In December 2004, Bryan A. Garner, who had already struck up a friendship with David Foster Wallace, started interviewing state and federal judges as well as a few key writers. With over a hundred interviews under his belt by January 2006, he called David to suggest they do an interview. So on February 3, 2006 the two finally got together in Los Angeles for an extensive conversation on writing and life that offers a penetrating look into our collective psyche. Their conversation has been captured in Quack This Way: David Foster Wallace & Bryan A. Garner Talk Language and Writing.
Very few things get me more excited than reading one smart person interview another. I mean, we're not talking TV puff pieces here, we're talking outright depth with an incisive look at culture.
For context, Garner is the author of a book that, admittedly, I have a hard time not opening on a weekly basis: Garner's Modern American Usage, which helps explain some of the insightful banter between the two.
When asked if, before writing a long nonfiction piece, he attempts to understand the structure of the whole before starting, Wallace simply responded “no.”
Elaborating on this he goes on to say:
Everybody is different. I don’t discover the structure except by writing sentences because I can’t think structurally well enough. But I know plenty of good nonfiction writers. Some actually use Roman-numeral outlines, and they wouldn’t even know how to begin without it.
If you really ask writers, at least most of the ones I know— and people are always interested and want to know what you do— most of them are habits or tics or superstitions we picked up between the ages of 15 and 25, often in school. I think at a certain point, part of one’s linguistic nervous system gets hardened over that time or something, but it’s all different.
I would think for argumentative writing it would be very difficult, at a certain point, not to put it into some kind of outline form.
Were it me, I see doing it in the third or fourth draft as part of the “Oh my God, is what I’m saying making any sense at all? Can somebody who’s reading it, who can’t read my mind, fit it into some sort of schematic structure of argument?”
I think a more sane person would probably do that at the beginning. But I don’t know that anybody would be able to get away with . . . Put it this way: if you couldn’t do it, if you can’t put . . . If you’re writing an argumentative thing, which I think people in your discipline are, if you couldn’t, if forced, put it into an outline form, you’re in trouble.
Commenting on what constitutes a good opening in argumentative writing, Wallace offers:
A good opener, first and foremost, fails to repel. Right? So it’s interesting and engaging. It lays out the terms of the argument, and, in my opinion, should also in some way imply the stakes. Right? Not only am I right, but in any piece of writing there’s a tertiary argument: why should you spend your time reading this? Right? “So here’s why the following issue might be important, useful, practical.” I would think that if one did it deftly, one could in a one-paragraph opening grab the reader, state the terms of the argument, and state the motivation for the argument. I imagine most good argumentative stuff that I’ve read, you could boil that down to the opener.
Garner, the interviewer, follows this up by asking “Do you think of most pieces as having this, in Aristotle’s terms, a beginning, a middle, and an end—those three parts?”
I think, like most things about writing, the answer lies on a continuum. I think the interesting question is, how much violence do you do to the piece if you reprise it in a three-act . . . a three-part structure.
The middle should work . . . It lays out the argument in steps, not in a robotic way, but in a way that the reader can tell (a) what the distinct steps or premises of the argument are; and (b), this is the tricky one, how they’re connected to each other. So when I teach nonfiction classes, I spend a disproportionate amount of my time teaching the students how to write transitions, even as simple ones as however and moreover between sentences. Because part of their belief that the reader can somehow read their mind is their failure to see that the reader needs help understanding how two sentences are connected to each other— and also transitions between paragraphs.
I’m thinking of the argumentative things that I like the best, and because of this situation the one that pops into my mind is Orwell’s “Politics and the English Language.” If you look at how that’s put together, there’s a transition in almost every single paragraph. Right? Like, “Moreover, not only is this offense common, but it is harmful in this way.” You know where he is in the argument, but you never get the sense that he’s ticking off items on a checklist; it’s part of an organic whole. My guess would be, if I were an argumentative writer, that I would spend one draft on just the freaking argument, ticking it off like a checklist, and then the real writing part would be weaving it and making the transitions between the parts of the argument— and probably never abandoning the opening, never letting the reader forget what the stakes are here. Right? Never letting the reader think that I’ve lapsed into argument for argument’s sake, but that there’s always a larger, overriding purpose.
Why are transitions so important?
[pause] Reading is a very strange thing. We get talked to about it and talk explicitly about it in first grade and second grade and third grade, and then it all devolves into interpretation. But if you think about what’s going on when you read, you’re processing information at an incredible rate.
One measure of how good the writing is is how little effort it requires for the reader to track what’s going on. For example, I am not an absolute believer in standard punctuation at all times, but one thing that’s often a big shock to my students is that punctuation isn’t merely a matter of pacing or how you would read something out loud. These marks are, in fact, cues to the reader for how very quickly to organize the various phrases and clauses of the sentence so the sentence as a whole makes sense.
I believe psycholinguists, as part of neuro-science, spend . . . I mean, they hook little sensors up to readers’ eyes and study this stuff. I don’t know much about that, but I do know that when you’re not punctuating effectively for your genre, or when you fail to supply sufficient transitions, you are upping the amount of effort the reader has to make in order . . . forget appreciate . . . simply to understand what it is that you are communicating. My own guess is that at just about the point where that amount— the amount of time that you’re spending on a sentence, the amount of effort— becomes conscious, when you are conscious that this is hard, is the time when college students’ papers begin getting marked down by the prof. Right?
But one of the things I end up saying to the students is, “Realize your professors are human beings. They’re reading these things really fast, but you’re often being graded down for reasons that the professor isn’t consciously aware of because of an immense amount of reading and an immense amount of evaluation of the quality of a piece of writing, the qualities of the person producing it, occur below, just below, the level of consciousness, which is really the way you want it. And one of the things that really good writing does is that it’s able to get across massive amounts of information and various favorable impressions of the communicator with minimal effort on the part of the reader.”
That’s why people use terms like flow or effortless to describe writing that they regard as really superb. They’re not saying effortless in terms of it didn’t seem like the writer spent any work. It simply requires no effort to read it— the same way listening to an incredible storyteller talk out loud requires no effort to pay attention. Whereas when you’re bored, you’re conscious of how much effort is required to pay attention. Does that make sense?
One of the things that makes a really good writer, according to Wallace, is they “can just kind of feel” when to make transitions and when not to.
Which doesn’t mean such creatures are born, but it does mean that’s why practicing and paying attention never stop being important. Right? It’s because we’re training the same part of us that knows how to swing a golf club or shift a standard transmission, things we want to be able to do automatically. So we have to pay attention and learn how to do them so we can quit thinking about them and just do them automatically.
In case you're wondering, it was Tense Present, DFW's review of Garner's book that sparked their friendship. The full article, before Harper's cuts, appears in Consider the Lobster and Other Essays.
Quack This Way is an insightful interview by two terrific minds.