ASSAY: A JOURNAL OF NONFICTION STUDIES
  • 9.1 (Fall 2022)
    • 9.1 Articles >
      • Mark Houston, "Riding Out of Abstraction: Robin Wall Kimmerer’s Re-materialization of ​Social Justice Rhetoric in “The Sacred and the Superfund”" (9.1)
      • Ryan McIlvain, ""You Get to Decide What to Worship but Not What's Good": Rereading 'This Is Water'" (9.1)
      • Quincy Gray McMichael, "Laboring toward Leisure: The Characterization of Work in ​Maine’s Back-to-the-Land Memoirs" (9.1)
      • Aggie Stewart, "Bringing Dark Events to Light: ​Emotional Pacing in the Trauma Narrative" (9.1)
      • Emma Winsor Wood, "A Lovely Woman Tapers Off into a Fish: Monstrosity in Montaigne’s Essais" (9.1)
    • 9.1 Conversations >
      • Philip Newman Lawton, "Rousseau's Wandering Mind" (9.1)
      • Claire Salinda, "Bodily Dissociation as a Female Coping Mechanism in ​The Shapeless Unease, Ongoingness: The End of a Diary, and Girlhood" (9.1)
      • Hannah White, "“Which sounds bad and maybe was”: A Study of Narrative in Beth Nguyen’s “Apparent”" (9.1)
    • 9.1 Pedagogy >
      • Jessica Handler, "Your Turn" (9.1)
      • Sonya Huber, "Expressing Anger as a Positive Choice" (9.1)
      • Kozbi Simmons, "Literacy as Emancipation" (9.1)
      • Wally Suphap, "Writing and Teaching the Polemic" (9.1)
  • Archives
    • Journal Index >
      • Author Index
      • Subject Index
    • 1.1 (Fall 2014) >
      • Editor's Note
      • 1.1 Articles >
        • Sarah Heston, "Critical Memoir: A Recovery From Codes" (1.1)
        • Andy Harper, "The Joke's On Me: The Role of Self-Deprecating Humor in Personal Narrative" (1.1)
        • Ned Stuckey-French, "Our Queer Little Hybrid Thing" (1.1)
        • Brian Nerney, "John McCarten’s ‘Irish Sketches’: ​The New Yorker’s ‘Other Ireland’ in the Early Years of the Troubles, 1968-1974" (1.1)
        • Wendy Fontaine, "Where Memory Fails, Writing Prevails: Using Fallacies of Memory to Create Effective Memoir" (1.1)
        • Scott Russell Morris, "The Idle Hours of Charles Doss, or ​The Essay As Freedom and Leisure" (1.1)
      • 1.1 Conversations >
        • Donald Morrill, "An Industrious Enchantment" (1.1)
        • Sonya Huber, "Amazon Constellations" (1.1)
        • Derek Hinckley, "Fun Home: Change and Tradition in Graphic Memoir" (1.1)
        • Interview with Melanie Hoffert
        • Interview with Kelly Daniels
      • 1.1 Pedagogy >
        • Robert Brooke, "Teaching: 'Rhetoric: The Essay'" (1.1)
        • Richard Louth, "In Brief: Autobiography and Life Writing" (1.1)
    • 1.2 (Spring 2015) >
      • 1.2 Articles >
        • Kelly Harwood, "Then and Now: A Study of Time Control in ​Scott Russell Sanders' 'Under the Influence'" (1.2)
        • Diana Wilson, "Laces in the Corset: Structures of Poetry and Prose that Bind the Lyric Essay" (1.2)
        • Randy Fertel, "A Taste For Chaos: Creative Nonfiction as Improvisation" (1.2)
        • Lynn Z. Bloom, "Why the Worst Trips are the Best: The Comic Travails of Geoffrey Wolff & Jonathan Franzen" (1.2)
        • Ingrid Sagor, "What Lies Beside Gold" (1.2)
        • Catherine K. Buni, "Ego, Trip: On Self-Construction—and Destruction—in Creative Nonfiction" (1.2)
      • 1.2 Conversations >
        • Doug Carlson, "Paul Gruchow and Brian Turner: Two Memoirs Go Cubistic" (1.2)
        • Patrick Madden, "Aliased Essayists" (1.2)
        • Beth Slattery, "Hello to All That" (1.2)
        • Interview with Michael Martone (1.2)
      • Spotlight >
        • Richard Louth, "The New Orleans Writing Marathon and the Writing World" (1.2)
        • Kelly Lock-McMillen, "Journey to the Center of a Writer's Block" (1.2)
        • Jeff Grinvalds, "Bringing It Back Home: The NOWM in My Classroom" (1.2)
        • Susan Martens, "Finding My Nonfiction Pedagogy Muse at the NOWM" (1.2)
      • 1.2 Pedagogy >
        • Steven Church, "The Blue Guide Project: Fresno" (1.2)
        • Stephanie Vanderslice, "From Wordstar to the Blogosphere and Beyond: ​A Digital Literacy and Teaching Narrative (Epiphany Included)" (1.2)
        • Jessica McCaughey, "That Snow Simply Didn’t Fall: How (and Why) to Frame the Personal Essay as a Critical Inquiry into Memory in the First-Year Writing Classroom" (1.2)
    • 2.1 (Fall 2015) >
      • Editor's Note2.1
      • 2.1 Articles >
        • Daniel Nester, "Straddling the Working Class Memoir" (2.1)
        • Sarah M. Wells, "The Memoir Inside the Essay Collection: ​Jo Ann Beard's Boys of My Youth" (2.1)
        • Chris Harding Thornton, "Ted Kooser's "Hands": On Amobae, Empathy, and Poetic Prose" (2.1)
        • Steven Harvey & Ana Maria Spagna, "The Essay in Parts" (2.1)
        • Megan Culhane Galbraith, "Animals as Aperture: How Three Essayists Use Animals to Convey Meaning and Emotion" (2.1)
      • 2.1 Conversations >
        • Barrie Jean Borich, "Deep Portrait: On the Atmosphere of Nonfiction Character" (2.1)
        • Tim Bascom, "As I See It: Art and the Personal Essay" (2.1)
