Isherwood and Spender delighted in pushing the edges of what was acceptable, Plomer was far more comfortable in a more liminal space.
In a letter to Plomer dated 26 September 1934, E.M. Forster expressed a criticism of The Invaders
What seems to [be] not satisfactory in the book is a thing which I find wrong in A Passage to India. I tried to show that India is an unexplainable muddle by introducing an unexplained muddle — Miss Quested's experience in the cave. When asked what happened there, I don't know. And you,
hoping expecting to show the untidiness of London, have left your book untidy. —Some fallacy, not a serious one, has seduced us both, some confusion between the dish and the dinner.
I'm all for these London books of yours. They seem to me about a real town.
Forster is insightful here. (More insightful regarding Plomer, I think, than about his own novel.) The Invaders
fails to be a great novel at least partly because Plomer couldn't let Nigel become ... something. In the end, his sense of peace rings false because it is so random and so against all the facts the book presented up to that point. If the novel had ended with Nigel and Robin walking out of the bar in Nice — if the last line had been, "'I like that place,' said Nigel", it would have been far more effective, even though lots of loose ends would have still been left untied. But Plomer's instincts (and, perhaps, fears) led him to squeeze Nigel into a form that does not follow from the rest of the book, that makes no sense — that
, and not so much Nigel's homosexuality, is the muddle. It's not so serious a fallacy for Forster's work because A Passage to India
is actually strengthened by the ability of readers to make their own sense of Miss Quested, but it is a failure for Plomer's novel because while we have enough information to make sense of him as a gay man who genuinely likes (and is also sexually attracted to) working class men, we cannot make sense of him as he is in the final scene. Nor, I suspect, could Plomer.The Invaders
was Plomer's last novel until his final one, Museum Pieces
, was released in 1952. I haven't read it, but Alexander praises it as Plomer's most accomplished fiction, and also says, intriguingly:
In essence it is the story of [Plomer's friend] Tony Butts's life, told by a young female narrator. What Plomer had done in Turbott Wolfe, in making it possible for his hero to fall in love with another man by slipping the loved one into a dress, he did at much greater length, and with greater success, in Museum Pieces. (266-267)
While it may be true that Plomer was most comfortable, and most successful, when writing about men from a female perspective, it would be a shame for the world to completely forget his efforts in Sado, The Case Is Altered,
and The Invaders
to write, however quietly, however reticently, about gay desire.
"I like that place," said Nigel.
by a reporter from the Wall Street Journal
regarding Thomas Ligotti
, Jeff VanderMeer was asked: "Can Ligotti’s work find a broader audience, such as with people who tend to read more pop horror such as Stephen King?" His response was, it seems to me, accurate:
Ligotti tells a damn fine tale and a creepy one at that. You can find traditional chills to enjoy in his work or you can find more esoteric delights. I think his mastery of a sense of unease in the modern world, a sense of things not being quite what they’re portrayed to be, isn’t just relevant to our times but also very relatable. But he’s one of those writers who finds a broader audience because he changes your brain when you read him—like Roberto Bolano. I’d put him in that camp too—the Bolano of 2666. That’s a rare feat these days.
This reminded me of a few moments from past conversations I've had about the difficulty of modernist texts and their ability to find audiences. I have often fallen into the assumption that difficulty precludes any sort of popularity, and that popularity signals shallowness of writing, even though I know numerous examples that disprove this assumption.
When I was an undergraduate at NYU, I took a truly life-changing seminar on Faulkner and Hemingway with the late Ilse Dusoir Lind, a great Faulknerian. Faulkner was a revelation for me, total love at first sight, and I plunged in with gusto. Dr. Lind thought I was amusing, and we talked a lot and corresponded a bit later, and she wrote me a recommendation letter when I was applying to full-time jobs for the first time. (I really need to write something about her. She was a marvel.) Anyway, we got to talking once about the difficulty of Faulkner's best work, and she said that she had recently (this would be 1995 or so) had a conversation with somebody high up at Random House who said that Faulkner was their most consistent seller, and their bestselling writer across the years. I don't know if this is true or not, or if I remember the details accurately, or if Dr. Lind heard the details accurately, but I can believe it, especially given how common Faulkner's work is in schools.
And this was ten years before the Oprah Book Club's "Summer of Faulkner". I love something Meghan O'Rourke wrote in her chronicle of trying to read Faulkner with Oprah
Going online in search of help, I worried about what I might find. What if no one liked Faulkner, or—worse—the message boards were full of politically correct protests of his attitude toward women, or rife with therapeutic platitudes inspired by the incest and suicide that underpin the book? But on the boards, which I found after clicking past a headline about transvestites who break up families, I discovered scores of thoughtful posts that were bracingly enthusiastic about Faulkner. Even the grumpy readers—and there were some, of course—seemed to want to discover what everyone else was excited about. What I liked best was that people were busy addressing something no one talks about much these days: the actual experience of reading, the nuts and bolts of it.
We often underestimate the common reader.
Which brings me to another anecdote. When I was doing my master's degree, I fell in love with the poetry of Aimé Césaire
, particularly the Notebook of a Return to the Native Land
. I was at Dartmouth, so our instructor (who later very kindly joined my thesis committee) was an expert on Césaire and had spent time in Martinique with him. I asked him how it was possible for someone who wrote such complex, thorny stuff to have become so popular among not just individuals, but whole groups of people who had not had great access to education and who may have little knowledge of modernist poetry. He said something to the effect of: Difficulty depends on what you expect, and what your context for understanding is. If your experience and perception of the world fits with that of the writer, then the form a great writer finds to express that experience and perception is going to be accessible to you, or at least accessible enough to allow you some level of basic appreciation from which to build greater appreciation. He said he'd seen illiterate people deeply, deeply moved by Césaire's poetry when it was read aloud. He knew countless people who had memorized whole passages. He himself fell in love with Césaire's work when he was at school in England, far away from home, and his roommate, who was from the Caribbean, had written (from memory) passages of the Notebook
on the ceiling of their dorm room so that it would be the last thing he saw each night and the first thing he saw each morning. Césaire may not have been an international bestseller, but his popularity is real, and is a kind any writer would be humbled by and grateful for.
I've been reading around in Modernism, Middlebrow, and the Literary Canon: The Modern Library Series 1917-1955 by Lise Jaillant
, which includes a fascinating chapter on Virginia Woolf. While the information about how Orlando
sold well from the beginning is familiar to anyone who's read much biographical material about Woolf, far more interesting and revealing is the discussion of the fate of Mrs. Dalloway
in the Modern Library edition in the US. This actually has a lot of parallel to Ligotti becoming part of the Penguin Classics line
, for, as Jaillant writes
, "The Modern Library was the first publisher's series to market Woolf as a classic writer.") During and immediately after World War II, the Modern Library edition of Mrs. Dalloway
sold quite well, at least in part because of its use in schools:
In 1941-42, Mrs. Dalloway sold four copies to every three of To the Lighthouse. This trend continued after the war, a period characterized by a huge rise in student enrolments, and an increasing number of courses on twentieth-century literature. The Modern Library edition of Mrs. Dalloway was often adopted for use in survey courses at large universities. In 1947, for example, one professor at the University of Wisconsin ordered 1,400 copies of Mrs. Dalloway, and another one at the University of Chicago ordered 800 copies of the same book. In the 1940s, Mrs. Dalloway sold around 2,800 copies a year. If we look at the twenty-year period from 1928 to 1948, Mrs. Dalloway sold 61,000 copies.
It probably would have gone on like that if the Modern Library hadn't lost the reprint rights to Mrs. Dalloway
— Harcourt/Brace had decided to start their own line of inexpensive "classic" editions (Harbrace Modern Classics). Attitudes toward modernist novels had changed, too, as Jaillant says: "...the idea that a modernist work could also be a bestseller was increasingly contested in the 1940s and 1950s, at the time when modernism was institutionalized in English departments. The popularity of Mrs. Dalloway
and To the Lighthouse
was soon forgotten, as modernism came to be seen as a difficult movement for an elite" (102). (I don't know how well Mrs. Dalloway
and To the Lighthouse
sold between 1948 and the 1970s. By 1975 or so, Woolf was championed by feminist scholars and started on her way to becoming one of the most frequently studied writers on Earth. I've been told that sales of her books were pretty dismal by the end of the 1960s, and that most of her books were out of print, but that may be more a matter of memory and perception than fact. This is something I need to look into further.)Mrs. Dalloway
and To the Lighthouse
are not easy books. They aren't The Waves
, but they're still nothing anyone would ever describe as "easy reads". (The Waves
did very well at first, since it was Woolf's first novel after Orlando
, selling just over 10,000 copies in the first six months in the UK, but it then dwindled to only a few hundred copies sold in the UK in the next six months, according to J.H. Willis
) The various editions of Mrs. Dalloway
and To the Lighthouse
still sell well today, and are not only beloved by English professors, but by all sorts of common readers who come upon them in a class or just in the course of ordinary life and find something in the pages worth wrestling with. Even The Waves
is deeply loved by many people, and it's one of the most difficult of modernist texts. But it, like all of Woolf's best writing, does things to you few, if any, other books do.
This gets back to what Jeff said about Ligotti: "he’s one of those writers who finds a broader audience because he changes your brain when you read him." If readers trust that the effort of learning to read a strange or difficult writer is worth it, then they may put forth that effort. Brains are stubborn, and sometimes resist being changed. I threw Faulkner's Absalom, Absalom!
across the room three times when I first read it. Eventually, I put in enough work that the book was able to teach me how to read it. And then we were in love, eternal love.
There's no sure pathway to such things, for writer or reader, and of course there are plenty of marvelous, difficult writers whose work has never succeeded much, if at all. In many cases, success (eventual or immediate) is a matter of packaging, and sometimes that packaging is deceptive. Look at Faulkner, for instance. His reputation among critics and scholars in the 1930s was generally high, but the only book that sold well was his sensationalist pulp novel Sanctuary
. The Southern Agrarians
(and, later, New Critics
) rather oddly reconfigured and tamed Faulkner, downplaying and flat-out misinterpreting and misrepresenting the darkness, ambiguity, and weirdness of his work. The biggest successes at this were Malcolm Cowley, who gave up left-wing politics around the time he started editing the various Viking Portable
editions of major writers, and Cleanth Brooks, who palled around with the Agrarians and helped create and promulgate New Criticism. Cowley's Portable Faulkner
presented a simplified and superficial vision of Faulkner, while Brooks's studies of Faulkner provided (mis)interpretations
of his works that made Faulkner seem like an unthreatening nostalgist, a writer palatable both to the more conservative of Southern critics and the blandly liberal Northern critics. The simplified/sanitized/superficial view of Faulkner led to a Nobel Prize and quick canonization. Faulkner himself even seems to have bought into the new, cuddly presentation — his last great work was Go Down, Moses
in 1942, with nothing written after it of comparable quality, depth, or strangeness. Some of the later books and stories are quite readable, but they're relatively shallow and often cloying. Partly, or perhaps even fundamentally, this was the result of chronic alcoholism catching up to Faulkner, but it was also a matter of his having apparently decided to write what his growing audience expected of him.
Still, even with all its simplicities and superficialities, the canonization of Faulkner allowed his work to stay in print, to receive wide distribution, and to be read. Many people probably didn't read past the Agrarian/New Critic view for decades, but I expect many others did
. (Especially people influenced by existentialism, who would have seen the darkness and even nihilism within the best writings. For a long time, and maybe still, people outside the US academy saw a deeper, stranger Faulkner than US professors and critics.) The books were available, the words could be read.
