"I am a Minnesotan by birth and a traveler in wild places by vocation and compulsion." -Paul Gruchow
Showing posts with label Nonfiction. Show all posts
Showing posts with label Nonfiction. Show all posts

Wednesday, May 8, 2013

Summer Reading: Sarah Bakewell's HOW TO LIVE

All this happened in the span of thirty minutes:

...I packed up my 3-year-old niece and 3-month-old nephew into my mother’s car and drove them the fifteen minutes to their house, after a day of babysitting them;

...while I’m standing in my sister’s foyer (with my brother-in-law), my father calls to say they’d just gotten the news that my godfather, a dear friend of my mother’s from college (married to her college roommate), died this morning from a heart attack at the age of 63;

...on the drive back to my parents’, two cop cars and an ambulance taking care of a bad accident on 42nd St. in Robbinsdale.

The grief is intense right now, but that’s not why I feel the need to write right now.  It’s because today has been full of those little moments, my nephew’s volcanic puking and my niece’s cheeky adorability, my dad trying to get Henry to sleep, my mother painting with Cora, the brightness of the flowers I brought to my sister’s work to cheer her on her first day of work back from maternity leave, my parents’ dipsy goldendoodle playing ball by herself outside and refusing to come in.  The reason I need to put this all to paper (cyberspace?) right now is because I’ve just finished Sarah Bakewell's National Book Critic Circle Award winning book, How to Live, or A Life of Montaigne in One Question and Twenty Attempts at an Answer, and as I close the back cover, I’m responding to this truly excellent biography of Montaigne as a human being as well as an essayist myself.

I foresee that I’m going to be recommending this book to everyone I see, both writers and non-writers.  Bakewell’s book is gorgeously multi-layered:  to learn about the writing means learning about the man and learning about the writing and why his Essais were so brilliant and revolutionary (in terms of writing, not necessarily their ideas, though there is argument for that) is that their purpose spans time and place:  I find echoes of current political attitudes towards civil rights in the rights taken away during Montaigne’s time; Bakewell also mentions Tiananmen Square in the context of Montaigne’s philosophies.  Bakewell’s weaving of biography and criticism and such here is exactly what Montaigne’s essays are supposed to do—and they exist both in and out of space and time.  Especially in light of those three moments of this evening—the children, my godfather’s death, and the car accident—the question of How to Live? is particularly poignant.  And Montaigne’s approach fills in some of the gaps that need to be filled, not just in my life, but others’ too.

But because I am a writer, an essayist, I keep coming back to the writing aspect of things, Bakewell’s discussion of Montaigne and his writing:  “The idea—writing about oneself to create a mirror in which other people recognize their own humanity—has not existed forever.  It had to be invented. […] Unlike most memoirists of his day, he did not write to record his own great deeds and achievements.  Nor did he lay down a straight eyewitness account of historical events, although he could have done…”  Montaigne, Bakewell argues, "was the first writer to create literature that deliberately worked in this way, and to do it using the plentiful material of his own life rather than either pure philosophy or pure invention."  I’m in the midst of writing a critical article on two Irish essayists (the essay is very, very rare in Irish literature) and it’s been very interesting to recognize aspects of Robinson and Arthur’s philosophies of writing craft in Bakewell’s observations of the 16th century Montaigne: the belief in the local, the ordinary, the purpose in getting to the minutiae so as to show the universal in a specific place, the specific in the universal experience. 

That’s why my niece and nephew matter, that’s why Bruce matters, it’s why the people still dazed from their car accident matter.  It doesn’t matter that you don’t know any of them—if I write my joy in my family right, if I write my grief right, if I write the fear of uncertainty right, you’ll recognize your universal in my specific.  And if I write an essay that tries to work through my godfather’s sudden death, the grief that my godmother must be feeling, the grief that my mother must be feeling, I will naturally return to the everyday memory-making that is forming my (and my parents’) relationship with Cora and Henry, how it’s the everyday memories of Bruce that will linger longest, how the car accident and Bruce’s heart attack are reminders not just of how quickly life can turn—but why it’s not the dramatic moments that are important.  We won’t talk about Death when we gather to remember Bruce—we’ll talk about his life, the quirks that made him absolutely unique.  And if I wrote that essay, if I wrote it right, you could substitute any name you wanted for the people I’ve mentioned, and the ideas should still work.

This is why essays matter.  This is why essays are essential.  Joan Didion wrote that we tell ourselves stories in order to live—but we write essays in order to live, as well. 