        • Adrian Koesters, "Because I Said So: Language Creation in Memoir" (2.1)
        • Interview with Simmons Buntin (2.1)
        • Mike Puican, "Narrative Disruption in Memoir" (2.1)
      • 1.2 Pedagogy >
        • Bernice M. Olivas, "Politics of Identity in the Essay Tradition" (2.1)
        • Ioanna Opidee, "Essaying Tragedy" (2.1)
        • Crystal N. Fodrey, "Teaching CNF Writing to College Students: A Snapshot of CNF Pedagogical Scholarship" (2.1)
        • W. Scott Olsen, "Teaching Adventure, Exploration and Risk" (2.1)
        • Christian Exoo & Sydney Fallon, "Using CNF to Teach the Realities of Sexual Assault to ​First Responders: An Annotated Bibliography" (2.1)
    • Special Conference Issue
    • 2.2 (Spring 2016) >
      • 2.2 Articles >
        • Micah McCrary, "A Legacy of Whiteness: Reading and Teaching Eula Biss’s Notes from No Man’s Land" (2.2)
        • Marco Wilkinson, "Self-Speaking World" (2.2)
        • Miles Harvey, "We Are All Travel Writers, We Are All Blind" (2.2)
        • Ashley Anderson, "Playing with the Essay: Cognitive Pattern Play in Ander Monson and Susan Sontag" (2.2)
        • Lawrence Evan Dotson, "Persona in Progression: ​A Look at Creative Nonfiction Literature in Civil Rights and Rap" (2.2)
      • 2.2 Conversations >
        • Julie Platt, "What Our Work is For: ​The Perils and Possibilities of Arts-Based Research" (2.2)
        • William Bradley, "On the Pleasure of Hazlitt" (2.2)
        • Jie Liu, "​'Thirteen Canada Geese': On the Video Essay" (2.2)
        • Stacy Murison, "​Memoir as Sympathy: Our Desire to be Understood" (2.2)
      • 2.2 Pedagogy >
        • Stephanie Guedet, "​Feeling Human Again: Toward a Pedagogy of Radical Empathy" (2.2)
        • DeMisty Bellinger-Delfield, "Exhibiting Speculation in Nonfiction: Teaching 'What He Took'" (2.2)
        • Gail Folkins, "Straight from the Source: ​Primary Research and the Personality Profile" (2.2)
    • 3.1 (Fall 2016) >
      • 3.1 Articles >
        • Chelsey Clammer, "Discovering the (W)hole Story: On Fragments, Narrative, and Identity in the Embodied Essay" (3.1)
        • Sarah Einstein, "'The Self-ish Genre': Questions of Authorial Selfhood and Ethics in ​First Person Creative Nonfiction" (3.1)
        • Elizabeth Paul, "​Seeing in Embraces" (3.1)
        • Jennifer M. Dean, "Sentiment, Not Sentimentality" (3.1)
      • 3.1 Conversations >
        • Interview with Robert Atwan (3.1)
        • Jody Keisner, "'Did I Miss a Key Point?': ​A Study of Repetition in Joan Didion’s Blue Nights" (3.1)
        • Julija Sukys, "In Praise of Slim Volumes: Big Book, Big Evil" (3.1)
        • Lynn Z. Bloom, "​The Great American Potluck Party" (3.1)
        • Jenny Spinner, "​The Best American Essays Series as (Partial) Essay History" (3.1)
      • 3.1 Pedagogy >
        • Heath Diehl, "​The Photo Essay: The Search for Meaning" (3.1)
        • Sonya Huber, "​James Baldwin: Nonfiction of a Native Son" (3.1)
        • Christian Exoo, "Using CNF to Teach the Realities of ​Intimate Partner Violence to First Responders: An Annotated Bibliography" (3.1)
        • John Proctor, "Teachin’ BAE: A New Reclamation of Research and Critical Thought" (3.1)
        • Richard Gilbert, "Classics Lite: On Teaching the Shorter, Magazine Versions of James Baldwin's 'Notes of a Native Son' and ​Jonathan Lethem's 'The Beards'" (3.1)
        • Dawn Duncan & Micaela Gerhardt, "The Power of Words to Build Bridges of Empathy" (3.1)
    • 3.2 (Spring 2017) >
      • 3.2 Articles >
        • Jennifer Lang, "When Worlds Collide: ​Writers Exploring Their Personal Narrative in Context" (3.2)
        • Creighton Nicholas Brown, "Educational Archipelago: Alternative Knowledges and the Production of Docile Bodies in Jamaica Kincaid’s A Small Place and Marjane Satrapi’s The Complete Persepolis" (3.2)
        • Nicola Waldron, "Containing the Chaos: On Spiral Structure and the Creation of Ironic Distance in Memoir" (3.2)
        • Charles Green, "Remaking Relations: ​Reading Ta-Nehisi Coates Beyond James Baldwin" (3.2)
        • Joey Franklin, "Facts into Truths: Henry David Thoreau and the Role of Hard Facts in ​Creative Nonfiction" (3.2)
      • 3.2 Conversations >
        • Thomas Larson, "What I Am Not Yet, I Am" (3.2)
        • Amanda Ake, "Vulnerability and the Page: Chloe Caldwell’s I’ll Tell You In Person"​ (3.2)
        • "Interview with Gail Griffin" (3.2)
        • Alysia Sawchyn, "On Best American Essays 1989" (3.2)
      • 3.2 Pedagogy >
        • D. Shane Combs, "Go Craft Yourself: Conflict, Meaning, and Immediacies Through ​J. Cole’s “Let Nas Down” (3.2)
        • Michael Ranellone, "Brothers, Keepers, Students: John Edgar Wideman Inside and Outside of Prison" (3.2)
        • Emma Howes & Christian Smith, ""You have to listen very hard”: Contemplative Reading, Lectio Divina, and ​Social Justice in the Classroom" (3.2)
        • Megan Brown, "The Beautiful Struggle: ​Teaching the Productivity of Failure in CNF Courses" (3.2)
    • 4.1 (Fall 2017) >
      • Editor's Note