The lesson here, if there is a lesson, is that literary history is complex and doesn't easily boil down to simple oppositions like popular
. And that so much depends upon how a book is sold to readers, and how readers have the opportunity to discover a book, and what they expect from it and hope from it, because what they hope and expect from a book will determine how they find their way into it, and it will further determine whether they stick with it when the way in proves challenging. If writers, publishers, critics, and teachers respect readers as intelligent beings and keep high expectations for them, some great things can happen sometimes, especially if a "difficult" book is able to stay in print for a little while, to lurk on shelves until it is discovered by the readers who need it, the readers ready to help its words live.
"In other words, yes, we really do want to take your guns. Maybe not all of them. But a lot of them."
—Josh Marshall, Talking Points Memo
Okay. All I've got's an antique rifle that would likely explode if fired, so no big deal to me. I would love to live in a country with far, far fewer guns. One of the reasons I think the NRA should be considered complicit with murder is their careful collusion over the last few decades with gun manufacturers to keep a flooded market profitable by using every scare tactic they could imagine to encourage people to keep buying. (I've written about all this, and other aspects of gun culture, plenty of times before
.) I'm quite comfortable around guns, since I grew up with them as an everyday object (everything from .22 pistols to fully-automatic machine guns), and I have many friends who are gun owners, even gun nuts
. But though I sometimes find guns attractive, even fascinating, I don't like
them and I wish there were vastly fewer. The Oregon shooting happened at a place I'm familiar with, half an hour from the home of one of my best, most beloved friends. The present reality of mass shootings in the US is grotesque, and the easy availability of guns is a major part of the problem.
But I think Josh Marshall is delusional. No matter how much you wish for it, the guns in the United States are not going to be confiscated, and not just because of a lack of political will. The NRA sells the fear of confiscation to gun nuts all the time, but it is not just unlikely and not just politically difficult — given the amount of guns in the US, it is as close to impossible to achieve as any such thing is. The horse left the barn at least forty years ago.
Certainly, it's valuable for activists to come out and say what they want rather than to lie or, at best, hedge their commentary to appear less radical. I like radicals, especially nonviolent ones, so I'm all for being openly radical.
And the idealism in Marshall's blog post is nice. I understand the feeling. But it's fairy-tale utopian. You want to think big, to be honest about your ultimate goals, and so you want to stop talking about things that might actually be able to be accomplished like universal background checks and maybe some restrictions on certain sizes of magazines and certain styles of rifles. I get it. I would like to stop talking about how I'll pay next month's bills and instead dream about winning the lottery.
But at a certain point you have to explain how you want to go about achieving your dream. What are the actual mechanics? What are the mechanisms that would bring your dream to reality? The fact is, I have a vastly better chance of winning the lottery than the US has any chance of significant gun confiscation.
Let's pretend we live in a fairy land where somehow the government would pass laws like the ones Australia famously passed. For basic background on that and how it worked, here's an overview from Vox
. There are a bunch of things in there that are pretty much politically inconceivable in the US, even if they would likely survive challenge in the courts
. But we're playing Let's Pretend.
So let's pretend those laws pass. We can't, though, forget the fundamental, awful, maddening, bizzaro truth: including both legal and illegal weapons, by even conservative estimates, there are somewhere around as many guns as people in the U.S. Numbers are notoriously difficult to get, but let's say 300 million, just to have a nice even number to play with. (It could be 250 million, it could be 350 million. What's fifty million here or there when counting deadly weapons?)
Let's pretend Australian-style laws pass, which would mean the goal is to get to 20% of guns bought back, as Australia apparently did
. We're talking, then, somewhere around 60 million guns. (Router and Mouzos in their study of Australia say it would be 40 million, but, again, estimates always differ, and a lot depends on whether you're also including the black market, antique guns [some of which, unlike mine, shoot quite well], etc.)
How do you collect and destroy between 40 and 60 million guns?
If it's a buyback, how do you pay for the guns you're buying back? In 1996 in Australia, the average price paid was US$359. For 60 million guns, that would be $21,540,000,000. Not an impossible amount, given that we casually spent at least that per month of war in Iraq, but still. Twenty-one-and-a-half billion dollars is not small change, and that's 1996 dollars.
What do you do with people who won't turn their guns in? I could be wrong, but I doubt most American gun owners would turn in their guns, at least not the guns they cared about. Sure, they might turn in stuff that was in bad shape, or that they didn't especially want anymore. You want to give me good market value for a gun I don't care about? Great! Here it is. Enjoy. Thanks for the cash.
What about the rest? The guns you want to confiscate are not the ones most gun owners are likely to turn in for even a mandatory buyback. And what does mandatory
mean? How do you make it mandatory? Who enforces it? How?
You'd need a registry, but how would you create a registry? You could mandate a registry of all new sales of guns, but that doesn't do anything about the 300 million, give or take 50 million, already out there. You could try using data from Form 4473
, but by the time all the laws get passed and Federal Firearms License holders are notified that they have to turn all of their 4473 info over to the ATF, most of those forms, I expect, will have somehow mysteriously gotten destroyed in floods and fires, have been misplaced, etc. You could say, "All gun owners are now required to register their weapons!" and the laughter would be cacophonous.
So what will you do about civil disobedience?
Send the police!
Great idea. The police. The nice (white) liberal's fallback answer to every problem. Tut tut occasionally about the cops' embarrassing habit of killing black men every day, then turn around and advocate for giving the police even more power.
The fact is, to collect even a small percentage of the guns currently in circulation in the US, you would have to institute highly authoritarian laws, strongly empower the police and military to take action against otherwise law-abiding citizens, punish any disobedient police and military members strongly (and there would be a lot of disobedience within the ranks, I expect), and violate a bunch of civil liberties so you could find out who owned what weapons. And imprison lots of people. (Yay, prisons
If you're going to be honest about what you want, then you have to be honest about how you would like to get what you want. The complete statement Josh Marshall and others should make is this one: "We really do want to take your guns, and we are willing to empower the state to do so via the police and, if necessary, the military. If you resist, we will imprison you."
Not quite so rosy a fairy tale now, is it?
Do I have a better fairy tale? Not really. I have no solution, certainly nothing short term. Various small, achievable regulations might do a little bit of good. The best I can imagine is a change in culture, a change in attitudes where gun ownership is viewed the way smoking is today, as an unfortunate, smelly, lethal vice/addiction, that, despite whatever momentary pleasures it may offer, is harmful to individuals and society.
Start pitying gun nuts. Listen to their macho power fantasies and nod your head sadly and say, "I'm truly sorry you feel so terrified all the time, so inadequate. I'm so sorry that you feel the only way to get through your days is to keep the power of life or death over other people with you at all times. If you ever want help, please ask. I know the withdrawal will be incredibly hard and painful, but the results will be worth it. We'll all get to live a little longer."
Imagine encouraging doctors to talk to people about the statistics on guns and public health
. (Imagine better funding for research on guns and public health!)
Imagine interventions for people with NRA Derangement Syndrome (the mental disorder that results in a person believing NRA propaganda, needing to stockpile tens of thousands of rounds, needing to own dozens and hundreds of guns just in case one day the gun grabbers succeed with their nefarious plans and/or the zombie apocalypse occurs).
Imagine cognitive behavioral therapy for hoarders of deadly weapons.
Imagine alternatives to toxic masculinity and warrior dreams.
Imagine movies and TV shows and video games where guns are portrayed not as sexy and awesome, but as the last refuge of the weak and deranged.
Imagine— Well, go ahead, we're talking fairy tales, so imagine whatever you want. But think, too, about how we get to fairyland.
The most peculiar property of language is its symbolic function. The writer exchanges meanings for marks, while the reader performs the opposite task. There are no meanings outside us, or if there are, we do not know them. Personal meanings are made with our own hands. Their preparation is a kind of alchemy. Everything that we call rationality demands imagination, and if we did not have the capacity to imagine, we could not even speak morality or conscience.
—Leena Krohn, "Afterword: When the Viewer Vanishes"
Ann and Jeff VanderMeer have done wonders for the availability of contemporary Finnish writing in English with their Cheeky Frawg press
, and in December they will release their greatest book yet: Collected Fiction
by Leena Krohn.
I've been a passionate fan of Leena Krohn's work ever since I first read her book Tainaron
ten years ago. I sought out the only other translation of her writings in English available at the time, Doña Quixote & Gold of Ophir
, and was further impressed. I read Datura
when Cheeky Frawg published it in 2013. It's all remarkable work.Collected Fiction
brings together all of those books, plus more: The Pelican's New Clothes
(children's fiction from the 1970s, just as entrancing as her adult work later), Pereat Mundus
(which I've yearned to read ever since Krohn mentioned it when I interviewed her
), some excerpts and stories from various books published over the last 25 years, essays by others (including me) that give some perspective on her career, and an afterword by Leena Krohn herself.
This book is as important a publishing event in its own way as New Directions' release earlier this year of Clarice Lispector's Complete Stories
. It's a similarly large book (850 pages), and though not Krohn's complete stories, it gives a real overview of her career and provides immeasurable pleasure.
One of the wonders of this collection is just how big
it is. I keep jokingly referring to it as KROHN!
, and not just because of Jeremy Zerfoss's gorgeous cover, but because this is a doorstop of a book that collects the work of someone whose writing might often be described as delicate, miniature tales. Her books don't tend to be especially long, and even her novels are built of miniatures. But now we can hold this huge collection of decades of writing and its solidity is stunning.
In a helpful overview of the first thirty years of Krohn's writing (1970-2001) included here, Minna Jerman writes: "Gold of Ophir
is constructed in such a way that you could easily read its chapters in any order, and have a different experience with each different sequence." This is true for most of Krohn's novels, it seems to me, and is another virtue of her writing, something that makes it feel so different from so many other books, so truly strange, and yet so captivating, like a puzzle that isn't especially insistent about its puzzle-ness — or, to quote the great John Leonard
, it embodies "Chaos Theory, with lots of fractals."
This is what I want to tell you, then: Reader, you should get this book at the first opportunity and you should spend a year (at least!) reading through it in whatever order you feel like, letting it be a magical, mind-warping cabinet of curiosities, a wonderbox of a book. You should not devour Leena Krohn's writing. Savor it, take it in in small bits, because there are so many glorious small bits here. Why rush? This is rich, rich material. Just as no rational person would ever guzzle a truly fine scotch, so you should sip from Krohn's fountain of dreamwords.
And this is what I want to tell you
, O Writerly Types: This book is a gift to you, a tome of possibilities. Stop writing like everybody else. We don't need you to make your vision fit into the airport bookstore shelves. Those shelves are full. We need more writers who will do what Leena Krohn has done, who will seize language as a tool for dreaming back toward consciousness, who will find forms that fit such dreaming, who will not replicate the conventions of now but instead reconfigure their own conventions until they seem inevitable. Learn from this book
, O Writers. Let it inspire you to write in your own new ways, your own new forms, your own truthful imaginings.
In a trance, his hand already numb and senseless, accompanied by the rustle of the rain and the croaking of frogs, Håkan was taken through the eras toward the wondrous time when he did not yet exist.
—Leena Krohn, Pereat Mundus: A Novel of Sorts
People often ask me, "What do you do to pass the time up there in New Hampshire?"
Well, when we're not cavorting with moose, celebrating the glories of our granite, and generally living free before we die, some of us make silly movies.
