“If You Can Read, You Can Write, or Can You, Really?”
AbstractThe popular literary culture that emerged in the late 1990 s depended on a number of interdependent factors that formed a unique media ecology—book clubs (actual, online, televisual) literary bestsellers, Amazon.com, high-concept adaptation films, “superstore” bookstore chains, etc. The reading cultures generated by that media ecology were unified by certain overarching values, none more significant than the empowerment of amateur readers who were driven by the conviction that passionate reading was equal, if not superior to the bloodless close reading of professionalized readers. While the latter required a long apprenticeship, the former was guided by a self-imaging process that was fueled by a reading advice industry that provided confidence-building measures to validate that reading. The empowerment of readers depended on knowing where to look for both expertise and validation. Or, to put it another way, quality reading depended less on native intelligence, or a university education, and more on the ability to search and filter. Many of the factors that led to a fundamental recalibration of the relationship between amateur and professionalized reading have also changed the relationship between amateur and professional writing. I want to focus on the deeply conflicted perspectives concerning how the craft of writing is taught, or even can be taught, that have emerged over the past year in North American Literary cultures, in three contemporary novels, Tommy Orange’s There There (2018), Sigrid Nunez’s The Friend (2018) and Ocean Vuong’s On Earth We are Briefly Gorgeous (2019).