      • 4.1 Articles >
        • Jennifer Case, "Place Studies: Theory and Practice in Environmental Nonfiction"
        • Bob Cowser, Jr., "Soldiers, Home: Genre & the American Postwar Story from Hemingway to O'Brien & then Wolff"
        • Sam Chiarelli, "Audience as Participant: The Role of Personal Perspective in Contemporary Nature Writing"
        • Kate Dusto, "Reconstructing Blank Spots and Smudges: How Postmodern Moves Imitate Memory in Mary Karr's The Liars' Club"
        • Joanna Eleftheriou, "Is Genre Ever New? Theorizing the Lyric Essay in its Historical Context"
        • Harriet Hustis, ""The Only Survival, The Only Meaning": ​The Structural Integrity of Thornton Wilder's Bridge in John Hersey's Hiroshima"
      • 4.1 Conversations >
        • Taylor Brorby, "​On 'Dawn and Mary'"
        • Steven Harvey, "​From 'Leap'"
        • J. Drew Lanham, "​On 'Joyas Voladoras'"
        • Patrick Madden, "On 'His Last Game'"
        • Ana Maria Spagna, "On 'How We Wrestle is Who We Are'"
      • 4.1 Pedagogy >
        • Jacqueline Doyle, "Shuffling the Cards: ​I Think Back Through Judith Ortiz Cofer"
        • Amy E. Robillard, "Children Die No Matter How Hard We Try: What the Personal Essay Teaches Us About Reading"
    • 4.2 (Spring 2018) >
      • 4.2 Articles >
        • Megan Brown, "Testimonies, Investigations, and Meditations: ​Telling Tales of Violence in Memoir"
        • Corinna Cook, "Documentation and Myth: On Daniel Janke's How People Got Fire"
        • Michael W. Cox, "Privileging the Sentence: David Foster Wallace’s Writing Process for “The View from Mrs. Thompson’s”
        • Sarah Pape, "“Artistically Seeing”: Visual Art & the Gestures of Creative Nonfiction"
        • Annie Penfield, "Moving Towards What is Alive: ​The Power of the Sentence to Transform"
        • Keri Stevenson, "Partnership, Not Dominion: ​Resistance to Decay in the Falconry Memoir"
      • 4.2 Conversations >
        • Interview with Jericho Parms (4.2)
        • "Containing the Hidden Lives of Ordinary Things: A Conversation with Seven Authors"
        • Amy Monticello, "The New Greek Chorus: Collective Characters in Creative Nonfiction"
        • Stacy Murison, "David Foster Wallace's 'Ticket to the Fair'"
        • Emery Ross, "Toward a Craft of Disclosure: Risk, Shame, & Confession in the Harrowing Essay"
      • 4.2 Pedagogy >
        • Sonya Huber, "Field Notes for a Vulnerable & Immersed Narrator" (4.2)
        • W. Scott Olsen, "In Other Words" (4.2)
    • 5.1 (Fall 2018) >
      • 5.1 Articles >
        • Emily W. Blacker, "Ending the Endless: The Art of Ending Personal Essays" (5.1)
        • Marya Hornbacher, ""The World is Not Vague": Nonfiction and the Urgency of Fact" (5.1)
        • Rachel May, "The Pen and the Needle: ​ Intersections of Text and Textile in and as Nonfiction" (5.1)
        • Jen Soriano, "Multiplicity from the Margins: The Expansive Truth of Intersectional Form" (5.1)
      • 5.1 Conversations >
        • Matthew Ferrence, "In Praise of In Praise of Shadows: Toward a Structure of Reverse Momentum" (5.1)
        • John Proctor, "Nothing Out of Something: Diagramming Sentences of Oppression" (5.1)
        • Alysia Sawchyn, "Essaying the World: ​On Tell Me How It Ends: An Essay in Forty Questions" (5.1)
        • Vivian Wagner, "Crafting Digression: Interactivity and Gamification in Creative Nonfiction" (5.1)
        • Nicole Walker, "On Beauty" (5.1)
      • 5.1 Spotlight >
        • Philip Graham, "The Shadow Knows (5.1)
        • Miles Harvey, "The Two Inmates: ​Research in Creative Nonfiction and the Power of “Outer Feeling”" (5.1)
        • Tim Hillegonds, "Making Fresh" (5.1)
        • Michele Morano, "Creating Meaning Through Structure" (5.1)
      • 5.1 Pedagogy >
        • Meghan Buckley, "[Creative] Nonfiction Novella: Teaching Postcolonial Life Writing and the ​Hybrid Genre of Jamaica Kincaid’s A Small Place" (5.1)
        • Edvige Giunta, "Memoir as Cross-Cultural Practice in Italian American Studies" (5.1)
        • Jody Keisner, "Gender Identity in Personal Writing: Contextualizing the Syllabi" (5.1)
        • Terry Ann Thaxton, "Workshop Wild" (5.1)
        • Amanda Wray, "​Contesting Traditions: Oral History in Creative Writing Pedagogy" (5.1)
    • 5.2 (Spring 2019) >
      • 5.2 Articles >
        • Nina Boutsikaris, "On Very Short Books, Miniatures, and Other Becomings" (5.2)
        • Kay Sohini, "The Graphic Memoir as a Transitional Object: ​ Narrativizing the Self in Alison Bechdel’s Are You My Mother?" (5.2)
        • Kelly Weber, ""We are the Poem": Structural Fissures and Levels in ​Lidia Yuknavitch’s The Chronology of Water" (5.2)
      • 5.2 Conversations >
        • Sam Cha, "​Unbearable Splendor: Against "Hybrid" Genre; Against Genre" (5.2)
        • Rachel Cochran, "Infection in “The Hour of Freedom”: Containment and Contamination in Philip Kennicott’s “Smuggler”" (5.2)
        • Katharine Coles, "​If a Body" (5.2)
        • A.M. Larks, "Still Playing the Girl" (5.2)