The whole point of Bakewell’s book—and of Montaigne himself and his writings—is to learn to pay attention.  No other writing form does this in quite the way the essay does.  The uncertainty that the essay relies on—Montaigne’s classic “though I don’t know”—is amplified by the Stoic, Epicurean, and Skeptic philosophies that prized different perspectives as a way to understand the interactions of self and world.  What made Montaigne great—and his Essais what they are—is his absolute commitment to refusing to commit to a side.  His are not arguments—they are explorations.  The multiplicity of perspectives he considers is absolutely unique at this point and this is what allows his work to find that specific in the universal and the universal in the specific.  (Even though it could get him in trouble.)  To find the value in the ordinary, rather than in the dramatic and impressive, is a good lesson for all of us.  She writes of Montaigne using Plutarch’s (fictional) techniques of “stuffing in fistfuls of imagination, conversations, people, animals, and objects of all kinds, rather than by coldly arranging abstractions and arguments.”

But I keep returning to Montaigne’s belief in the power of the ordinary, the power of considering all possible perspectives.  These are the things that are important to me right now, the making of memories with Cora, so that some of her earliest memories of me are things like cooking and baking, even to painting our toenails (like we did a couple of days ago).  Cora was quite upset that I’d taken our matching polish off my fingernails, so it might have to go back on when she gets up.  But this is my life, nothing new under the sun, but it still feels special and wonderful.  Why that is is the beginning of an essay.

Joe Bonomo, in a recent post to the Brevityblog, observes, “Essayists like to quote this line of Vivian Gornick’s, and for good reason: “What happened to the writer is not what matters; what matters is the large sense that the writer is able to make of what happened.” Those quoting her often overlook Gornick’s next sentence: “For that, the imagination is required.” This isn’t the imagination that we associate with a fiction writer conjuring up invented experience; this is the imagination required to see actual experiences as threads in a larger fabric, experience that until it is shaped in language and reflection remains private, the equivalent of the scrapbook or Instagram photo that means so much to me, yet so little to you.”

When Bakewell writes, “Montaigne reminded his contemporaries of the old Stoic lesson:  to avoid feeling swamped by a difficult situation, try imagining your world from different angles or at different scales of significance.”  Bonomo, likewise, has a similar perspective: " It’s the charge of the autobiographical essayist to turn himself slightly, to alter his gaze so that it faces a direction other than inward, to merge with language and another’s self to produce something fresh, startling, and vividly human."  But what the essayist attempts is different, because what we do is not invented.  It may be a play of the imagination, but the purpose is different.  It is a matter of paying attention, at a different angle than what fiction writers or poets do.  All genres are necessary.

I take a break from this to try to convince my parents’ dog, an adolescent, overly-exuberant doodle, to come in and stop barking at people walking by—she won’t—and I spend a good twenty minutes failing to catch her.  (She’ll listen to my parents, but they’re not here.) I come in—without her—and my irritation is poisonous.  Maybe it’s better that I don’t catch her while I’m in this mood.

Then, Bakewell in one of her delightful Montaignian moments, reminds me, “We understand nothing of a dog’s experience: of ‘the rapture of bones under hedges, or smells of trees and lamp-posts.’ They understand nothing of ours, when for example they watch us stare interminably at the pages of a book.  Yet both states of consciousness share a certain quality: the ‘zest’ or ‘tingle’ which comes when one is completely absorbed in what one is doing.  This tingle should enable us to recognize each other’s similarity even when the objects of our interest our different.  Recognition, in turn, should lead to kindness.  Forgetting this similarity is the worst political error, as well as the worst personal and moral one.”

The same is true of joy as it is of grief.  All that binds the two are the ordinary moments of life, both absolutely universal and absolutely unique.  And in the waning light of this day, as I sit at my parents' dining room table as rain moves in, a male cardinal on the fence, fire-bright.


Tuesday, March 26, 2013

Eng. 250 & 252: Spring Break to the End!

Today, in both of my classes we start new units and I'm ridiculously excited about both.  

In my fiction class, we started talking about Sean Doolittle's novel Rain Dogs in preparation for their final craft paper due at the end of the semester.  I structure this class around short stories at the beginning of the semester and a novel in the last part, because while they're writing short stories for me, most of the time, they'll pick up a novel for fun.  So, it's important for us as writers to pick apart how a novel is put together.  The crime lit aspect of it is a bit of an accident.  This is the third time I've taught this class--the first time, when I chose Krueger's Iron Lake, its mystery-nature was an accident.  I chose it because I wanted to teach it.  The second time, with O'Connor's Star of the Sea, I was coordinating with a friend and I picked the book because she'd already chosen it and submitted her book order.  That it was a murder mystery was an accident.  This time, I figured the universe was trying to tell me something, so hence, Doolittle's Rain Dogs, set in the Nebraska Sandhills.  Crime happens everywhere--and other than crime, stuff happens everywhere--and that's all fair game for writers.


