Alice Thomsen

on the wrong side of sunrise

Tag: jennifer egan

Week 7: Chapters vs. Stories, Part III, Section B

October 8, 2013 / / 0 Comments

This is the second of two posts (first one here) from my linked stories class. Now, we’re going to talk about Cambria, PowerPoint, and our second class activity.

So let’s backtrack for a moment to early in the class period. We discussed formatting—for our upcoming projects and for fiction in general. Prof. Day advised us not to use Cambria, which is the default font for Microsoft Word. (I’d take it one step further and say don’t use Word, but that’s another matter.) Many of Word’s settings are better changed because, as she put it, “You’re the boss of Word!”

I don’t know about Jennifer Egan’s relationship with Word, but I can tell you right now that she is the boss of PowerPoint.

Our Activities, Part II: Translating PowerPoint to Normal Story

As I mentioned last time, Chapter 12 of Goon Squad, “Great Rock and Roll Pauses,” is told entirely in PowerPoint slides. The fictional slidemaker, 12-year-old Alison, reveals a portion of her family life, including her brother’s obsession with the pauses in songs.

It’s hard to discuss how this piece works without having read it, so if you didn’t click the link earlier, go now. It’s a quick—and unique—read. Of it, Egan says,

Goon Squad is a book about time, composed of 13 discrete stories separated by gaps. And PowerPoint (or any slideshow, it doesn’t have to be Microsoft) is a genre composed of discrete moments separated by gaps. As a genre, it echoes the structure I was already working with in Goon Squad, and its corporate coldness allowed me to be overtly sentimental in ways I probably wouldn’t have allowed myself to in conventional fiction.

Our task, having read this chapter, was to take a ten-slide portion of it and translate it into “conventional fiction.” Some slides make it pretty easy by being single linear exchanges:

All slides © Jennifer Egan

Some make it more difficult by being nonlinear in form and all over the place in time:

Some just can’t be captured the same way in “normal story”:

And some are simple statements of fact:

Although we grappled with the nonlinear ones, these last, factual ones seemed to give us the most difficulty—we didn’t feel free, as Prof. Day put it, to “transform the data into good fiction” and so tried to do a too-literal translation. (As any foreign language study will show you, a literal translation of anything complex is rarely successful.) It’s a common problem even when we’re not translating from PowerPoint, though. How do we convey information without just resigning to the dreaded “info dump”? What do we do with that green-circle slide, other than turn it into a list of dramatis personae?

For starters, recognize that we can work it in over time. Take the fifth slide:

My translation went like this:

We’re walking to the car, skipping in the desert night. My arm is around my brother’s neck, and when kids say, “Good game, Linc,” I answer for him.

It’s cool air, but you feel heat coming up from the earth like from behind a person’s skin. I think I feel it through my shoes, but do I? When I crouch to touch the parking lot, it glitters like coal in the streetlight. I was right: the ground is warm.

“Alison, cars!” Mom yells, overreacting as usual (Annoying Habit #81).

I stand up, slowly, rolling my eyes. “I know, Mom.”

So, for instance, I might have referred to the junior high baseball league to approximate Lincoln’s age, and called him Alison’s older brother. I might have remarked on the father’s absence from the game to show that he’s also an important character, even if he isn’t in this scene.

It’s a good exercise, considering how you might translate these things. If you’re following along but haven’t been keeping up on the activities, try this one. Give yourself the same ten-page assignment and see what you come up with. (Leave it for me in the comments, even—I’m curious.)

What’s next?

For us, we’ll be kicking off workshops soon, looking at material for our final projects. For you, you can kick off a workshop as well. Find a writing group near you, or start one, or seek out an online community. Share what you’ve learned by following our class, and exchange stories. In other words, make links.

I am linking. Are you?

Week 7: Chapters vs. Stories, Part III, Section A

October 6, 2013 / / 1 Comment

This week marks the more-or-less midpoint of my linked stories course with Cathy Day, and the last of our reading-focused classes. (Up next: workshops.) We started the semester with the least linked stories, Short Cuts, and worked our way toward more and more tightly linked pieces, finally reaching today’s book, A Visit from the Goon Squad, whose second-edition cover identifies it as a novel.

To my regular readers: This will be a stylistic departure. I’m preparing this post as the first of two to be shared on our class blog, where you can follow along with us.

To my new readers: Hi. My name is Alice, and I’m here to talk to you about …

What We Read: A Visit from the Goon Squad

A Visit from the Goon Squad is the result of Jennifer Egan‘s challenge to herself to write a book with chapters “as different from each other as possible, yet still adding up to one story.” (source) After an interview with Egan, Emma Brockes observes,

The idea for Goon Squad came to her after her reading group got stuck into Proust. It took them about seven years to plough through In Search of Lost Time, during which she became obsessed with how to represent entire lifespans, non-sequentially and in the way people actually experience them, that is as a constant negotiation between reflection and anticipation.

The twelfth chapter of Goon Squad is written as 12-year-old Alison’s autobiographical slideshow, complete with sound effects (if read online, as was Egan’s initial expectation). Another story is told in second-person. Still another is a news article. Different narrators, different protagonists from one chapter to the next, different time periods over forty-some years—and now identified as a novel?

Our Activity: Reorganizing Goon Squad

Because of the delightfully mixed-up nature of this book, an obvious exercise is to experiment with different ways of ordering the chapters. What would happen, for instance, if we extracted all the chapters that prominently feature Bennie? Or Rob’s death? What if we put them in chronological order as best we can?

Pictured: Kate Gutheil and Ashley Mack-Jackson with chapters sorted into character-based arrangements

(A past, particularly ambitious reader had done something like this already. Tyler Petty went through the book and outlined the timelines for twelve different characters.)

As we reflected on this task—the difficulties in mapping out an exact timeline, the costs of every rearrangement—someone declared that Egan had already put it in the best order. Prof. Day said, “I know.”

Takeaways

The order of chapters/sections/stories in a book goes a long way in determining how it’s read. Chronological Goon Squad, for instance, doesn’t have the same emotional effect, because information gets doled out differently. Good Squad organized by major character loses the interwoven, interdependent feel.

That doesn’t mean, of course, that a more conventional structure is always bad. It just means that organization should never be taken for granted, that we shouldn’t default to one form because that’s how it’s usually done (or for the sole purpose of being different) without thinking about how it will serve the book we’re writing. We need to take time for these questions, to make these decisions deliberately, open to the possibility that the first way we try it might not be the best. (We also have to recognize that there are Tyler Pettys out there, so if we’re going to play with chronology, we better make sure we double check our math.)

What I Learned

I’ve experimented some with chronological deviation in novels and written chronologically-ambiguous short stories, mosaics of scenes whose temporal relations aren’t explicit but are clearly not chronological. But I haven’t written—or contemplated in-depth—something with the scope of Egan’s book. The questions and considerations presented by a project like Goon Squad are fascinating (if somewhat daunting). The most important thing, though, was that reminder that no decision should be taken for granted in writing, and that there are questions worth asking that I might not think of at first.

What’s next?

In a few days, I’ll share the second half of our class activities, which focused specifically on that twelfth chapter.

© 2024 Alice Thomsen

Theme by Anders Noren — Up ↑