David Foster Wallace—R.I.P.

Like everyone else, I was shocked to learn of David Foster Wallace’s suicide last Friday, and of the unendurably long winter of depression that preceded it. Up to the moment when I heard the news on the radio Wallace had been, for me, a writer of annoyingly enviable success, the sort of prodigious talent that makes you—or anyway made me—despair of ever being worthy enough to tie his tennis sneakers.

Like Moby Dick and Ulysses, Infinite Jest, Wallace’s thousand-plus page tour-de-force doorstopper of a novel, belongs securely to the short lost of paradoxical masterpieces brilliant and (all but) unreadable—but then one doesn’t have to read it to know it’s brilliant: you can feel the energy pouring out of its heaped dense pages; you can heft its brilliance; you can weigh its ambition. Books like Infinite Jest seemed designed to make pip-squeak writers like me want to kill ourselves. So it seemed monstrously absurd to me that this man, five years my junior and far more successful by any measure than I, had gone into the basement of his Claremont, California home and hanged himself.

Wallace suffered from deep chronic depression, and had suffered from it much of his life. I hadn’t known this. But a closer reading of his work should have given me a very strong clue. Loneliness and sadness had been strong, steady themes in his work, and in retrospect the gargantuan energy that powers his prose can be viewed as the antithetical manic outpouring of a soul steeped in the entropy and inertia of chronic malaise. For every action an equal and opposite reaction. It stands to reason—again, with hindsight—that a man whose work brims with brio, bravado, and brilliance had an opposite dark side. Scratch a comedian and find Hamlet.

As with many writers, for Wallace writing was a means of both confronting and heading off existential dread, of quelling the loneliness he experienced so deep down in his bones. To write is to connect—with a presumed audience of readers, of course, but also, in the act of writing, with one’s own soul. Asked what was uniquely magical about fiction, Wallace responded, “Well, the first line of attack for that question is that there is this existential loneliness in the real world. I don’t know what you’re thinking or what it’s like inside you and you don’t know what it’s like inside me. In fiction I think we can leap over that wall itself in a certain way. But that’s just the first level, because the idea of mental or emotional intimacy with a character is a delusion or a contrivance that’s set up through art by the writer. There’s another level that a piece of fiction is a conversation. There’s a relationship set up between the reader and the writer that’s very strange and very complicated and hard to talk about. A really great piece of fiction for me may or may not take me away and make me forget that I’m sitting in a chair. There’s real commercial stuff can do that, and a riveting plot can do that, but it doesn’t make me feel less lonely.”

What Wallace says here about fiction is, I think, true of any kind of writing that deserves to be called “creative”: that it bridges the boundaries that separate and distinguish us as human beings, those false walls that say, “You are you, and I am I, and never the twain shall meet.” At bottom, though, we suffer the same needs and longings and dreads—and this is why we read (and write) fiction: to learn that we are not so unique, not so isolated, not so alone as we might think. But anyone who has read the essays of Montaigne, Camus, or Natalia Ginzberg, or the poetry of Philip Larkin or Robert Frost, knows that, when it comes to dispersing solitude, in the world of letters fiction owns no monopoly.

Which isn’t to say that writing cures loneliness or depression. Obviously, for Wallace, as a cure it finally failed—at least in the long run—though one may argue that, were it not for the act of writing, we’d not have had the pleasure of his company for as long as we did, and that what finally did him in was the inability to write because of his depression (one can’t help thinking of Van Gogh).

But though it may not cure loneliness, writing can certainly assuage and mitigate it. Even as it immerses us in our awareness of the human condition, it also tells us that this is a condition that we all, at bottom, share.

As Saul Bellow once put it (succinctly if rather naughtily): “The uncontemplated life may not be worth living, but the contemplated life makes you want to kill yourself.” Which is to say that the more alive we are, the more we suffer. But then—if you are not alive to begin with—there is no “self” to kill.

A preemptive suicide of the soul may be one solution to the “problem” of existence, but it’s a poor solution, and an ignoble one. Clearly it wasn’t David Foster Wallace’s solution. Tragic though his end was, the pitched battle Wallace launched in writing against the teamed demons of sadness and solitude is now and will forever be cause for celebration.


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Armadillo Syndrome

If there’s one thing I can’t accuse my students of, it’s dishonesty. They are, to say the least, candid—refreshingly so—in part because I’ve asked them to be. And because I’ve assured them that in my classroom their honesty will never be held against them. I meant it. 

But as refreshing as candor can be, it can also be downright disturbing. Like today, when one of my students said what pretty much amounts to this: that she has no real interest in the class, that she’s strictly there because it’s required, that she thinks it’s a waste of her time—especially given that she’s already a good writer.
That’s candid. And it’s scary. And depressing–to me, at least, since it’s my job to teach this person something. And basically I’ve just been told, Fuggedaboudit.