      • 5.2 Spotlight >
        • Charles Green, "In Praise of Navel Gazing: An Ars Umbilica" (5.2)
        • Sarah Kruse, "​The Essay: Landscape, Failure, and Ordinary’s Other" (5.2)
        • Desirae Matherly, "Something More Than This" (5.2)
        • Susan Olding, "Unruly Pupil" (5.2)
        • Jane Silcott, "Essaying Vanity" (5.2)
      • 5.2 Tribute to Louise DeSalvo >
        • Julija Sukys, "One Mother to Another: Remembering Louise DeSalvo (1942—2018)" (5.2)
        • Nancy Caronia and Edvige Giunta, "The Essential Louise DeSalvo Reading List" (5.2)
        • Nancy Caronia and Edvige Giunta, "From the Personal Edge: Beginning to Remember Louise DeSalvo" (5.2)
        • Richard Hoffman, "DeSalvo Tribute, IAM Books, Boston" (5.2)
        • Peter Covino, "Getting It Right – Homage for Louise DeSalvo" (5.2)
        • Mary Jo Bona, "Pedagogy of the Liberated and Louise DeSalvo’s Gifts" (5.2)
        • Joshua Fausty, "The Shared Richness of Life Itself" (5.2)
      • 5.2 Pedagogy >
        • Ashley Anderson, "Teaching Experimental Structures through Objects and ​John McPhee’s 'The Search for Marvin Gardens'" (5.2)
        • Trisha Brady, "Negotiating Linguistic Borderlands, Valuing Linguistic Diversity, and Incorporating Border Pedagogy in a College Composition Classroom" (5.2)
        • Kim Hensley Owens, "Writing Health and Disability: Two Problem-Based Composition Assignments" (5.2)
        • Reshmi Mukherjee, "Threads: From the Refugee Crisis: Creative Nonfiction and Critical Pedagogy" (5.2)
        • Susan M. Stabile, "Architectures of Revision" (5.2)
    • 6.1 (Fall 2019) >
      • 6.1 Articles >
        • Lynn Z. Bloom, "The Slippery Slope: ​Ideals and Ethical Issues in High Altitude Climbing Narratives" (6.1)
        • Tanya Bomsta, "The Performance of Epistemic Agency of the ​Autobiographical Subject in Terry Tempest Williams’s When Women Were Birds: Fifty-four Variations on Voice" (6.1)
        • Lorna Hummel, "Querying and Queering Caregiving: Reading Bodies Othered by Illness via Porochista Khakpour’s Sick: A Memoir" (6.1)
        • Laura Valeri, "Tell Tale Interviews: Lessons in True-Life Trauma Narratives Gleaned from ​Jennifer Fox’s The Tale" (6.1)
        • Arianne Zwartjes​, "Under the Skin: An Exploration of Autotheory" (6.1)
      • 6.1 Conversations >
        • Tracy Floreani, "​"Sewing and Telling": On Textile as Story" (6.1)
        • Tessa Fontaine, "The Limits of Perception: Trust Techniques in Nonfiction" (6.1)
        • Patrick Madden, "​Once More to 'His Last Game'" (6.1) >
          • Brian Doyle, "Twice More to the Lake" (6.1)
        • Randon Billings Noble, "The Sitting" (6.1)
        • Donna Steiner, "Serving Size: On Hunger and Delight" (6.1)
        • Natalie Villacorta, "Autofiction: Rightly Shaped for Woman’s Use" (6.1)
      • 6.1 Tribute to Ned Stuckey-French >
        • Marcia Aldrich, "The Book Reviewer" (6.1)
        • Bob Cowser, "Meeting Bobby Kennedy" (6.1)
        • Sonya Huber, "Working and Trying" (6.1)
        • Carl H. Klaus, "On Ned Stuckey-French and Essayists on the Essay" (6.1)
        • Robert Root, "On The American Essay in the American Century" (6.1)
      • 6.1 Pedagogy >
        • John Currie, "​The Naïve Narrator in Student-Authored Environmental Writing" (6.1)
        • Steven Harvey, "The Humble Essayist's Paragraph of the Week: A Discipline of the Heart and Mind" (6.1)
        • Reagan Nail Henderson, "Make Me Care!: Creating Digital Narratives in the Composition Classroom" (6.1)
        • Abriana Jetté, "Making Meaning: Authority, Authorship, and the Introduction to Creative Writing Syllabus" (6.1)
        • Jessie Male, "Teaching Lucy Grealy’s “Mirrorings” and the Importance of Disability Studies Pedagogy in Composition Classrooms" (6.1)
        • Wendy Ryden, "Liminally True: Creative Nonfiction as Transformative Thirdspace" (6.1)
    • 6.2 (Spring 2020) >
      • Guest Editor's Note to the Special Issue
      • 6.2 Articles >
        • Maral Aktokmakyan, "Revisioning Gendered Reality in ​Armenian Women’s Life Writing of the Post-Genocidal Era: Zaruhi Kalemkearian’s From the Path of My Life"
        • Manisha Basu, "Regimes of Reality: ​Of Contemporary Indian Nonfiction and its Free Men"
        • Stefanie El Madawi, "Telling Tales: Bearing Witness in Jennifer Fox’s The Tale"
        • Inna Sukhenko and Anastasia Ulanowicz, "Narrative, Nonfiction, and the Nuclear Other: Western Representations of Chernobyl in the Works of Adam Higginbotham, Serhii Plokhy, and Kate Brown"
      • 6.2 Conversations >
        • Leonora Anyango-Kivuva, "Daughter(s) of Rubanga: An Author, a Student, and Other Stories in Between"
        • Victoria Brown, "How We Write When We Write About Life: Caribbean Nonfiction Resisting the Voyeur"
        • David Griffith, "Wrecking the Disimagination Machine"
        • Stacey Waite, "Coming Out With the Truth"
      • Tribute to Michael Steinberg >
        • Jessica Handler, "Notes on Mike Steinberg"