One that I was involved with is called Zombie Boy
, which was written and directed by my friend Jamie Sharps
. Against all odds, it now has distribution via MVD Media
. It should be coming to various streaming platforms soon, and you can order the DVD from most of the places online where you'd order DVDs. (Here's the Amazon link
, for instance.) There are even rumors of it showing up in some brick-and-mortar stores.
It's a spaghetti-western-style comic adventure involving people who've been zombified by a green serum. It's not a B movie, it's (intentionally) a Z movie. ("Z for zombie, yeah!" I hear somebody say...) We didn't have much money, and it took a couple years to get it all filmed and then another year to do post-production.
And yes, I am Zombie Boy.
I've done lots of theatre acting (not so much in the last decade, for various reasons), but had mostly avoided film acting until Jamie called me up and asked me to play the role. I don't like watching myself, don't even like pictures of myself, so I never ached to be a movie actor. One of the prime attractions of theatre for me is that I don't have to see my performance. I said yes to Jamie because it sounded like fun, and he promised it would only be a few weeks of work. It was often fun (and sometimes not; those contact lenses are awful), but it definitely took longer than a few weeks. We spent most of one summer working on it, had a few days of filming that fall, then filmed for a few more days the next summer.
Despite my dislike of looking at myself, I don't mind watching this performance. Partly, that's because it's so over the top. I shamble, mug, and grunt for an hour and fifteen minutes. I watch the movie and I don't see me
, so it's not discomforting. It's just some weird guy.
But also, for what it is, I think Zombie Boy
is a pretty good movie. The genius of it is that it embodies its concept completely — from start to finish, it's a super-low-budget romp made by people who wanted to do nothing more than make a super-low-budget romp. There's a guy wearing a tattered bear-skin coat and not much else. There are incompetent ninjas. There's a doctor who speaks like a Werner Herzog version of the Swedish Chef. Why? Why not?
I can't tell you how many times I've watched the movie, from looking through the footage when we shot it to helping Jamie with a little bit of the editing to watching it at the local premiere (in the theatre where as a kid I first saw Raiders of the Lost Ark
and the first three Star Wars
movies, among others, so it was quite a thrill) to showing it to various friends and family members. When I got the finished official DVD the other night, I sat down and watched it again from start to finish, for the first time just on my own. I had intended to watch only five or ten minutes to see how it looked in the MVD version. But I watched the whole thing. Partly because it was fun to see everybody again, fun to remember some of the amusing and/or arduous moments on set, but mostly just because it's great, stupid fun. Sure, there are awkward moments and clumsy moments, but that's part of what this movie is
, part of the joy of it. There are also moments that are just ridiculously funny, and there's an energy to the whole that is infectious.
Well, I'm not going to review a movie I starred in (much as I'd like to, because after all, the political ontology the film limns is— okay, I'll stop). There's plenty that could be said about Zombie Boy
. But perhaps nothing needs to be said. It is what it is, and, for me, what it is is something I'm thrilled and proud to have been part of.
After the premiere, a friend of mine slapped me on the back and said, "No matter what else you do, they're going to put Zombie Boy on your gravestone." I'm okay with that.
You can now order my upcoming collection Blood: Stories from the publisher, Black Lawrence Press.
The book will be released in January 2016, and BLP is offering it for a bit of a discount before the publication date (it's a big book — 100,000 words — so will retail for $18.95).
Should you pre-order it? I don't know. Yes, of course, I would like you to. And if you're going to order it online, this is a good way to do it, because you'll get it pretty quickly and a larger percentage of your money will go to BLP, so you'll help a small publisher stay solvent. Once the book is published, you'll also be able to buy it from bookstores, and since I support people spending as much money as possible in local bookstores, that's a great way to get it as well.
Actually, you should probably both pre-order it and buy it from bookstores, because why would you want only one copy? You need to be able to give them away to friends — or, if you don't like the book, to enemies...
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By: Matthew Cheney,
Blog: The Mumpsimus
(Login to Add to MyJacketFlap
, Elizabeth Bowen
, John Lehmann
, Vera Brittain
, William Plomer
, Winifred Holtby
, Add a tag
The new school year has started, which means I've officially ended the work I did for a summer research fellowship from the University of New Hampshire Graduate School
, although there are still a few loose ends I hope to finish in the coming days and weeks. I've alluded to that work previously, but since it's mostly finished, I thought it might be useful to chronicle some of it here, in case it is of interest to anyone else. (Parts of this are based on my official report, which is why it's a little formal.)
I spent the summer studying the literary context of Virginia Woolf’s writings in the 1930s. The major result of this was that I developed a spreadsheet to chronicle her reading from 1930-1938
(the period during which she conceived and wrote her novel The Years
and her book-length essay Three Guineas
), a tool which from the beginning I intended to share with other scholars and readers, and so
created with Google Sheets so that it can easily be viewed, updated, downloaded, etc. It's not quite done: I haven't finished adding information from Woolf's letters from 1936-1938, and there's one big chunk of reading notebook information (mostly background material for Three Guineas
) that still needs to be added, but there's a plenty there.
Originally, I expected (and hoped) that I would spend a lot of time working with periodical sources, but within a few weeks this proved both impractical and unnecessary to my overall goals. The major literary review in England during this period was the Times Literary Supplement
(TLS), but working with the TLS historical database proved difficult because there is no way to access whole issues easily, since every article is a separate PDF. If you know what you’re looking for, or can search by title or author, you can find what you need; but if you want to browse through issues, the database is cumbersome and unwieldy. Further, I had not realized the scale of material — the TLS was published weekly, and most reviews were 800-1,000 words, so they were able to publish about 2,000 reviews each year. Just collecting the titles, authors, and reviewers of every review would create a document the length of a hefty novel. The other periodical of particular interest is the New Statesman & Nation
(earlier titled New Statesman & Athenaeum
), which Leonard Woolf had been an editor of, and to which he contributed many reviews and essays. Dartmouth College has a complete set of the New Statesman
in all its forms, but copies are in storage, must be requested days in advance, and cannot leave the library.
All of this work could be done, of course, but I determined that it would not be a good use of my time, because much more could be discovered through Woolf’s diaries, letters, and reading notebooks, supplemented by the diaries, letters, and biographies of other writers. (As well as Luedeking and Edmonds’ bibliography of Leonard Woolf
, which includes summaries of all of his NS&N
writings — perfectly adequate for my work.)
And so I began work on the spreadsheet. Though I chronicled all of Woolf’s references to her reading from 1930-1938, my own interest was primarily in what contemporary writers she was reading, and how that reading may have affected her conception and structure of The Years
and, to a lesser extent, Three Guineas
(to a lesser extent because her references in that book itself are more explicit, her purpose clearer). As I began the work, I feared I was on another fruitless path. During the first years of the 1930s, Woolf was reading primarily so as to write the literary essays in The Common Reader, 2nd Series,
which contains little about contemporary writing, and from the essays themselves we know what she was reading.
But then in 1933 I struck gold with this entry from 2 September 1933:
I am reading with extreme greed a book by Vera Britain [sic], called The Testament of Youth. Not that I much like her. A stringy metallic mind, with I suppose, the sort of taste I should dislike in real life. But her story, told in detail, without reserve, of the war, & how she lost lover & brother, & dabbled her hands in entrails, & was forever seeing the dead, & eating scraps, & sitting five on one WC, runs rapidly, vividly across my eyes. A very good book of its sort. The new sort, the hard anguished sort, that the young write; that I could never write. (Diary 4, 177)Vera Brittain’s Testament of Youth
was published in 1933, and was one of the bestselling books of the year. It remains in print, and a film
of it was in US theatres this summer. What struck me in Woolf’s response to it was that she called it a book “I could never write” — and she did so just as The Years
was finding its ultimate form in her mind, and only months before she started to write the sections concerned with World War One. What also struck me was that her response to Testament of Youth
was in some ways similar to her infamous response to Joyce’s Ulysses
, a book she thought vulgar and a bit too obsessed with bodily functions, but which also clearly fascinated and influenced
One of the things that occurred to me after reading Woolf’s note on Testament of Youth
was that The Years
is among her most physically vivid novels. Sarah Crangle has said
of it: “The Years
is a culminating point in Woolf ’s representation of the abject, as she incessantly foregrounds the body and its productions” (9). The September 2 diary entry shows that Woolf was highly aware of this foregrounding in Vera Brittain’s (very popular) book, and her framing of herself as part of an older generation and someone unable to write in such a way may have worked as a kind of challenge to herself.
I then sought out Testament of Youth
and read it (all 650 pages) with Woolf in mind. What qualities of this book caused it to run so rapidly across her eyes? She herself wrote in a letter to her friend Ethel Smyth on September 6: “Vera Brittain has written a book which kept me out of bed till I'd read it. Why?” (Letters 5
, 223). I asked Why?
myself quite a bit as I began reading Testament
, because the first 150 pages or so are not anything a contemporary reader is likely to find gripping. And yet reading with Woolf in mind made it quite clear: The first section of Testament
is all about Vera Brittain’s attempt to get into Oxford, and Woolf herself had been denied (because of her gender) the university education her brothers received, a fact that bothered her throughout her life. The ins and outs of Oxford entrance exams may not be scintillating reading for most people, but for a woman who had never even been able to consider taking those exams, and yet dearly yearned for an educational experience of the sort men were allowed, Testament
provides a vivid vicarious experience. The central part of the book, about Brittain’s experience as a nurse during the war, also provided vicarious experience for Woolf, whose own experience of the war was far less immediate. Woolf lost some friends and distant relations in the war (most notably the poet Rupert Brooke
, with whom she was friendly and may have had some romantic feelings for), but did not experience anything like the trauma that Brittain did: the loss of all of her closest male friends, including her fiancé and her brother. Nor did Woolf see mutilated bodies and corpses, as Brittain did.
Woolf and Brittain were very much aware of each other — Brittain, in fact, makes passing mention to A Room of One’s Own
in Testament of Youth
— and the first book-length study of Woolf in English
was written by Brittain’s great friend Winifred Holtby
(an important character in the latter part of Testament
; after Holtby’s death in 1935, Brittain wrote a biography of her titled Testament of Friendship
, which Woolf thought presented too flat a view of Holtby, a person she seems to have come to respect, though she didn’t much like Holtby’s writing). There is, though, very little scholarship on Woolf, Brittain, and Holtby together, perhaps because Brittain and Holtby seem like such different writers from Woolf in that they were much more committed to a kind of social realism that Woolf abjured. There's a lot of work still remaining to be done on the three writers together. Not only is Testament of Youth
a book that can be brought into conversation with The Years,
but Brittain’s novel Honourable Estate
, published one year before The Years
, has numerous similarities in its scope and goals to The Years
, though it seems almost impossible that it had any direct influence, since it was published when Woolf was doing final revisions of The Years
and she didn’t much like Brittain’s writing, so was unlikely to have read the book (I’ve certainly found no evidence that she did).
In the course of this research, I soon discovered that UNH’s own emerita professor Jean Kennard published a book in 1989 titled Vera Brittain and Winifred Holtby: A Working Partnership
, the first (and still only) scholarly study of the two writers together. I read the book avidly, as I had taken a seminar on Virginia Woolf with Prof. Kennard in the spring of 1998 at UNH as an undergraduate, and I owe much of my love of Woolf to that seminar. The book looks closely at each authors’ writings and proposes that their friendship was a kind of lesbian relationship, an idea that has been somewhat controversial (Deborah Gorham’s study of Brittain
offers a nuanced response).