The arms may or may not be crossed, but the mental posture is entirely one of defiance. The expression on the face says, I dare you to teach me anything. What impresses me most about this stance is that it will probably take this student as much or more energy to resist learning anything from me as it might take for her to learn something. 
Or, put another way: it will take as much or more energy to sit there wasting an hour and a quarter of both of our lives as it would take NOT to waste the same amount of time.
I’m reminded of two things: first of an armadillo, which when threatened from without curls up into a stone-like ball. 
Second, I’m reminded of a neighbor who lives in my building. Call him Hank. Until he retired a few years ago, Hank was a fireman. A lovely guy, and very intelligent. But when it comes to art, Hank’s favorite line is, “I don’t know nothin’ about art.” Every time we met, he finds some reason to say it, probably because he knows I write and paint.
Whenever he says it to me I say to Hank, “What do you want to know.”
“I don’t know,” says Hank. “But I don’t know nothin’ about art.”
“But I do know something,” I say. “If you ask me a question, I’ll gladly try and answer it.”
Hanks shakes his head. “I just don’t know nothin’ about art and that’s all there is too it.”
Mind you, were this a conversation about filing income taxes or about gall stones or car repair, and were I not an artist but an accountant, a doctor, or a mechanic, odds are (I’d bet) that Hank would not be so predisposed against learning something from me. But I am an artist, and therefore an enigma: on this Hank absolutely insists. No amount of persuading on my part can convince him otherwise. Art is something that normal guys like Hank don’t understand. And furthermore it cannot be understood by normal guys like Hank. Period. 
Why (I ask myself) do I consider Hank’s posture with regard to art a personal threat—one that makes me want to curl up like an armadillo?
Because I well know that people are mistrustful of things that they do not understand, and furthermore that what they find incomprehensible they tend to either hold in awe or in contempt, or to ignore completely. And when it comes to art, many people are contemptuous. Which means they don’t trust artists. Which means they don’t buy their paintings or read their novels. They don’t like artists. Which means they don’t like me.

As a person who likes to be liked, yes, I find that threatening. Which is why whenever I see him I offer to demystify Hank.
But Hank won’t hear of it. Hank insists on remaining mystified. He crosses his arms. He curls up like an armadillo. He doesn’t even dare me to teach him; he defies me. He is as invested in his ignorance as the armadillo is invested in its plated shell. But unlike the armadillo’s shell, his ignorance can’t protect him from anything but knowledge.
What is true of Hank is, I’m afraid, true of some of my students.
What can I do? How can I convince these students to cast off their armadillo shells, that there’s no danger in learning; and that furthermore their time is better spent being curious and open than being incurious and close-minded? That their willingness to learn will make the world a better place to live in not just for them, but for others, too? 
Imagine a world where no one is curious or open to knew knowledge? Now imagine on where everyone is eager and willing to learn. Which world would you rather live in?
If you answered, “A: the one where no one’s curious” I hope you’re being facetious.
If not I’ll make a deal with you: I’ll give you a D+, you’ll technically pass the class, and you don’t ever have to come to class again. 
And I don’t have to waste my time NOT teaching you a damned thing.
The irony of course is that if you’re reading this blog you’re almost certainly NOT the kind of student I’m writing about here.
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To See Again

“I can’t fix a blank page,” bestselling author Nora Roberts has famously said, providing me with the best if not the only excuse I can imagine for those often frightening documents called “first drafts.” In Bird By Bird, her inspirational guide for writers, Anne Lamott sanctions “shitty first drafts” as a crucial first step in the process of creating—if not a masterpiece, at least a readable piece of writing.

Beginning writers fear and loathe revision. Having written something once, they see no need to write it again. When it comes to revision, the philosophy of most undergraduates seems to run along the lines of, “Make me write an essay once, shame on you; get me to write it twice, shame on me.” Which explains why, when most students “revise” their work, they do so tentatively, changing a word here, a comma there, taking into account specific notes made by their teacher, and doing little more. To my mind the result hardly qualifies as a revision.
It’s hard for me to relate, since of all parts of writing I love revising most. That’s when I get to see my work come to life, and even, at times, shine. It’s putting the polish on, or—short of that —getting the thing to work. Because I’m result oriented, I want a finished product. Rough drafts are for me just an end to that means. Until they’ve gone through the revision process, I feel about them as one feels about an unglazed ceramic or an unbaked cake. Of first drafts Hemingway said, “They are excrement” (in fact I think he used the four-letter equivalent of that word). But with this difference: you can’t shine excrement. You can polish a first draft.
As I said to one of my classes, some of my published stories went through fifteen and even twenty drafts, over periods of years, before seeing print. But when they did get published they were published well. Those are the stories I’m proudest of. Did it bug me to have to do so many revisions? Well, no, not really. Because in writing each of those fifteen to twenty revisions I wasn’t just retyping; I really was re-envisioning: seeing again. It was as if each time I sat down to work on the story again I had a whole new idea about it. Each time I believe that this would be the final draft, the one that would lead to triumph in the form of publication. That my belief turned out to be wrong mattered little once I sat down to revise again: for with each revision a new hope flourished. I drew my inspiration not from past failures, but from the possibility of success that always seemed to there waiting for me. Just one more draft, my muse whispered. Just one more. This will be it! …