        • Joe Mackall, "Remembering Mike Steinberg: On the Diamond and at the Desk"
        • Laura Julier, "Making Space"
      • 6.2 Pedagogy >
        • Jens Lloyd, "Truthful Inadequacies: Teaching the Rhetorical Spark of Bashō’s Travel Sketches"
        • George H. Jensen, "Situating Scenes: Cheryl Strayed’s “The Love of My Life”
        • Gregory Stephens, "Footnotes from the ‘Margins’: Outcomes-based Literary Nonfiction Pedagogy in Puerto Rico"
    • 7.1 (Fall 2020) >
      • 7.1 Articles >
        • Jo-Anne Berelowitz, "Mourning and Melancholia in Memoir" (Assay 7.1)
        • Carlos Cunha, "On the Chronicle" (Assay 7.1)
        • Bruce Owens Grimm, "Haunted Memoir" (Assay 7.1)
        • Colleen Hennessy, "Irish Motherhood in Irish Nonfiction: Abortion and Agency" (Assay 7.1)
        • James Perrin Warren, "Underland: Reading with Robert Macfarlane" (Assay 7.1)
      • 7.1 Conversations >
        • Alex Brostoff, ""What are we going to do with our proximity, baby!?" ​ A Reply in Multiples of The Hundreds" (Assay 7.1)
        • Steven Harvey, "Lyric Memory: A Guide to the Mnemonics of Nonfiction" (Assay 7.1)
        • Lisa Low, "Proleptic Strategies in Race-Based Essays: Jordan K. Thomas, Rita Banerjee, and Durga Chew-Bose" (Assay 7.1)
        • Nicole Walker, "The Concrete Poetry of Ander Monson’s Essays" (Assay 7.1)
      • 7.1 Pedagogy >
        • Audrey T. Heffers, "Positionality and Experience in the Creative Nonfiction Classroom" (Assay 7.1)
        • James McAdams, "Ars Poetica, Ars Media, Ars COVID-19: Creative Writing in the Medical Classroom" (Assay 7.1)
        • Freesia McKee, "Feedback as Fan Letter" (Assay 7.1)
        • Anthony Moll, "Teaching and Writing True Stories Through ​Feminist, Womanist and Black Feminist Epistemologies" (Assay 7.1)
        • Jill Stukenberg, "“Inspiration in the Drop of Ink”: Scholarship of Teaching and Learning Observations in Introduction to Creative Writing" (Assay 7.1)
    • 7.2 (Spring 2021) >
      • 7.2 Articles >
        • Whitney Brown, "Melting Ice and Disappointing Whale Hunts: A Climate-Focused Review of Contemporary Travel Writing" (Assay 7.2)
        • George Estreich, "Ross Gay’s Logics of Delight" (Assay 7.2)
        • Wes Jamison, "'You Are Absent': The Pronoun of Address in Nonfiction" (Assay 7.2)
        • Zachary Ostraff, "The Lyric Essay as a Form of Counterpoetics" (Assay 7.2)
        • Kara Zivin, "Interrogating Patterns: Meandering, Spiraling, and Exploding through ​The Two Kinds of Decay" (Assay 7.2)
      • 7.2 Conversations >
        • Sarah Minor
        • David Shields
      • 7.2 Pedagogy >
        • Megan Baxter, "On Teaching Brian Doyle’s “Leap” to Students Born After 9/11" (Assay 7.2)
        • Jennifer Case, "'Toward a New, Broader Perspective': Place-Based Pedagogy and the Narrative Interview"
        • Kelly K. Ferguson, "Cribbing Palpatine’s Syllabus: Or, What Professoring for the Evil Empire Taught Me ​About Instructional Design" (Assay 7.2)
        • Jennifer Pullen, "Seeking Joy in the Classroom: Nature Writing in 2020" (Assay 7.2)
    • 8.1 (Fall 2021) >
      • 8.1 Articles >
        • Allison Ellis, "Nonfiction Ghost Hunting" (Assay 8.1)
        • Lisa Levy, "We Are All Modern: Exploring the Vagaries of Consciousness in 20th & 21st Century Biography and Life Writing" (Assay 8.1)
        • Ashley Espinoza, "A las Mujeres: Hybrid Identities in Latina Memoir" (Assay 8.1)
        • Cherie Nelson, "The Slippery Self: Intertextuality in Lauren Slater’s Lying" (Assay 8.1)
        • Amie Souza Reilly, "Reading the Gaps: On Women’s Nonfiction and Page Space" (Assay 8.1)
      • 8.1 Conversations >
        • Amy Bowers, "The Elegiac Chalkboard in Jo Ann Beard’s “The Fourth State of Matter”" (Assay 8.1)
        • Theresa Goenner, "​The Mania of Language: Robert Vivian's Dervish Essay" (Assay 8.1)
        • Kathryn Nuernberger, "Writing Women’s Histories" (Assay 8.1)
        • Louisa McCullough, "The Case for In-Person Conversation" (Assay 8.1)
        • Kat Moore, "Rupture in Time (and Language): Hybridity in Kathy Acker’s Essays" (Assay 8.1)
      • 8.1 Pedagogy >
        • Mike Catron, "There’s No Such Thing as Too Much of Jason Sheehan’s “There’s No Such Thing As Too Much Barbecue”: ​A Pedagogical Discussion" (Assay 8.1)
        • Brooke Covington, "Ars Media: A Toolkit for Narrative Medicine in Writing Classrooms" (Assay 8.1)
        • W. Scott Olsen, "​A Desire for Stories" (Assay 8.1)
        • C.S. Weisenthal, "​Seed Stories: Pitched into the Digital Archive" (Assay 8.1)
    • 8.2 (Spring 2022) >
      • 8.2 Articles >
        • Barrie Jean Borich, "Radical Surprise: The Subversive Art of the Uncertain," (8.2)
        • George Estreich, "Feeling Seen: Blind Man’s Bluff, Memoir, and the Sighted Reader" (8.2)
        • Kristina Gaddy, "When Action is Too Much and Not Enough: A Study of Mode in Narrative Journalism" (8.2)
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ASSAY: A JOURNAL OF NONFICTION STUDIES
1.2