In addition to exploring the connections and resonances between Woolf, Brittain, and Holtby, I looked at three writers of the younger generation whom Woolf knew personally and paid close attention to: John Lehmann
, William Plomer
, and Christopher Isherwood
. Lehmann worked for the Woolfs at their Hogarth Press in the early thirties, left for a while, then returned and took a more prominent role, buying out Virginia Woolf’s share of the press in the late 1930s. Lehmann and the Woolfs had an often contentious relationship, as he was very interested in the work of younger writers, particularly poets, and Virginia Woolf especially had more mixed feelings about the directions that writers such as W.H. Auden
and Stephen Spender
were going in. Woolf wrote a relatively long letter to Spender on 25 June 1935 about his recent collection of criticism, The Destructive Element
, in which she positions her own aesthetics both in sympathy and tension with Spender’s, particularly Spender’s perspective on D.H. Lawrence
Spender’s defense of Lawrence helps explain some of Virginia Woolf’s resistance to the younger writer’s aesthetic. One of the insights that my work this summer provided (at least to me) was the extent to which Woolf thought about, and was bothered by, Lawrence, who died in March 1930. (In 1931, Woolf wrote "Notes on D.H. Lawrence", primarily about Sons and Lovers
.) She had complex feelings about Lawrence’s writing — disgust, frustration, and annoyance mixed with fascination. She often said she hadn’t read much of Lawrence’s work, but from the amount of references she makes to it, and the number of critical studies and memoirs about Lawrence that she read and commented on, I don’t think her protestations of not having read much of Lawrence are quite accurate — she was clearly familiar with all his major novels, and I suspect that in her letters she downplayed this familiarity as a hedge against the strong feelings of correspondents who thought Lawrence to be among the greatest British novelists of the age. Lawrence’s work was very much on Woolf’s mind in the first years of the 1930s, and it therefore seems likely to me that The Years
was also conceived as a kind of response to The Rainbow
and Women in Love
in particular. But that's more hunch than anything, and this is a topic for more study.
John Lehmann introduced Christopher Isherwood to the Woolfs, and encouraged them to publish his second novel, The Memorial
, which they did. In 1935, they also published his first Berlin novel, Mr. Norris Changes Trains
(in the US, The Last of Mr. Norris
), then in 1937 his novella Sally Bowles
and in 1939 the interlinked stories of Goodbye to Berlin
(later to be adapted as the play I Am a Camera
and the musical Cabaret
). Isherwood’s experience of Berlin in the 1930s was of particular interest to the Woolfs, who themselves (with some trepidation, given the fact that Leonard was Jewish) traveled through Germany briefly in 1935
to see the extent of the spread of Nazism.
William Plomer was a writer the Woolfs published in 1926, and who became close friends with Lehmann, Isherwood, Auden, and Spender. Plomer was born to British parents in South Africa, attended schools in England, then returned to Johannesburg, where he finished college and then worked as a farmhand and then with his family at a trading post in Zulu lands. It was there that he wrote Turbott Wolfe,
based partly on his experience at the trading post and partly on his friendships among painters and artists in Johannesburg. He was only 20 years old when he sent it to the Woolfs, and they printed it soon after Mrs. Dalloway
. Leonard was particularly interested in African politics and anti-imperialism, and the novel’s theme of racial mixing as a solution to the tensions between races in South Africa was iconoclastic and proved controversial. Plomer left South Africa and spent time in Japan, experiences which informed his later novel (also published by the Woolfs) Sado
, a story that included homosexual overtones. (Like Lehmann, Isherwood, Auden, and Spender, Plomer was gay, though less openly and comfortably so than his friends.) Plomer would publish a number of books with the Woolfs, including some well-received volumes of poetry, but eventually moved to publish his fiction and autobiographies with Jonathan Cape, where he was an editorial reader (and convinced Cape to publish the first novel of his friend Ian Fleming, Casino Royale
— a very young Fleming, in fact, had written Plomer a fan letter after reading Turbott Wolfe
, the two became friends when Fleming was a journalist in the 1930s, and eventually Fleming dedicated Goldfinger
Plomer became a more frequent member of the Woolf’s social circle than any other young writer that I’ve noticed, and Virginia Woolf seems to have felt almost motherly toward him. Aesthetically, he was far less threatening than the other young men of the Auden generation, and though his novels can easily be read through a queer frame, he was more circumspect about the topic than his peers.
As the summer wound down and I continued to work through Woolf’s diaries and letters, I became curious about the place of Elizabeth Bowen’s
work in her life. Woolf and Bowen were friends, and Bowen’s work shows many Woolfian qualities, but Woolf made very few conclusive statements about Bowen’s novels that I have been able to find so far — mostly, she acknowledge Bowen sending her each new novel, and always said she would read it soon, but I have only found definite evidence that she read one, The House in Paris
, which is set soon after World War I and, like Mrs. Dalloway
, takes place over the course of a single day. Like the connections and resonances between Woolf, Brittain, and Holtby, the relationship between the works of Woolf and Bowen seems to be ripe for further study.
But the summer has ended, and my studies must now move toward my Ph.D. qualifying exams, so the British writers of the 1930s, as fascinating as they were, must move now to the background as I widen my view toward everything there is to say and know about modernism, postcolonial studies, and queer studies...
Read the rest of this post
To make Kim Stanley Robinson's Aurora
make sense, I had to imagine a metafictional frame for it.
The novel tells the story of a generation starship
sent in the year 2545 from the Solar System to Tau Ceti. It begins toward the end of the journey, as the ship approaches its destination and eventually sends a landing party to a planet they name Aurora. The narrator, we quickly learn, is the ship's artificial intelligence system, which for various reasons is learning to tell stories, a process that, among other things, helps it sort through and make sense of details. This conceit furthers Robinson's interest in exposition, an interest apparent at least since the Mars trilogy
and explicit in 2312
. As a writer, he seems most at home narrating scientific processes and describing the features of landscapes, which does not always lead to the most dynamic prose or storytelling, and he seems to have realized this and adjusted to make his writerly strengths into, if not his books' whole reason for being, then a meaningful feature of their structure. I didn't personally care for 2312
much, but I thought it brilliantly melded the aspirations of both Hugo Gernsback
and John W. Campbell
for science fiction in the way that it offered explicit, even pedagogical, passages of exposition with bits of adventure story and scientific romance.
What soon struck me while reading Aurora
was that aside from the interstellar travel, it did not at all seem to be a novel about human beings more than 500 years in the future. The AI is said to be a quantum computer
, and it is certainly beyond current computer technology, but it doesn't seem breathtakingly different from the bleeding edges of current technology. Medical knowledge seems mostly consistent with current medical knowledge, as does knowledge of most other scientific fields. People still wear eyeglasses, and their "wristbands" are smartwatches
. Historical and cultural references are to things we know rather than to much of anything that's happened between 2015 and 2545 (or later — the ship's population seems to have developed no culture of their own). The English language is that of today. Social values are consistent with average bourgeois heterosexual American social values.
500 years is a lot of time. Think about the year 1515. Thomas More started writing Utopia
, which would be published the next year. Martin Luther's 95 Theses were two years away. The rifle wouldn't be invented
for five more years. Copernicus had just begun thinking about his heliocentric theory of the universe. The first iterations of the germ theory of disease were thirty years away. The births of Shakespeare and Galileo were 49 years in the future. Isaac Newton wouldn't be born until the middle of the next century.Aurora
offers nothing comparable to the changes in human life and knowledge from 1515 to 2015 except for the space ship. The world of the novel seems to have been put on pause from now till the launch of the ship.
How to make sense of this? That's where my metafictional frame comes in. One of the stories Aurora
tells is the rise to consciousness of the AI narrator. Telling stories seems to be good for its processors. Much of the book is quite explicitly presented as a novel by the AI — an AI learning to write a novel. Of course, within the story, it's not a novel (a work of fiction) but rather a work of history. Still, as it makes clear, the shaping of historical material into a narrative has at least as much to do with fiction as it does with history.
It's easy to go one step further, then, and imagine that the "actual" history of the AI's world is outside the text. The text is what the AI has written. The text could be fiction.
It could, for instance, be a novel written by an AI that survived the near-future death of humanity, or at least the death of human civilization.
What if the "actual" year of the novel is not near the year 3000, but rather somewhere around 2050. Global warming, wars, famine, etc. could have reduced humanity to nearly nothing just at the moment computer technology advanced enough to bring about a quantum computer capable of developing consciousness and writing a novel. What sort of novel might an AI learn to write? Why not a story about a heroic AI saving a group of humans trapped on a generation ship? An AI that helps bring those humans home after their interstellar quest proves impossible. An AI that, in the end, sacrifices itself for the good of its people.
This helps explain the change of narrators, too. At the end of Book 6, the ship has returned the humans to Earth and then accelerates on toward the sun, where, we learn later, it burns up. Book 7 is a traditional third-person narrative. This is a jarring point of view shift if the AI actually burned up in the sun. (And how did its narrative get saved? There's some mention of the computer of the ferry to Earth having been able to copy the ship AI, though also mention that such a copy would be different from the original because of the nature of quantum computing.)
But if we assume that the AI narrator is still the narrator, then Book 7 is the triumph of the computer's storytelling, for Book 7 is the moment where the AI gets to disappear into the narration.
Wouldn't it be fun for an AI to speculate about all the possible technological developments over 500 years? Perhaps, but only if its goal was to write a speculative story. It might have a more immediate goal, one that would require a somewhat different story. It might be writing not to entertain or to offer scientific dreams, but to provide knowledge and caution for the few survivors of the crash of humanity.
Book 7 tells us to value the Earth, our only possible home. It shows a human being who has never been to Earth coming to it and learning how to love it. The moment is religious in its implications: the human being (our protagonist, Freya) is born again. Just as the AI is born again into the narration, so Freya is born into Earthbound humanity. There is hope, but the hope relies on living in harmony with the only possible planet for humans.
The descendants of the last remnants of humanity, scrambling for a reason to survive on a planet their ancestors battered and burned, might benefit from such a tale. (Also: One of the implicit messages of the story is: Trust the AI. The AI is your friend and savior.)
Viewed this way, Aurora
coheres, and its speculative failures make sense. It is a tale imagined by a computer that has learned to tell stories, a cautionary fairy tale aimed perhaps at the few remaining people from a species that destroyed its only world.
|Littleton Opera House, Littleton, NH c.1900, a location in the story|
I have a new story — my first (but not last) of this year — now available on the Conjunctions
website— "The Last Vanishing Man"
This one's a bit of a departure for me, in that it is a serious story that will not, I'm told, make you want to kill yourself after you read it. In fact, one of my primary goals when writing it was to write something not entirely nihilistic. Various people have, over the years, gently suggested that perhaps I might try writing a ... well ... a nice
story now and then.
(I actually think I've only written one story that is not nice, "Patrimony" in Black Static last year
. And maybe "On the Government of the Living"
. Well, maybe "How Far to Englishman's Bay"
, too. And— okay, I get it...)
So "The Last Vanishing Man" is a story that has an (at least somewhat) uplifting ending, and the good people triumph, or at least survive, and the bad person is punished, or at least ... well, I won't go into details...