We talked about the difference between novels and short stories (beyond the obvious length) and the discussion was terrific.  We talked about the visual rhetoric of the cover (dark colors and block font)--and since I was passing around a few Irish noir books (my proposal on the craft of the urban in contemporary Irish noir was accepted this weekend for the annual International Association for the Study of Irish Literatures conference), the similarities between Declan Hughes' The Color of Blood and Doolittle's were striking.  We talked about long strands of narrative, short strands of narrative.  We talked about the imbalances that keep us reading.


Then we hopped into groups and started talking craft:

  • What is the voice here?  How would you characterize the tone?  On the sentence level, what do the sentences look like?  Some of my students commented on how the tone and pacing seemed lethargic, so we talked about how Doolittle did that--and why he did it.  We talked about Tom's drinking and the (below) very distant POV.
  • How are the characters introduced, on a craft level?  (Refer to notes on characterization.)  How do we come to know what we know about these characters?  What is the POV?  How does the psychic distance of the lens affect the telling? 
  • How is the place—Valentine, Nebraska—created as a character in these beginning chapters?  How are the characters crafted in relation to it?  How is it already acting as much on the characters as they are acting on it?   We talked about the beginning, where every time Tom tries to speak, eighteen wheelers and other traffic on the road outside drowns out what he would say.  So, on a very active level, the town doesn't want to hear what he has to say.
  • Contrast the direct dialogue, the indirect dialogue, and the use of silence and gestures.  How does Doolittle craft these?  What flavor does this give the narrative?  Why did Doolittle make the choices he did?  We talked about the lack of speech tags and the use of gestures, how they create this feeling of empty dialogue.  
I can't wait to get further into this book!

In 45 minutes, I'll head down to my 250 class and we'll start our nonfiction unit--the first time I've gotten to teach nonfiction in a creative writing class since my MFA.  To say that I'm excited is not even in the ballpark.  Right now, I've got thirty nonfiction books on my officemate's desk, each with certain parts marked with orange Post-It's.  Here's what the lesson plan will look like:
  1. Pass out books, ask students to read the marked passages.  Allow 10-15 minutes.
  2. If they don’t finish, that’s okay.
  3. Talk about the versatility of the genre.  Can do anything from memoir to personal essay to history to science to travel to nature writing.  There’s nothing you can’t do in nonfiction—except lie.
  4. “How many of you were reading something kinda cool?”
    1. What about it was cool?  Subject matter?  Writing style?  Approach to the subject?
    2. Small subjects (Dirt); short-shorts
  5. Subject matter is often the first thing that attracts us, but it won’t hold us without the craft.
  6. “So how many of you were reading something that you could detect craft?—anything from writing style and language to structure to a unique perspective on the topic?
  7. Essential to nonfiction—truth, not fact.  Contract with reader.  Use of memory.
  8. Essential:  warrant.  Not only is it essential to know why you’re writing something (just because something happened to you isn’t a good enough reason), but it’s also essential to establish, somehow, why the reader should care.
    1. How many of you can discern the writer’s warrant?
    2. Is it obvious (can you underline it) or is it intuitive?
    3. What about why the reader should care?  Why should the reader care?
  9. How many of you were reading something that you really want to finish?
  10. Prompt:  Best Opening Line Ever:  Bill Bryson, “I come from Des Moines.  Someone had to.”  Start there—write that piece.  You may think your hometown is borning, but that doesn’t mean that someone else won’t be fascinated.
  11. Essential:  Read everything.  Read the work you like—read it as a writer, not just as a reader.  But be careful.  If you read too much of the same writer, you’ll start to sound like that writer, rather than developing your own style.  (The same is true of your teachers—don’t just take one teacher.  Don’t do more than one degree in one place.  Ie, if you get your bachelor’s somewhere, don’t get your masters there.  Same for a masters/PhD.)
    1. As you read, learn which writers will teach you—which ones will teach you about language, the ones that will teach you about narrative, about structure.  You’ll not find one writer who will do all of that.
And then we will do this writing exercise from Mimi Schwartz:  ¨

  • What is your name?  Write only the verifiable facts of your name:  what it means, how it’s spelled, what your nickname is, who else has your name.  What is the image presented by your name (sexy, no-nonsense, boring, etc.)?  Leave your POV and what you think about your name out.
  • Now write about your name from the inside out.  Make it as subjective as possible.  How do you feel about your name?  Do you like it?  Is who you are with your full name different than you with your nickname? 
  • What does your name have to do with your identity?  


And watch this video of the awesome Dinty Moore, because it follows the writing exercise: