In reading Flannery O’Connor’s Mystery and Manners, I was inspired and found so many things relevant to my situation as a writer and teacher. I will respond to her book in two parts, first from the standpoint of a teacher and second from that of a fiction writer.
One of the tips that may be useful in teaching creative writing is her insistence that fiction must, before all else, be concrete and appeal to the senses. One of my students likes to write abstractly because, he says, it will allow different people to see what they want to see. I told him that’s probably an ineffective way of writing and gave him James Joyce’s quote: “In the particular is contained the universal.” In fact, one thing I want my students to take away from my class is writing concretely, whether in fiction or poetry.
Another point that is personally relevant to me is O’Connor’s claim that students need to learn tools to understand a story. After a disastrous class on characterization where I presented the tools of characterization to my students at the end of the class, I decided to do another lesson on the topic. I started with a simple question, “Why do we read in a creative writing class?” They responded with “So we can steal from them,” which allowed me to tell them we were going to read that week’s story and look at what the author is doing at the level of craft so they can learn how to do the same. And this time, I gave them the tools first and went over the story paragraph by paragraph, reminding them to keep the tools in mind and asking them what they learned about the characters in each paragraph. I also had them build an interesting character using the tools, and I hope that class was a lot more successful in teaching my students the tools than the first one.
Going back to O’Connor, I also agree with her assessment that workshops, especially undergraduate ones, tend to be “composed in equal part of ignorance, flattery, and spite” (86). Though I haven’t seen “spite” in the workshops I ran, I have seen my student finish “workshopping” one another’s work after ten to twenty minutes. And sadly, some of those elements—especially flattery—remain in graduate-level workshops.
Now as a writer, I strongly disagree with O’Connor’s belief that fiction writing is a gift, or as she puts it, “If you have it in the first place, you can develop it; if you don’t have it, you might as well forget it” (88). Like Anthony Johnston, I don’t believe in talent, and I highly doubt I could have been born with any innate ability to write fiction in English.
This notwithstanding, I found most of her essays to be germane to me as a writer. First, I was inspired by her definition of fiction: “A story is a way of saying something that can’t be said any other way, and it takes every word in the story to say what the meaning is… The meaning of fiction is not abstract meaning but experienced meaning” (96). Now, this made me think of Zen’s concept of art, where art aims to achieve maximal effect with minimal means, which is something I aspire to in all of my work.
Second, something I have been thinking about a lot lately is the relationship between the conscious and unconscious mind in writing, and she drives home the idea that jibes with my experience as reflected in my analogy of a sculpture in response to Madison Smartt Bell: “The time to think of technique is when you’ve actually got the story in front of you” (102). Elsewhere, she makes the point that too much competent alone is harmful because you need vision to go with it, and vision is something you can get only from the unconscious mind. Being too self-conscious of technique when writing a first draft, I think, kills any vision that the unconscious mind is trying to communicate to you, and that’s why O’Connor says, “One thing that is always with the writer—no matter how long he has written or how good he is—is the continuing process of learning how to write” (83). This is exactly something I’ve been experiencing with my own work. Every time I start a new story, contrary to my expectations, it’s never easier. If anything, it’s harder. I’m constantly wincing at humdrum descriptions and the flatness of the plot and fighting the impulse to edit. Each story presents its peculiar difficulties and I have to learn how to render those into credible scenes. Also, because technique comes after the first draft, finishing the first draft is always a learning experience.
Third, I’ve been drawn to stories with natural disasters in them (earthquake, tsunami, rockfall in a tunnel, etc.), and her claim about the role of violence in her fiction explained my fascination with crises and how they could be viewed: “With the serious writer, violence is never an end in itself. It is the extreme situation that best reveals what we are essentially” (113). This way of thinking about my fascination with natural disasters made me realize that although they have never been just ends in themselves, I could do so much more with them. O’Connor helped me understand what I’ve been trying to do unconsciously: getting to the essence of who the characters are. This was a valuable realization.
Finally, her remark about the relationship between craft and depth really struck a chord in me: “This is not to say that [the novelist] doesn’t have to be concerned with adequate motivation or accurate references or a right theology; he does; but he has to be concerned with these only because the meaning of his story does not begin except at a depth where these things are exhausted” (153). This last bit came to me almost as a shock because it seemed to me that all I have been doing is to get to that point, but, I realized, not past it. In other words, I was going deep enough. This realization made me want to go back to my old stories and really get to that depth she is talking about, because I think I have an inkling of what she’s talking about and I have a few stories that I can see going deeper with. So perhaps the biggest gain from reading Mystery and Manners is that it made me want to approach the revision process with a whole lot more artistic rigor and vision.