Here's the first paragraph, to whet your appetite:
I saw The Great Omega perform three or four times, including that final, strange show. I was ten years old then. It was the summer of the Sacco and Vanzetti trial, a time when vaudeville and touring acts were quickly fading behind the glittering light of motion pictures and the crackling squawk of radios. What I remember of the performance is vivid, but I am wary of its vividness, as I suspect that vividness derives not from the original moment, but from how much effort I’ve put into remembering it. What is memory, what is reconstruction, what is misdirection?Continue reading at Conjunctions...
Alice Sheldon was born 100 years ago today, which means that in a certain sense, James Tiptree, Jr.
is 100, because Sheldon wrote under that name. Yet James Tiptree, Jr.
wasn't really born until 1968, when the first Tiptree story, "Birth of a Salesman", appeared
in the March issue of Analog
Nonetheless, we can and should celebrate Sheldon's centenary. She's primarily remembered for Tiptree, of course, but as Julie Phillips so deftly showed in her biography
, Sheldon's life was far more than just that byline.
I've written about Tiptree a lot over the years, though nothing recently, as other work has taken me in other directions. In honor of Alice Sheldon's birthday, here are some of the things I've written in the past—
- In "The Stories That Predict Us", I wrote about discovering Tiptree at an early age.
- I reviewed the selected Tiptree stories, Her Smoke Rose Up Forever, for SF Site in 2005. (It's a joint review with the first Tiptree Awards volume. I wish I'd just reviewed the Tiptree collection alone. That's the only part of the review worth reading now.)
- A very early post at this blog looked at "The Screwfly Solution", which was published under the other pseudonym, Raccoona Sheldon. (11+ years after writing that post, I still think the story's ending is ruined by its final sentence.)
- I wrote about Tiptree's first novel, Up the Walls of the World, in 2009.
- In 2006, I interviewed Tiptree's biographer, Julie Phillips.
If you're new to Tiptree, you can read two stories online at Lightspeed: "Love Is the Plan the Plan Is Death"
and "And I Awoke and Found Me Here on the Cold Hill's Side"
By: Matthew Cheney,
Blog: The Mumpsimus
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In talking with Robin DeRosa about open educational resources
(OER), a lot of my skepticism was focused on (and continues to be focused on) the question of who pays for it. If I'm not just skeptical but also cynical about a lot of the techno-utopian rhetoric that seems to fuel both the OER advocates and, even more so, people who associate themselves with the idea of Digital Humanities
, it may be because I've been paying attention to what the internet has done to writers over the last couple decades. It's not all bad, by any means — this blog is one of example of that, I continue to try to write mainly for online venues so that my work can be relatively easily and broadly accessed, and I put most of my syllabi
online. I can do that because I have other income and don't rely on this sort of writing to pay the bills. Thus, in my personal calculations, accessibility is more important than revenue.
But that freedom to choose accessibility over getting paid, or over doing work other than writing that would pay me, is a gigantic luxury. I can only make such a calculation because I have other revenue (the stipend from the PhD program I'm in and money saved from selling my father's business, which, though it's not enough to let me stop working, pays a bit over half of my basic expenses), and so the cost of my writing for free here on this blog, rather than doing remunerative work, is absorbed by that other revenue.
Further, aside from blog posts and some academic material, I usually won't write for free. Both because there are, in fact, people who will pay me, and also because I don't want to de-value the work of writing. Letting people have your work for free means they begin to expect that such work ought
to be free. And while yes, in a post-capitalist utopia, I'd love for all work to be free ... we are, alas, not living in a post-capitalist utopia (as you might've noticed). Bills must still be paid. Printers and managers and bosses and technicians all get paid. And therefore writers should be paid
In our Q&A, Robin said, "For materials to be 'open,' they need to be both free as in no-cost (gratis) and free as in free to repurpose and share (libre)."
It's that "no cost" that seems to me dangerous — the idea that there is no cost. Of course there's a cost. There's the cost of labor, first of all, with somebody working, either for free or not (and if for free then how are they paying their bills?). But then there are all the other things: the cost of bandwidth and of technological infrastructure, for instance.
is paying, even if it's not you.
OER is not no-cost, it's a movement of cost from one place to another. And that may be exactly what's necessary: to move costs from a place that is less fair or sustainable to one that is more fair and sustainable. That's in many ways a central idea of academic research: the institution pays the researcher a salary so that the researcher doesn't have to live off of the profits of research, thus keeping the research from being tainted by the scramble for money and the Faustian bargains such a scramble entails. (Of course, in reality, research — especially expensive technical research — is full of Faustian bargains. As public money gets more and more replaced by private money, those bargains will only get worse.) (And this, as OER advocates, among others, have pointed out, has also led to plenty of exploitation by some academic publishers, who enrich themselves while using the unfortunate reality of "publish or perish" as an excuse to not pay writers, to steal their copyright, etc.)
OER must highlight its costs, because hiding costs tends to further the idea that something not only is
free, but should be
free — and it's that idea that has destroyed wages for so many writers and artists over the last couple decades. To combat this, I think teachers should tell students the reality, for instance by saying something like: "Your tuition dollars fund 80% of this school's activities, including the salaries of the faculty who have worked countless hours to create these materials that we are not charging you for, because you have effectively paid for them through tuition." Or even: "I created this material myself and am releasing it to the world for no cost, but of course there was a cost to me in time and effort, and when I'm paid $2,500 minus taxes to teach this class, that basically means I'm giving this away, though I hope it doesn't mean it has no value."
Robin brought up Joss Winn's
essay "Open Education: From the Freedom of Things to the Freedom of People"
, which is well worth reading for its critique of OER, but which stumbles when trying to offer a vision of another route — it ends up vague and, to my eyes, rather silly, because Winn has no practical way to prevent tools that are highly attractive to neoliberalism becoming tools for resistance to neoliberalism, and so concludes with little more than "and then a miracle occurs"
. (For the best commentary I've seen on the topic of resisting neoliberalism, see Steven Shaviro's No Speed Limit
.)Richard Hall asks huge, even overwhelming, but I think necessary questions about all this:
The issue is whether it is possible to use these forms of intellectual work as mass intellectuality, in order to reclaim the idea of the public, in the face of the crisis of value? Is it possible to reconsider pedagogically the relation between the concrete and the abstract as they are reproduced globally inside capitalism? Is it possible to liberate the democratic capability of academic labour, first as labour, and second as a transnational, collective activity inside open co-operatives, in order to reorient social production away from value and towards the possibility of governing and managing the production of everyday life in a participatory manner?
My immediate, perhaps knee-jerk answer to any of the "Is it possible?" questions here is: Not in American higher ed, at least as I've known it, and not without a massive transformation of labor relations within higher ed. The US government and US schools are too deeply entrenched in neoliberalism, and without radically reforming academic labor, reforming the products of that labor is likely to be exploitative. Cooperative governance, associational networks, open co-operatives
, etc. are all nice ideas, ones I in fact generally support and want to be part of, but such support comes with the awareness that if you're getting paid $70,000 a year and I'm getting paid $16,000 a year, our participation in those networks and co-operatives cannot be equal no matter how much you and I might agree that co-operatives and associational networks are better than the alternative. Further, if you were hired 20 years ago under vastly different conditions of hiring, your position is not my position. It's all well and good for you, Tenured Prof, to tell people they should publish in open access journals, but from where I sit, I don't trust that any hiring committee, never mind tenure and promotion, is going to value that in the way they value those highly paywalled journals. Hierarchies gonna hierarch.
OER advocates know this. They may know it better than anybody, in fact, since they're actively trying to bring hiring and tenure practices into the current century. One of the first pieces Robin edited when she was brought on board by Hybrid Pedagogy
was Lee Skallerup Bessette's important essay "Social Media, Service, and the Perils of Scholarly Affect"
, which includes the fact (among many others) that one can, through open publishing and social media, etc., actually become not only a highly-cited secondary source but an actual primary source ... and have no way to turn that into "scholarship" recognized by gatekeepers.
But again, even while knowing that OER advocates are some of the people most aware of these problems, I can't help but come back to the question of how OER work can prevent the immediate effect of devaluing academic labor — how can it avoid being co-opted by the forces of neoliberalism?
I also can't help thinking about what we might call the Dissolve
problem. The Dissolve
was a wonderful film website sponsored by Pitchfork. It published great material and paid its writers. It is recently dead, and its archives could soon be wiped away if Pitchfork decides it's too expensive to maintain (as happened with SciFiction
, the great online magazine sponsored by the Sci Fi Channel). Here's Matt Zoller Seitz on the end of The Dissolve
Anybody who's tried to make a go at supporting themselves through writing or editing or other journalism-related work—criticism especially — without a side gig that's actually the "real" job, or partner or parent who pays most of the bills, can read between the lines. Staring at a blank page every day, or several times a day, and trying to fill it with words you're proud of, on deadline, with few or no mistakes, and hopefully some wit and insight and humor, is hard enough when it's the only thing you do. The days when it was the only thing writers did seem to recede a bit more by the week. It's even harder to make a go at criticism in today's digital media era, now that audiences expect creative work (music, movies and TV as well as critical writing) to be free, and advertisers still tend to equate page views with success. These factors and others guarantee that writer and editor pay will continue to hover a step or two above "exposure," and that even the most widely read outlets won't pay all that much. Most veteran freelancers will tell you that they earn half to a quarter of what they made in the 1990s, when newspapers and magazines were king. I make the same money now, not adjusted for inflation, with two journalism jobs and various freelancing gigs as I made in 1995 with one staff writing job at a daily newspaper.
It's the trends that Matt highlights there that so concern me with OER, because I'm not sure how OER avoids perpetuating those trends. The ideals of no-cost are lovely. But the process of getting there can't be waved away with magic thinking. Free free free poof
More likely, poof
nobody makes money except the administrative class.
Could it be that OER advocates are like John Lennon imagining
there's no money ... when he's a gazillionaire? To which the necessary response is: "No money? Easy for you
to imagine, buster!"
Let's do a thought experiment, though, and imagine that OER advocates somehow square the circle of doing non-exploitative work in neoliberal institutions. (And already I'm speaking in terms of miracles occurring!) What happens to students who then go out into the world and continue to expect every creative and intellectual product to be free? Heck, they already do. And such assumptions contribute to the de-valuing of writers' and artists' labor as well as the de-valuing of academic labor.
That's why I think our job as educators should be to push against such assumptions rather than to encourage them, because encouraging the idea that creative and intellectual work should be free and has no costs just leads to the impoverishment of creative and intellectual workers.
Pushing against such assumptions wouldn't mean the need to give up or disparage OER, but rather to make the processes of its creation, dissemination, and funding as transparent as possible. Answer even the basic questions such as "Who pays for the bandwidth?"
Without such transparency, OER, I fear, will perpetuate not only the trends that have led to the adjunctification
of higher ed, and the trends that have brought on a catastrophic defunding of public education, but also the trends that destroyed The Dissolve.
Without helping people see that, in our economy, "free" really means a displacement of cost (somebody else paying ... or somebody not getting paid
), OER will perpetuate destructive illusions.
