Following the death of John Ashbery earlier this month, a number of eloquent, incisive memorial essays have been appearing on the web. Given Ashbery’s long history of publishing in the New Yorker, it’s no surprise that some of the best would come from others involved with that magazine. Here, for instance, is Ben Lerner, a great admirer of Ashbery and effectively his protégé:
The first time I met John (a decade ago), he thought I was someone else. This became slowly clear to me because he kept asking me questions about the poet Landis Everson, about whom I knew basically nothing. (It turned out that John thought I was the writer Ben Mazer, who edited Everson’s collected poems.) There was something appropriate about being misidentified by the poet who’d become my hero, in part because of the beautiful fungibility of his “you”: the way sometimes the poems address you, are alone in the room with a particular reader (yes, you), and sometimes address all possible yous, expand until we feel the mundane miracle of address as such — that there are other people, that there might be a common language.
Lerner’s remarks on the experience of reading Ashbery’s poems, which appear in his novel Leaving the Atocha Station and should rightly be attributed to his narrator Adam Gordon, have also been haunting me since Ashbery’s death: Continue reading
Yesterday, the New York Times offered a nice surprise: an eloquent little essay by Matthew Zapruder on learning how to read poetry. It begins in the classroom, with Zapruder describing a problem that any teacher of literature will be familiar with:
Do you remember, as I do, how in the classroom poems were so often taught as if they were riddles? What is the poet really trying to say here? What is the theme or message of this poem? … [I]n school we are taught that poetry is inherently “difficult,” and that by its very nature it somehow makes meaning by hiding meaning. So our efforts at reading poetry begin to reflect this.
“But,” Zapruder goes on, “it turns out that the portal to the strange is the literal. As a teacher, I’ve found that regardless of how open or resistant my literature students initially are to poetry, real progress begins when they get literal with the words on the page.” That’s my experience too, and it’s refreshing to find someone else saying it. Continue reading
I’ve been reading Ralph Waldo Emerson’s collected essays over the last couple of months, two or three each week, never more than one in a day. I’ve been familiar with the more famous essays for a long time now — I remember teaching “Self-Reliance” and my favourite essay, “Experience,” almost a decade ago — but at the start of this year it occurred to me that there were a number of essays I hadn’t read, so I decided to take a look at them all.
More than anything else, more than the quality of Emerson’s ideas, what I admire most about the essays is the incomparable rhetoric, the sheer extravagant beauty of the expression. Happily, I read them in the Modern Library’s collection of Essential Writings, edited by Brooks Atkinson and with an introduction by Mary Oliver. Even more happily, Oliver’s superb essay was made freely available online last year, so you can see for yourself how precisely she nails the essence of the Emersonian aesthetic: Continue reading
When I began to write fiction I discovered, in a wholly new way, possibilities within the sentence. I discovered the joys of syntax. This seems ass-backwards; I should have found syntax first as poet. It seems that it was simply developmental, I was at last seeing what the music inside a sentence, the intelligence inside a sentence, the personality within the sentence might be. In those first stories things seemed possible and more than possible it felt essential at times to have three prepositional phrases jammed up together, to take the sentence in one direction and then press it into another direction. I began to consider what I could do with postponement or preponement of, for example, the subject of a sentence.
in interview with Jason Lucarelli