Picture

Kelly Harwood

Then and Now: A Study of Time Control in
​Scott Russell Sanders' "Under the Influence"



In her book The Situation and the Story, nonfiction writer and teacher Vivian Gornick claims that all works of literature contain both a situation and a story. “The situation is the context or circumstance, sometimes the plot; the story is the emotional experience that preoccupies the writer, the insight, the wisdom, the thing one has come to say” (13). Similarly, Philip Lopate addresses these distinct narrative threads as they pertain to memoir in his essay “Reflection and Retrospection: A Pedagogic Mystery Story”: “The trick, it seems to me, is to establish a double perspective that will allow the reader to participate vicariously in the experience as it was lived (the child’s confusions and misapprehensions, say), while benefiting from the sophisticated wisdom of the author’s adult self” (26). The dual perspective that Gornick and Lopate describe allows readers to experience scenes and anecdotes within a text from two vantage points— then and now.  Essential to writing in this dual perspective are indicators of time: both the time the plot events took place (what Gornick refers to as the situation and Lopate calls the visceral experience), and the time the author is writing about and reflecting on those events (for Gornick, this is called the story; for Lopate, it is the intelligent narrator).  The ‘then’ perspective must be clear enough in matters of chronology, expansion and concision of time, flashback and flash forward in order to keep readers firmly planted in a sequence of events. Simultaneously, the ‘now’ perspective must offer insight and depth of understanding in a way that accounts for the passage of time. 

In his essay “Under the Influence,” acclaimed essayist Scott Russell Sanders navigates this dual perspective with great skill.  To Sanders’ credit, the 10- page, 5700-word essay reads in a straightforward manner, but on close examination it reveals an elaborate construction and brilliant array of craft techniques, particularly in terms of narrative presentation and time control. Spanning over forty years, “Under the Influence” examines Sanders’ memories and experiences growing up with an alcoholic father; from how he experienced his father’s addiction as a child, to how it affects him now, as an adult.  

“Under the Influence” first appeared in Harper’s in November of 1989, but maintains popularity due largely to its inclusion in Philip Lopate’s The Art of the Personal Essay.  Of Sanders, Lopate writes, 
“[He] threads his way through this minefield, so susceptible to cliché and victimized self-pity, with exemplary honesty, feeling, and willingness to take responsibility. His quiet Midwestern modesty and sense of privacy, seemingly at odds with an autobiographical genre that normally attracts flamboyant, self-dramatizing egotists, accounts for some of the essay’s tension—as though he would rather not write about himself, but the form demands it”. (732) 
Sanders’ success in avoiding the common pitfalls of melodrama and self-pity is at least partially the result of his ability to write effectively from both his ‘then’ and ‘now’ narrative perspectives. 
​  

Establishing Narrative Authority:
​Introducing the 'Then' and 'Now' Perspectives

In “Under the Influence,” Sanders introduces the ‘now’ and ‘then’ narrators within the first lines of the essay. “My father drank,” Sanders begins, in simple past tense. “He drank as a gut punched boxer gasps for breath, as a starving dog gobbles food—compulsively, secretly, in pain and trembling” (733). With these lines, we meet the ‘then’ narrative voice. Early in a text, readers must have a general sense of time and place— when and where the plot takes place in relation to when and where the story is being told. The more time that elapses between the plot and the narration, the more disparate the ‘then’ and ‘now’ perspectives will be. Regardless of where the story goes, these initial time clues and introductions serve as anchors from which all other narrative meanderings are tethered. To achieve this, Sanders moves quickly to present tense in the very next sentence, “I use the past tense, not because he ever quit drinking but because he quit living. That is how the story ends for my father at the age of sixty-four…The story continues for my brother, my sister, my mother, and me” (733). Because Sanders’ father is now deceased, it makes sense that Sanders introduces the ‘then’ narrative voice and the central theme of his father’s drinking in past tense. The switch to present tense, however, marks the introduction of the ‘now’ perspective, but Sanders does even more than switch tenses to plant that second voice in the immediate present. With the words “I use the past tense,” Sanders draws attention to himself as the writer and in so doing allows readers to then visualize the story tellers behind each narrative thread, the child of an alcoholic and the adult sitting at his computer. With these opening lines and the change in tense, the title “Under the Influence” takes on new meaning, referring not only to Sanders’ father’s life under the influence of alcohol but now, also, to Sanders’ ongoing life story still haunted by the influence of his father.