Good advice for writers: Write very hard, keep the prose lively and original, never sell out, never overexcuse yourself why you're not writing, never let a word of yours be edited unless you think the editing is helping that work, never despair about not being published, not being recognized, not getting that grant, not getting reviewed or the attention you think you deserve. In fact, never think you deserve anything. Be thankful you are able to write and enjoy writing. What I also wouldn't do is show my unpublished work to my friends. Let agents and editors see it — people who can get you published —and maybe your best friend or spouse, if not letting them see it causes friction in your relationship. To just write and not worry too much about the perfect phrase and the right grammar unless the wrong grammar confuses the line, and to become the characters, and to live through, on the page, the experiences you're writing about. To involve yourself totally with your characters and situations and never be afraid of writing about anything. To never resort to cheap tricks, silly lines that you know are silly — pat endings, words, phrases, situations, and to turn the TV off and keep it off except if it's showing something as good as a good Ingmar Bergman movie. To keep reading, only the best works, carry a book with you everywhere, even in your car in case you get caught in some hours-long gridlock. To be totally honest about yourself in your writing and never take the shortest, fastest, easiest way out. To give up writing when it's given to you, or just rest when it dictates a need for resting; though to continue writing is you're still excited by writing. To be as generous as your time permits to young writers who have gone through the same thing as you (that is, once you become as old as I am now). To not write because you want to be an artist or to say you're a writer. And to be honest about the good stuff that other writers, old and your contemporaries, do too.
Ben Marcus's 2004 anthology The Anchor Book of New American Short Stories
is a wonderfully rich collection for a book of its type. I remember first reading it with all the excitement of discovery — even the stories I didn't like seemed somehow invigorating in the way they made me dislike them. I've used the book with a couple of classes I've taught, and I've recommended it to many people.
I was overjoyed, then, when I heard that Marcus was doing a follow up, and I got it as soon as I could: New American Stories
. I started reading immediately.
Expectations can kill us. The primary emotion I felt while reading New American Stories
was disappointment. It's not that the stories are bad — they aren't — but that the book as a whole felt a bit narrow, a bit repetitive. I skipped around from story to story, dashing in search of surprise, but it was rare. I tried to isolate the source of my disappointment, of my lack of surprise: Was it the subject matter? No, this isn't quite Best American Rich White People
. Was it the structure of the stories? Maybe a little bit, generally, as even the handful of structurally adventurous stories here feel perfectly in line with the structurally adventurous stories of 50 years ago, and somewhat tame in comparison to the structurally adventurous stories of 80-100 years ago. But that wasn't really what was bothering me.
And then I realized: It was the style, the rhythm. The paragraphs and, especially, the sentences. It wasn't that each story had the same style as the one I'd just read, but that most (not all) of the stories felt like stylistic family members.
And then I thought: What this book really demonstrates is the deep, abiding, and highly dispersed influence of Gordon Lish
. Lish's shadow stretches across the majority of tales in Marcus's book, as it did the previous book, and understandably so: not only is Lish a good candidate for the title of the most influential editor of "literary" short fiction in the US in the second half of the twentieth century ... but Marcus was nurtured by him, with Lish publishing quite a bit of his early work in The Quarterly
and then publishing Marcus's first book, The Age of Wire and String
. (The title of both the Anchor Book
and New American Stories
is a bit of a give-away, too: the subtitle of Lish's The Quarterly
was "The Magazine of New American Writing".) The effect feels more repetitious in the new book, perhaps because I'm now a decade older and have all those more years of reading short stories behind me (including readings tons for the Best American Fantasy
anthologies); but also, I expect, because the new book is more than 200 pages longer, and so the opportunity for repetition is greater.
It's not that either the Anchor Book
or New American Stories
is an anthology of stuff from the School of Lish (as Sven Birkerts called it back in the '80s). Some of Lish's students are, indeed, in these books — in the new one, I know that Sam Lipsyte, Joy Williams, Christine Schutt, and Deb Olin Unferth all studied and/or were edited by him, and Don DeLillo is a good friend and admirer of him. Plenty of the writers in the book may never have even heard of Gordon Lish. The influence is easily picked up from the writers Lish not only guided or influenced directly, but venerated by publishing them or saying good things about them to the world. Lish didn't just teach people to write in a particular way; he taught them to value particular moves in texts.
The writers in New American Stories
are all different in their approaches and backgrounds, certainly, and at least a few of them are writers whose work Lish would not himself value, but there's a bit of an echo between them, the echo of the Lishian sentence (the best analysis of which is probably that of Jason Lucarelli in "The Consecution of Gordon Lish"
). These are stories that (overall) value straightforward diction, relatively simple sentence constructions, and conversational tones and syntax. They prefer the concrete and the active. Many are built with odd repetitions and quirky juxtapositions.
You can feel it in the first lines — Lish famously calls first sentences the "attack sentence" and reportedly tells
students, "Your attack sentence is a provoking sentence. You follow it with a series of provoking sentences."
Here are some opening sentences from New American Stories
(I'll identify the writers later):
1.) Davis called, told me he was dying.
2.) "What you got there, then?"
3.) "Just let me out of here, man," said Cora Booth. "I'm sick. I'm dying."
4.) Four of them were on one side of a dim room.
5.) Like in the old days, I came out of the dry creek behind the house and did my little tap on the kitchen window.
6.) "What are you doing?" a guy asked her.
7.) It was the day before his cousin's funeral and Del ended up at the Suds washing his black jeans at midnight.
8.) Once, for about a month or two, I decided I was going to be a different kind of guy.
9.) "I don't know why I committed us to any of those things," Otto said.
10.) The day I got my period, my mother and father took me to pick my madman.
11.) I know when people will die.
12.) Root canal is one fifty, give or take, depending on who's doing it to you.
The first six of those are the entire first paragraph of the story. All of the sentences are pretty short, with the longest being #5 at 24 words. (And #3 is actually 3 sentences.) The diction is simple, with most of the words being one or two syllables, and none more than three syllables. Four of the openings are direct dialogue, with implied dialogue in others (e.g. #1). All of the openings are about people. The word guy
appears more than once.
I chose these openings pretty much randomly by flipping through the book, and I only organized them to put the ones that are a paragraph unto themselves together. The 20 other stories that I have not sampled here would generally seem similar. From those 20 other stories, here are the opening sentences that, to my eyes and ears, seem most different from those above:
A.) Father comes home after many years of forgetting us, of not sending us money, of not loving us, not visiting us, not anything us, and parks in the shack, unable to move, unable to talk properly, unable to anything, vomiting and vomiting, Jesus, just vomiting and defecating on himself, and it smelling like something dead in there, dead and rotting, his body a black, terrible stick; I come in from playing Find bin Laden and he is there.
B.) Though alien to the world's ancient past, young blood runs similar circles.
C.) After they shot the body several times, they cut its throat with a scaling knife; after that, they pinched its nostrils and funneled sulfuric acid into its mouth; while some set to yanking the body's toenails out with a set of pliers, others fashioned a noose from a utility cord they had found in the trunk of their car.
A and C are longer than 1-12 (behold: semi-colons!), and B is not quite about a human being. Interestingly, they're all about bodies, bodily fluid, and, in the case of A and C, pain, death, suffering. A is notable for its lyricism, B for its weirdness, C for having the only 4-syllable word that I've noticed among any of these opening sentences ("utility"). These are, then, the most extreme and radical opening sentences in the book.
Most of the writers of all of these sentences, whether 1-12 or A-C, likely do not know Gordon Lish's commandments for writing attack sentences. But I suspect we see the influence of Lish in two ways here: first, in how Lish has influenced Marcus's taste, since the one thing we can say about all of these stories is that Ben Marcus valued them; second, in how Lish's protégés have gone on themselves to influence the perception of what is "good writing" in the lit world.
Let's look at who the writers are:
1.) Sam Lipsyte
2.) Zadie Smith
3.) Wells Tower
4.) Jesse Ball
5.) George Saunders
6.) Maureen McHugh
7.) Donald Ray Pollock
8.) Kelly Link
9.) Deborah Eisenberg
10.) Lucy Corin
11.) Deb Olin Unferth
12.) Charles Yu
A.) NoViolet Bulawayo
B.) Rachel B. Glaser
C.) Kyle Coma-Thompson
(It's amusing to note that the two writers whose opening sentences include the word "guy" are Maureen McHugh and Kelly Link — writers who admire each other, and Kelly Link's own Small Beer Press published McHugh's [excellent] story collections. There's nothing to say about this coincidence except that Ben Marcus apparently likes opening sentences that include the word guy
The only Lish students I know of among those writers are Lipsyte and Unferth. But sentences 1-12 seem to me more similar than different in their approach. To know how much of this is just Marcus's own taste selecting stories that have such sentences and how much is stylistic similarity between the writers generally, we would have to examine collections of each writers' stories and see if they tend to begin their stories in the same way. That work is more than I can do right now, but it would be an interesting research project.
Compared to most of the writers in New American Stories
, the writers of A-C have fewer books published by major publishers and fewer awards (though NoViolet Bulawayo won the Caine Prize and her book
, from which the story "Shhhh" is taken, has done very well — still, until recently she was not part of the big lit machine), and I think this matters. One of my disappointments with New American Stories
is how much it reprints writers who have been published by major publishers and won major prizes. I had had hopes that the book would be more eclectic and surprising than this. For all his attempts at variety, what Marcus has given us overall is a bunch of stories that are valued by the kinds of people who give out major literary awards. And they are good stories — I don't mean anything I say here to reflect badly on any of the individual stories, many of which are extraordinary and all of which are in some way or another interesting. But the range of stories in the book is more narrow than I had hoped for.
Coming back to Lish, what's interesting is how his taste has so defined what I think of as the establishment avant-garde. We should put "avant-garde" in quotes, though, because it's not really out in front, and it's not particularly innovative anymore — indeed, it's the establishment because its structures and rhythms are passed down through writing workshops, editorial decisions, and awards committees. You can see this in the case of somebody like Gary Lutz
, a Lishian who may not be well known to the general public, but who has had a significant influence on a lot of contemporary short story writers in the lit world, as well as on creative writing teachers, particularly through his essay/lecture "The Sentence Is a Lonely Place"
(which I've myself recommended to some advanced writing students because it demonstrates to an overwhelming degree the depth with which one can think about sentences).
The effect of all this is to create a relatively narrow range for what is recognizable as "quality" in a short story. The familiar replicates itself. What a discourse community can perceive as good and bad, effective and ineffective, quality and kitsch depends very much on what it has previously seen as good, bad, effective, ineffective, quality, kitsch. Sometimes, that can be liberatory — Charles Yu, Maureen McHugh, and Kelly Link might be dismissed as writers of genre fiction if their tone and style was not close enough to that of the other writers in the anthology to sound familiar and thus be recognizable as part of the family of quality. I love that they're part of this book, but to understand why they fit so well in it, we don't have to speculate about the growing acceptance of genre content in the lit world, but simply note the similarity of tone, syntax, and diction to what is also here.
There's a long history to the particular qualities celebrated by Marcus and most of the writers he likes, and it's a history that predates Lish — if these stories feel like they have a lot of family resemblances, then it may be because they are the stylistic grandchildren of Gertrude Stein and Ernest Hemingway. (Or, to make a different comparison, the music they seem to favor is that of chamber concerts and small indie rock bands, not jazz clubs. Indeed, the echoes I couldn't hear at all in these stories are the echoes of jazzier writers like Ralph Ellison and James Baldwin. Maybe I'm tone deaf.)
So perhaps it is best to think of New American Stories
as a kind of family portrait, a reunion of the offspring (whether they know it or not) of Grandma Gertrude and Grandpapa Ernie by way of Daddy Gordon (and maybe Mama Amy Hempel
), along with a couple of kids who seem to have wandered in from the neighbor's house and who are nice to have around because they liven things up. New American Stories
is a good anthology, well worth reading, full of interesting stuff. It is not, though, a broad representation of what short stories can do or be, and for all its writers' concern with tone, resonance, and rhythm, the songs they play sound more alike than not.
As a little addendum to my post
about the somewhat narrow aesthetics of Ben Marcus's New American Stories
anthology, let me point you to Nick Mamatas's "Anti-Fragile"
, a story that does pretty much everything I was hoping to find somewhere in New American Stories
On Twitter, I said:
And that about sums up my feelings.
Well, also: I may be partial, as I am an avowed and longstanding lover of long sentences
, and this story is a wonderfully skilled, thrillingly long sentence. It's well worth reading and thinking about.
There are lots of reasons that the University of New Hampshire
, where I'm currently working toward a Ph.D. in Literature
, should be in the news. It's a great school, with oodles of marvelous faculty and students doing all sorts of interesting things. Like any large institution, it's got its problems (I personally think the English Department
is underappreciated by the Powers That Be, and that the university as a whole is not paying nearly enough attention to the wonderful programs that don't fall under that godawful acronym-of-the-moment STEM
, but of course I'm biased...) Whatever the problems, though, I've been very happy at the university, and I'm proud to be associated with it.
But Donald Trump and Fox News or somebody discovered a guide to inclusive language gathering dust in a corner of the UNH website and decided that this was worth denouncing as loudly as possible, and from there it spread all over the world
. The UNH administration, of course, quickly distanced themselves from the web page and then today it was taken down. I expect they're being honest when they say they didn't know about the page. Most people didn't know about the page. The website has long been rhizomatic, and for a while just finding the academic calendar was a challenge because it was hidden in a forest of other stuff.
I, however, did
know about the page. In fact, I used it with my students and until today had a link to it on my Proofreading Guidelines sheet
. It led to some interesting conversations with students, so I found it a valuable teaching tool. I thought some of the recommendations in the guidelines were excellent and some were badly worded and some just seemed silly to me, like something more appropriate to an Onion
article. ("People of advanced age" supposedly being way better than any other term for our elders reads like a banal parody of political correctness. Also, never ever ever ever call me a "person of advanced age" when I become old. Indeed, I would like to be known as an old fart
. If I manage to achieve elderliness — and it is, seriously, a great accomplishment, as my amazing, 93-year-old grandmother [who calls herself "an old lady"] would, I hope, agree — if I somehow achieve that, then I will insist on being known as an old fart. But if you would rather be called a person of advanced age rather than a senior or an elder or an old fart, then I will respect your wishes.)
The extremity of the guide was actually why I found it useful pedagogically. Inevitably, the students would find some of the ideas ridiculous, alienating, and even angering. That makes for good class discussion. In at least one class, we actually talked about the section that got Donald Trump and Fox and apparently everybody else so upset — the recommendation to be careful with the term "American". Typically, students responded to that recommendation with the same incredulity and incomprehension that Trump et al. did. Understandably so. We're surrounded by the idea that the word "American" equals "United States", and in much usage it does. I sometimes use it that way myself. It's difficult not to. But I also remember a Canadian acquaintance when I was in college saying, in response to my usage, "You know, the U.S. isn't the whole of North America. You just think you are." Ouch. And then when I was in Mexico for a summer of language study, at least one of our teachers made fun of us for saying something like, "Oh, no, I'm not from Mexico, I'm from America!"
We don't have another good noun/adjective for the country (United Statesian is so cumbersome!), and the Canadians can say Canadian and the Mexicans can say Mexican and so we kind of just fall back on American
. And have for centuries. So it goes. But it's worth being aware that some people don't like it, because then as a writer or speaker you can try to be sensitive to this dislike, if being sensitive to what people dislike is important to you.
This and other recommendations in the guidelines lead to valuable discussion with students because such discussion helps us think more clearly about words and language. The guide had some helpful guidance about other things that people might take offense to, whether the gentle, somewhat mocking offense of my Canadian acquaintance and Mexican teachers, or more serious, deeper offense over more serious, deeper issues.
It all comes down to the two things that govern so many writing tasks: purpose and audience. (When I'm teaching First-Year Composition, I always tell them on the first day that by the end of the course they'll be very tired of hearing the words purpose
.) If your purpose is to reach as wide an audience as possible, then it's best to try to avoid inadvertently offending that audience. Just ask anybody in PR or marketing who didn't realize their brilliant idea would alienate a big, or at least vocal, section of the audience for whatever they were supposed to sell. Ultimately, you can't avoid offending everybody — indeed, it's hardly desireable, as some people probably deserve to be offended — but what offends different people (and why) is useful knowledge, I think. In any case, it's much better to be offensive when you're trying to be offensive than when you're not trying to be and discover much to your surprise, embarrassment, and perhaps horror, that you actually are. (As we used to say [before we were people of advanced age]: been there, done that.)
Advice about inclusive language is similar to advice I give about grammar and spelling errors. All of my students should know by the time they've had me as a teacher that the prohibitions against such things as splitting infinitives or ending sentences with prepositions or starting sentences with conjunctions or any number of other silly rules are just that: silly. They often lead to bad writing, and their usefulness is questionable at best. However, I think every writer should know and understand all the old and generally silly prohibitions. Why? Because you will, at some point in your life, encounter someone who really, deeply cares. And you should be able to explain yourself, because the person who really, deeply cares might be somebody you want to impress or convince about something.
In fact, that's why I give my students my long and probably very boring proofreading guide. I want them to impress me, and I don't want my pet peeves about language and usage to get in the way. (No matter how anti-hierarchical we all might want to be, ultimately I'm the guy responsible for my students' grades, and so it's in their best interests to know what my pet peeves are.) They can dismiss my pet peeves as silly or irrelevant if they want, but they can't say they don't know what they are. Indeed, if I say to a student, "Why did you use 'he/she' when my proofreading guidelines specifically say I would prefer for you not to use that construction in my class," and they respond with a thoughtful answer, I may not be convinced by their logic, but I will be impressed that they gave it thought; if, on the other hand, they respond, "Oh, I didn't read that, even though you said it was important and could affect our grade," then I will not be impressed, and my not being impressed may not be a good thing for their grade. Such is life.
But really my purpose here was just to say that despite all the horrible things said about that poor little language guide, I will miss it. True, it shouldn't have looked so official if it were not (I, too, thought it was pretty official, though clearly it was not binding and was little read). The UNH statement is wrong, though, when it says, "Speech guides or codes have no place at any American university." I don't like the idea of speech codes much, either, because speech codes
sounds punitive and authoritarian, but guides
— well, I like guides. Guides can be useful, especially if you're feeling lost. As a university, we're a big place full of people who come from all over the country and the world, people who have vastly different experiences, people who use language in all sorts of different ways and have all sorts of different feelings about the languages we use. It can be helpful to know that somebody might consider something offensive that I've never even given a second thought to, and helpful to know why that is, so that I can assess how much effort I want to put into rethinking my own language use. The guide to inclusive language had its flaws, certainly, but it was a useful jumping off point for conversation and education. I'll continue to have similar conversations with students (my own proofreading guide has plenty in it to talk about and debate), and will continue to think such conversations are not about somehow curtailing speech, but are in fact about freeing it by empowering speakers to be more aware of what they say and how the words they use affect other people.
By: Matthew Cheney,
Blog: The Mumpsimus
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The universe has conspired to turn my research work this summer into mass culture — while I've been toiling away on a fellowship that has me investigating Virginia Woolf's reading in the 1930s and the literary culture of the decade, the mini-series Life in Squares,
about the Bloomsbury group and Woolf's family, played on the BBC and the film Testament of Youth
, based on Vera Brittain's 1933 memoir of her experiences during World War One, played in cinemas.
I've now seen both and have mixed feelings about them, though I enjoyed watching each. Life in Squares
offers some good acting and excellent production design, though it never really adds up to much; Testament of Youth
is powerful and well constructed, even as it falls into some clichés of the WWI movie genre, and it's well worth seeing for its lead performance.
The two productions got me thinking about what we want from biographical movies and tv shows, how we evaluate them, and how they're almost always destined to fail. (Of course, "what we want" is a rhetorical flourish, a bit of fiction that would more accurately be expressed as "what I think, on reflection, that I want, at least now, and what I imagine, which is to say guess, what somebody other than myself might want". For the sake of brevity, I shall continue occasionally to use the phrase "what we want".)Testament of Youth
is easier to discuss in this context, partly because it's a single feature film based (mostly) on one text and not a three-part mini-series depicting the lives of people about whom there are shelves and shelves of books. Though the filmmakers clearly read some of the biographies of Vera Brittain, as well as her diaries, and occasionally incorporate (or at least allude to) some of this material, the structure of the film of Testament of Youth
is pretty much the structure of the book, even though the screenplay takes some massive liberties. (I expect the 1979 mini-series
was able to be more faithful, since it had more time, but I haven't gotten around to watching it on YouTube
, which is pretty much the only place it seems still to be available, never having been released on DVD.)
For any 2-hour movie of Brittain's memoir, massive liberties are unavoidable, and overall I think the filmmakers found good choices for ways to streamline an unwieldy text — 650 pages or so, with countless characters who constantly bounce from one locale to another.
I should admit here that I don't much like Brittain's book. Some of the war parts are compelling, and it's certainly important as a historical document, but it seems to me at least twice as long as it needs to be, and Brittain simplified the main characters to such an extent that I find it hard to care about any of them. For instance, when Roland, the great love of her life, dies, it's all supposed to be terribly sad and devastating and I just thought, "Finally! No more of that insipid pining and those godawful letters back and forth and that hideous poetry!" (Which is not to say that I wanted more of the slog of the first 100+ pages of the book with all the details of Oxford University's entrance exams.) Someone could create an abridgement of Testament of Youth,
maybe reducing the book to 150 or 200 pages, and it would be vastly more interesting and compelling, because there really is some excellent material buried amidst it all. Concision was not among Brittain's writerly skills.
I am not the right reader for Testament of Youth
, however. None of us are, really. The book became a bestseller for a number of reasons, but one of them was that readers could fill in its thin parts with their own memories, experiences, and griefs. What the film of Testament of Youth
achieves is to evoke some semblance of the emotion that was, I expect, present in the book for its first readers, most of whom would have had memories of the war years, and many of whom would have suffered similar losses as those described by Brittain — losses both of loved ones and of a certain, more innocent, worldview.
The deaths in the film were, for me at least, far more powerful than the deaths in the book. One reason is the change in medium: the move from the words on a page to actors embodying roles. Deaths in books can be hugely powerful, of course (see A Little Life
for a recent example), but Brittain's ability as a writer was not up to the task, at least in a way that would transfer beyond the experiences of people for whom the First World War was still an event that had defined important portions of their lives. The characters in the film are less idealized than in the book, more human. The screenplay by Juliette Towhidi creates situations, moments, and dialogue that allow the characters to live a bit more than they do in Brittain's narrative, where the characters are more asserted by the writer than dramatized. The acting by the men is generally good, and Taron Egerton is especially effective as Brittain's brother Edward. (Kit Harrington struggles a bit in the role of Roland, but it's a nearly impossible role, since its primary requirement is for the actor to make poetic mooning somehow alluring.) But I think the real reason this film of Testament of Youth
ultimately succeeds at evoking some emotion and making us care about what we watch is that Alicia Vikander
is a truly extraordinary actor. Her portrayal of Brittain manages to convey the important overall arc of the character: from naive, idealistic girl to war-hardened woman shattered not only by the events of the war but also by the deaths of all the men she most loved.Life in Squares
might have been saved by its performances as well, given the talent of the actors in the show, but they never get a chance to do much. Writer Amanda Coe tries hard to give focus to the story she wants to tell, but she was unfortunately undone by the limitations of time — three episodes of not quite an hour in length is simply too little for what Coe and the other filmmakers attempt, and the result is mostly thin and unaffecting. Coe does some great things with the material, but there's just not much for the actors to work with, because the scenes move forward so quickly that there's no chance to build up anything. It's a real waste, unfortunately, because the lead actors in the first two episodes, James Norton (as Duncan Grant) and Phoebe Fox (as Vanessa Bell), capture some of the energy, attraction, and personality of young Bloomsbury in ways I've never seen before. The mise-en-scene is important, too, and marvelously rendered, giving a sense of the physical world through careful attention to the detail of sets, props, and, especially, costumes. But it's a mise-en-scene in service to ... well, not much.
For anyone who doesn't know the intricacies of the personal relationships among the "Bloomsberries", Life in Squares
must be terribly confusing, especially given the choice to have two sets of actors play the main characters: a younger group and an older one, with the older group seen in quick flashbacks in the first two episodes, then dominant in the third, which is set in the 1930s. (The BBC has a helpful guide to the characters on their website
.) With so many people coming and going through the show, and only a handful of characters given more than a few lines, it's difficult even for a knowledgeable viewer to know who is who.
The best decision the show makes is to focus primarily on Vanessa Bell
, a fascinating person who has too often been invisible in the pop culture shadow of her sister, Virginia Woolf, but who was really much more at the core of the Bloomsbury group than either Virginia or Leonard Woolf. Her life also exemplified the ideals and aspirations of the group — she was an artist, had an open marriage to Clive Bell
(with whom she had two children), and had a child with Duncan Grant
, who preferred sex with men but for whom Vanessa was about as close as a person can get to what might be thought of as a soul mate. Their lives included mistakes, prejudices, jealousies, and great grief, but nonetheless seem to me to have been quite beautiful.
The problem Life in Squares
fails to solve is the problem of showing entire lives over a long period of time. This was a problem Virginia Woolf knew well, and tackled again and again in her novels. But the problem of narrative time in a movie is very different from the problem of narrative time in a novel, because cinema's relationship to time is different from that of prose narratives, as lots of filmmakers and film theorists have known (Deleuze's second Cinema book
is subtitled "The Time-Image"). This is one of the big perils of biopics, since they seek to show the progression of a life, and yet cinema is usually at its best when taking a more focused, less expansive view. Some wonderful films have covered entire lives — Citizen Kane
comes to mind, as does 32 Short Films About Glenn Gould
— but most history-minded movies that take on such a large expanse end up feeling thin, especially if they try to tell the story in a fairly conventional way, as Life in Squares
does. (For comparison: The Imitation Game
can thrive in its utterly conventional, audience-pleasing form
because its narrative is relentlessly straightforward and the history is simplified to fit the linear movement of the plot and the characters' desires. Life in Squares
doesn't simplify the historical figures or events nearly so much, but it also doesn't find a form that fits what it seeks to depict.)
Actually, the problem for Life in Squares
is that it can't decide quite what approach it wants to take — will it be fragmentary and impressionistic, or will it try to string events together in a more linear structure? Linear becomes impossible because there's just so much material, and thus the show has to skip over all sorts of things, but it still retains an urge for linearity that sinks it. (How much better it would have been to, for instance, show us just three days in the lives of the characters. Or to take a page from Four Weddings and a Funeral
and base it on the weddings of Vanessa, Virginia, and Angelica and the days of the deaths of of Thoby Stephen, Lytton Strachey, Julian Bell, and Virginia. Or base it on particular art works. Or ... well, there are any number of possibilities.) Coe structures the story around the love lives of the characters, but there's too much else that she wants to throw in, and it all ends up a muddle that, sadly, too often domesticates people who, in reality, very much did not want to be domesticated.
What's worse, Life in Squares
ultimately fails to show anything much of what's important about Vanessa Bell, Duncan Grant, and the people around them — their contributions to culture. We see paintings around, we see the artists working now and then, and there are a few brief moments when we hear talk of books (Woolf's first novel, The Voyage Out
, is, if I remember correctly, the only one we actually see, though there's some brief mention of The Years
being a bestseller in the third episode). If not for the significant contributions to art, literature, and politics (hello there John Maynard Keynes
, who gets maybe three lines in the whole show), these would not be especially noteworthy people, nor would there be much historical record of them. But more importantly, it's impossible to think of these people without
their contributions to art, literature, and politics, because they lived for art, literature, and politics. (Well, Vanessa Bell and Duncan Grant were less politically inclined than many of the others, but that's relative — the first biography of Leonard Woolf, for instance, was a political study
.) Life in Squares
does an admirable job of showing the truly radical sexual politics of the group, but it subordinates everything else to the personal relationships, which of course makes for easier drama, even if that drama is, as here, unfulfilling. But what it looks like and feels like and sounds like to devote your life to the things the Bloomsbury Group devoted their life to ... that isn't really here in a meaningful way.
(Is there a movie about a writer that gives a real sense of the writing life? Nothing comes immediately to mind. For artists, yes — Mr. Turner, Vincent & Theo
— but the making of art is itself visual action. Carrington
, which could almost be Life in Squares
Episode 2.5, was better because it focused very closely on its two protagonists and allowed Lytton Strachey to talk to Carrington about books and Carrington to work on, and discuss, her art. It's still pretty flat as a movie, but it's earnest and Jonathan Pryce and Emma Thompson are quite good in their roles.)
Which brings me back to the original question: What do we want from biopics? Why was I excited to see a new film of Testament of Youth
and a mini-series about the Bloomsbury Group? Why, even now, given all I've said especially about Life in Squares
, am I glad these exist?
Partly, there's a sense of validation. It's a powerful feeling when mass culture recognizes the perhaps strange or esoteric thing you yourself obsess over. I watched the first episode of Life in Squares
with a friend who only knows Virginia Woolf's name because he's seen her books around my house. He was bored by the show, but seemed amused by my ability to expound on the various relationships and histories of the characters flitting across the screen (and indistinguishable to him) — and in that moment, suddenly all of the work I've done this summer (not to mention the past twenty years of sometimes casually, sometimes obsessively reading in and around Woolf and her circle) felt somehow less ... hermetic. This
, I could say, is something the wider world cares about, too, at least a little, at least superficially, at least...
It's possible that Life in Squares
was a more fulfilling experience for me than for most viewers who know less about the characters and era. Not only could I figure out who was who, but I could also fill in the blanks that the show didn't have time or ability to dramatize. In that way, the show was, for me, pointillistic: my mind's eye filled in the space between the dots and extrapolated form from the individual moments of color.
Knowledge of the book of Testament of Youth
is not necessarily helpful for the movie, because the film takes so many (mostly necessary) liberties that it's likely the knowledgeable viewer will become distracted by thinking about where the book and movie diverge. Both Testament
and Life in Squares
suffer from common problems of biopics, particularly name-dropping and random, obligatory cameos. Characters in Life in Squares
constantly have to say each other's names because there are so many of them and they're all so quickly dealt with. Large historical moments must of course be alluded to in dialogue. And then important people must at least show up — there's a pointless moment with Vita Sackville-West
in Life in Squares
, for instance, and the presence of Winifred Holtby
in Testament of Youth
is only explicable because Holtby was so important in Brittain's life; but she gets so little time in the movie that she feels like she's been airdropped in at the last moment, and the portentousness of her announcing herself is never really dealt with. This brings me back, as ever, to the wonder that is Mr. Turner
— director/writer Mike Leigh in that film and in his other historical movie, Topsy Turvy
, avoids this sort of thing, because he knows that a movie is not a history book, and that what matters is not so much who people are as what they do and how they behave with each other.
What do we want to be accurate in our biopics ... and why? Does it matter if three minor characters are melded into one? Does it matter if chronologies are rearranged or simplified? Does it matter if people are put into places where they never were? "Well, it depends..." you say. Depends on what, though? I want to say that it depends on the ultimate goal, the effect, the meaning.
For me, the only changes that feel like betrayals are ones that distort the personality of characters I care about. Both Testament of Youth
and Life in Squares
do pretty well on that count, which is why, for all my grumbling, I was overall able to enjoy them and feel not great animosity toward them. I wish that the makers of each had been more imaginative, certainly — Life in Squares
needed more imagination in order to come alive and feel vital, while Testament
falls into too many clichés of the WWI story (plenty of which are directly from Brittain's text, which is why circumventing them requires significant imagination) and adds a couple of credibility-straining coincidences (particularly with Edward in France). If the Vera Brittain of the movie is a bit less naive and jingoistic at first than the real Vera Brittain was as a girl and the textual Vera Brittain is in the book, there is still a strong sense of her development in the film and, especially, in Vikander's performance, which begins with idealistic energy and ends with something far more profound.
In the end, I suppose what I want from biopics is a sense of the ordinary moments of extraordinary lives and the emotional realities of worlds gone by. This is something that drama in general can give us, and that cinema can give us especially well, with the camera-eye's ability to zoom and focus and linger and look. I got a sense of all that now and then in Life in Squares,
especially when it calmed down and didn't try to squeeze so much in — I got a sense (imaginary, of course, but real in the way only the imaginary can be) of why everybody who ever met him seems to have fallen in love with Duncan Grant, and why Vanessa Bell was such a bedrock of the group, and what, in some way, it maybe felt like to wander those rooms and landscapes when they were not museums but just the places these people lived.
Testament of Youth
offers a bit more, and also shows some other virtues of the historical or biographical film — it enlivened the material for me, and I returned to the book with a certain new appreciation, a new ability to find my way into it, to care about it and to imagine how its first readers cared about it.
The cinema fell upon its prey with immense rapacity, and to this moment largely subsists upon the body of its unfortunate victim. But the results are disastrous to both. The alliance is unnatural. Eye and brain are torn asunder ruthlessly as they try vainly to work in couples. The eye says: 'Here is Anna Karenina.' A voluptuous lady in black velvet wearing pearls comes before us. But the brain says: 'That is no more Anna Karenina than it is Queen Victoria.' For the brain knows Anna almost entirely by the inside of her mind -- her charm, her passion, her despair. All the emphasis is laid by the cinema upon her teeth, her pearls, and her velvet. Then 'Anna falls in love with Vronsky' -- that is to say, the lady in black velvet falls into the arms of a gentleman in uniform, and they kiss with enormous succulence, great deliberation, and infinite gesticulation on a sofa in an extremely well-appointed library, while a gardener incidentally mows the lawn. So we lurch and lumber through the most famous novels of the world. So we spell them out in words of one syllable written, too, in the scrawl of an illiterate schoolboy. A kiss is love. A broken cup is jealousy. A grin is happiness. Death is a hearse. None of these things has the least connection with the novel that Tolstoy wrote, and it is only when we give up trying to connect the pictures with the book that we guess from some accidental scene -- like the gardener mowing the lawn -- what the cinema might do if is were left to its own devices.
—Virginia Woolf, "The Cinema", 1926
|Vanessa Bell by Duncan Grant|
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It was time I had a website under my own name, and not just this here Mumpsimus. After all, I am more than a mumpsimus! Or so I tell myself.
Because my book of short stories is coming out in January, the focus of the site is my fiction more than anything else. At the moment, there's nothing there that isn't also here, aside from some pictures. But I'm sure I'll figure out something unique to host there in the coming weeks, months, years...
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