For many of my students, the idea of writing two or three drafts–let alone fifteen–seems absurd enough. But it only seems absurd if you approach it with the wrong attitude, which is that you’re writing the same work over again. Zen philosophy tells us that we can never enter the same river twice. And the same is true for a story or an essay or even a book: each time we revise, we enter a different story, essay, or book. Between the time we completed the last draft and the time we set out to do the next, we’ve changed; the world has changed. We’re not the same people we were yesterday, let alone two weeks ago. It’s not just our words that we’re revising when we revise, but our vision, our understanding.
This is why, when revising, I always tell students, Begin with a blank document; re-keyboard from scratch. When I tell them this my students think I’m nuts. You mean do all that typing over again? Yes, do all that “typing” over again. But compared to thinking, typing takes very little energy. And what matters is that you really reconsider every thought/sentence as you revise. If you’re inserting changes, you’re not revising; you’re just editing. There’s a difference. To revise is to see again; to see fresh, to reevaluate. 
For me, that chance to see again is also a chance to get things write; to make something strong if not perfect. To create something I can be proud of, and that may even last.
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My Opinion

In one of my classes yesterday we were discussing the “cheating” essays. I tried to generalize about their weakness (a mistake, probably, since whenever we generalize we almost always do so in error). Still, with no time to deal with 30 essays on an individual basis, I felt the need to make at least some general points. And one of these points had to do with insubstantial sentences: in other words, with sentences that, though they may sound perfectly innocent, say nothing, or say things that are entirely obvious—which, for me, amounts to the same thing.

Well, it didn’t take long for me to get into trouble. I  gave what I thought was a good example of an “obvious” sentence (I won’t quote it verbatim, for fear of singling out any student or his/her work), one that read something like, “These days, most people try to accomplish as much as they can.” No sooner did I do so than a flurry of hands went up.
“I didn’t think it was obvious!”
“Neither did I.”
“Really?” I said. “What’s not obvious about it?”
“They’re just stating their opinion,” said one student.
“Yeah,” said another. “What’s wrong with that.”
“Nothing,” I said. “If the opinion isn’t obvious.”
“It’s not obvious!”
“Again I ask you—what isn’t obvious about it?”
We went back and forth like this for a while. Clearly, the argument would not be settled this way. At last I said, “Maybe the sentence isn’t obvious, but it’s not exactly gripping, is it?”
“That’s just your opinion!” said a student.
Oh, boy, I thought. Here we go. Just my opinion. True, very true. But then if a teacher’s opinion doesn’t count for more than his or her students’, then what’s the point of having a teacher? I said, “Yes, it’s my opinion. But not all opinions are created equal. Some have more authority than others. Some are based on more experience than others.”
“But there’s all kinds of books and things being written out there by all kinds of people with all kinds of different opinions,” said the same student. “Who’s to say that one opinion is better than any other?”
We call this relativism: that notion that all things, including ideas and opinions, are equal or should be treated as such. Hence, Beethhoven’s Fifth Symphony is no better than a  song by Barry Manilow. And a meal at The Four Season’s or Lutece is no better than one from a McDonald’s drive-thru window. And a three year-old’s crayon scrawl is no less worthy of our admiration and respect than the Sistine Chapel.
But even if we aren’t relativists, still, how do we know—how can we be sure—that one opinion is more authoritative than another? Answer: by the skill of the argument[s] used to defend it. This is why, when you (my students) write your papers, I ask you to defend your claims—those that beg defending— with examples, illustrations, statistics, and other kinds of evidence.
Can I prove that the sentence, “These days, most people try to accomplish as much as they can” is a dull, obvious, empty sentence? Can I argue my opinion? I think so. Let’s take one part of the sentence at a time. First, “These days”—meaning when, exactly? Today? All right: today. “Most people”—since most is vague we can reduce that to “people.” “Try to accomplish.” In other words, they “do.” “As much as they can”—meaning “what they can.” So, distilled, the sentence reads, “Today people do what they can.” Since “today” is implied we can reduce that further to, “People do what they can.” Note that nothing crucial has been lost from the initial sentence; the information conveyed is identical. 

Now is it obvious? Supposing we turn the thought on its head. “Some people don’t try to do [as much as] they can.” Well, some people don’t, I guess. But that is certainly obvious. And if it’s obvious that some people don’t do as much as they can, must it not therefore be equally obvious that the rest do do as much as they can? I think so.
Were I to make this argument in class, I would be perceived (rightly, I think) as an intellectual bully. After all, one of my main goals in these classes is to get my students to feel comfortable so they’ll take part in discussions and ask questions. If I back them into dialectical corners, if I harangue them with arguments, how will that help me achieve my goal? 
It won’t.
In exchange for a lively classroom I’ll gladly accept a little relativism. Far as I’m concerned, it’s a fair trade.
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