The juxtaposition of tenses allows a writer to use a reflective retrospective narrator to tell a story that took place at an earlier time, but as Lopate warns, readers must be introduced to both threads early on: 
The double perspective is particularly valuable in the setup, in which the memoirist would do well to tell us or at least hint at how old he or she was at the time the story begins, where the episode was taking place geographically, and in what epoch, and something of the protagonist’s family background, class, religion and dominant mental state at the time. (28)
In fact, Sanders does insert a great deal of information about his life and family— even about his approximate age and mental state at the time of writing. We learn that Sanders’ father was an alcoholic and that he is now deceased. We learn that Sanders and his siblings, now grown, continue to live in the rubble of that legacy. Thus in just a few lines, we know enough about Sanders the boy and Sanders the man to follow the story in any number of directions. 
​

The 'Then' Narrative Thread

In writing as in life, the most ordinary moments often reveal the most about our history, our character and our interiority.  Writing about the past becomes an exercise in choosing the right moments, like selecting which photographs to include in an album, so that together those images may form the story we want to tell.  How we choose which moments will best tell our story and how we bring those scenes to life, gracefully moving through the days or years or decades while still maintaining our readers’ sense of time and urgency, are important decisions that hinge on two understandings about time: knowing when to create distance or immediacy in a narrative, and knowing when to expand or condense the passage of time. The ‘then’ narrator’s job is to bring those photographs of the past to life— to paint them so vividly that readers themselves feel the warmth of a summer breeze, hear the regret in a dying man’s last words.  When immediacy serves the story, sensory details, internal dialogue and active verbs allow the ‘then’ narrator to slow the scene so that even the smallest memory offers insights into the thousand others that came before it. 

Conversely and of equal importance to a narrator, is concision of time, wherein the passage of time and the unexamined moments within the scope of a story are accounted for nonetheless. Condensing the narrative in this way allows a storyteller to move quickly from one pivotal scene or reflection to the next. This in turn varies the pacing and intensity of the narrative in a way that offers breaks in tension and in so doing creates for readers, a richer, more nuanced understanding of the past. From a nuts and bolts perspective, the ability to expand time and create immediacy on the page requires attention to tense and point of view among other elements, while techniques like segmentation, montage, and image patterning work to condense time. One of the simplest ways Sanders creates immediacy and expands time within the ‘then’ narrative thread is through his use of the lyrical present tense. After a brief introduction at the start of the essay, Sanders begins his ‘then’ narration in present tense, this time describing a recurring memory of his father drinking in the barn; an ordinary scene, yet one that in many ways illuminates a childhood ripe with shame and secrets. He writes, “In the perennial present of memory, I slip into the garage or barn to see my father tipping back the flat green bottles of wine, the brown cylinders of whiskey, the cans of beer disguised in paper bags” (733).

The scene continues for two paragraphs of blistering description. We witness the father drinking, look into his bloodshot eyes, and even hear his thick slurred words in a brief section of dialogue.  In this instance, Sanders’ ability to use the present tense to describe past events hinges on the opening time indicator.  The phrase ‘perennial present of memory’ establishes an expectation that the events we are reading about took place in the past, but they happened with such regularity that they remain fresh and vivid in Sanders’ mind; so vivid in fact, that to him they could be happening at this very moment.  The repetitive nature of this particular memory is only strengthened by the use of present tense. Robert Root, author of The Nonfictionist’s Guide on Reading and Writing Creative Nonfiction, coined the term ‘lyrical present’ to describe such use of the present tense when writing about past events.
I use it from time to time when I think I need the sensation of immediacy or when the past tense gives a distance to events that’s detrimental to the emotion of drama or psychic confusion I am trying to convey.  Occasionally an editor tells me to change present tense to past and I do and I regret it, because a certain urgency, a certain intimacy, a certain immediacy vanishes on the page, and the prose seems more remote somehow, though everything but the tense is the same. (105)
Like Root, Sanders uses the present tense to create immediacy and to revive the emotion and drama of an important moment.  To understand the power the lyrical present has on this specific scene, one might consider how the lines would read in simple past tense.  I slipped into the garage or barn and saw my father tipping back the flat green bottles. His Adam’s apple bobbed.  Here readers experience a scene from Sanders’ childhood, but one that appears isolated and situational rather than recurring and terminal.  With the lyrical present tense, Sanders’ memory spans years, revealing the cyclical nature of addiction.

Along with the lyrical present, Sanders makes another interesting tense choice when he infuses a number of his boyhood reflections with the modal tense. A modal verb is an auxiliary verb used to express possibility or necessity. Words like ‘should’, ‘could’, ‘will’, ‘must’, ‘might’ are often used to divulge the desires, fears, dreams and expectations of a narrator. Such is the case for Sanders’ use of modals in “Under the Influence.”  Lying awake in bed upon his father’s drunken return from the bars, a young Sanders recounts his racing thoughts:  
I lie there hating him, loving him, fearing him, knowing I have failed him… He would not hide the green bottles in his tool box, would not sneak off to the barn with a lump under his coat, would not fall asleep in the daylight, would not roar and fume, would not drink himself to death, if only I were perfect. (734)
Sanders begins the paragraph using the present tense and a series of gerund phrases to describe his habitual and often conflicting, boyhood thoughts and feelings toward his father; but at the end of the paragraph Sanders switches to the modal tense, using past unreal conditional statements to describe his childhood logic. The tense change enhances Sanders’ ability to share his childhood memories not as adult looking back, but as he experienced them as a young boy.

To close the scene, Sanders returns to the present tense: “I realize now that I did not cause my father’s illness, nor could I have cured it” (734). This passage offers a nice loop back to the ‘would not’ passage in the preceding paragraph. ‘Would not’ as a modal verb denotes desire or lack of desire in its negative state, ‘could not’ on the other hand, denotes possibility or in this case, a lack of possibility.

The lyrical present and modal verbs in this essay provide great examples of the impact tense choices can have on the presentation of scene and narration in a given text. Unlike past tense, which creates distance, both the lyrical present and modal tense create immediacy within a scene, regardless of how long ago the events being described took place. The lyrical present tense heightens the visceral experience of the action, the dialogue and even setting, while modal verbs offer insight into the ‘then’ narrators mind.
​

Montage, Narrative Density, and Concision of Time

Sanders uses the technique of montage in three distinctly different ways—on a macro level, as a means of organizing the essay; on a paragraph level as a way of condensing and manipulating time; and on the sentence level as a way of adding density and richness to the narrative. In his essay “Everything in Life Can Be Montaged,” Victor Shklovsky uses the technique itself to discuss the many forms a montage can take:
The world can be montaged. We discovered this when we started piecing together a filmstrip.

​The discovery was made by outsiders (people who came from the side) doctors, sculptors, painters, actors; they saw that different feelings could be expressed through identical but differently arranged images…

The world is montagable, it’s linked. Ideas don’t exist in isolation. We will, therefore, frequently return to the analysis of the same thing, because human existence is unified at its core.

 Spring will soon be here, it will finally arrive. The flocks of birds are preparing…
 The flight of birds is a structure; it’s not the flapping of just one wing. (180-181)
In this passage, Shklovsky defines montage using its physical properties—segmentation, white space, collected anecdotes and thematically linked ideas— and in so doing, demonstrates its effectiveness and universality.  Where fully drawn scenes bring readers deeply into a single episode, montage takes snapshots of multiple episodes and combines them to form an equally meaningful portrait. 

Given the complexity of Sanders’ subject matter, and the many jumps in time and point of view that the essay requires, Sanders wisely chooses to organize “Under the Influence” in a nonlinear format, using a montage of nine multi-paragraph segments, separated by white space. Each segment links thematically to the central discussion of alcoholism, but the threads that link one segment to another are as varied as one could imagine.  Moreover, the segments stand as well alone as they do in concert.  I have diagramed the essay’s nine sections below according to subject, tense, point of view and time to illustrate the enormous leaps Sanders makes from segment to segment.
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Considering the wide range of topics, tenses, narrative point of views, and settings present in these segments, it is hard to imagine Sanders telling the story in a linear/ chronological fashion without writing a book-length memoir. In order to include such detail about such a large piece of personal history and concerning a topic familiar so to many, Sanders needed to find a way to include all of the threads of the story he wanted to tell, not just those that fit within a linear continuum.  In his essay, “Collage, Montage, Mosaic, Vignette, Episode, Segment,” Robert Root speaks of the dilemmas writers face in matters of organization:
The more complex the story is—that is, the more interwoven with other subjects, ideas, incidents, experiences it is— the harder it is to make it all connect in a linear way that doesn’t expend the narrative or the development beyond the patience of writer and reader alike. Moreover, the connections and associations that come so readily in memory and in the imagination, often defy simple linearity, easy transition from one subtopic to the next, when the writer has to force them into words on a page.  (66)
The scope of “Under the Influence” reaches far and wide, from Sanders’ parents’ early courtship before he was born to his life as a husband and father himself, and from his childhood experiences with an alcoholic parent to a second person conversation with his reader.  To account for these related yet non-chronological discussions of alcoholism, Sanders uses white space, which Root describes as “fade outs/ fade ins… visual cues that we have ended one sequence and gone on to another” (68). Montage on this macro-level affords Sanders the ability to delve as deeply into the present moment as he does into the past all within the span of a few paragraphs. It also allows him to change focus or point of view quickly without losing his audience.

On the segment level, Sanders uses image patterns and extended metaphors to link brief glimpses of his childhood.  This method of montage works well for some of Sanders’ smaller anecdotes, which are too slim to carry an entire scene, yet add density to the overall narrative when they are grouped together. Since many of these glimpses of life are only loosely related, the image pattern serves as an organizing thread that holds them together in a meaningful way.  

The fourth segment, in particular, offers a great example of this type of montage.  Here Sanders writes in past tense, using an image pattern of military concealment/ exposure to describe the extended, but nonspecific period of time that his family lived on a military reservation.  In this instance, the hiding and spying in question occurs not on a battlefield, but within Sanders’ childhood home: 
For a long stretch of my childhood we lived on a military reservation in Ohio, an arsenal where bombs were stored underground in bunkers, vintage airplanes burst into flames, and unstable artillery shells boomed nightly at the dump. We had the feeling, as children, that we played in a mine field, where a heedless footfall could trigger an explosion. When Father was drinking, the house, too, became a mine field. The least bump could set off either parent. (736)  
The unsettled imagery of that first sentence then serves as the metaphor and connective tissue that carries the entire segment.

The second paragraph picks up thematically where the first ends—revealing that what began as his father’s rage soon became his mother’s: 
The more he drank, the more obsessed Mother became with stopping him. She hunted for bottles, counted the cash in his wallet, sniffed at his breath. Without meaning to snoop, we children blundered left and right into damning evidence. On afternoons when he came home from work sober, we flung ourselves at him for hugs, and felt against our ribs the telltale lump in his coat. In the barn we tumbled on the hay and heard beneath our sneakers the crunch of buried glass. We tugged open a drawer in his workbench, looking for screwdrivers or crescent wrenches, and spied a gleaming six-pack among the tools. Playing tag, we darted around the house just in time to see him sway on the rear stoop and heave a finished bottle into the woods. In his goodnight kiss we smelled the cloying sweetness of Clorets the mints he chewed to camouflage his dragon's breath. (735; emphasis added)
Again and again Sanders hits us with images and language reminiscent of battle field—language of concealment and retreat, with words such as ‘mine field,’ ‘buried,’ ‘darted’ and ‘camouflage’ as well as language of attack and exposure, with words such as ‘hunted,’ ‘counted,’ ‘sniffed,’ ‘snoop’ and ‘spied.’

In then final lines of the segment, Sanders departs from the military image pattern, linking the “good night kisses” mentioned in the last sentence of the previous passage to the famous lines from Theodore Roethke’s poem “My Papa’s Waltz,” which also describes a child’s fearful relationship with his alcoholic father. Playing off of the title of the same poem, Sanders goes on to describe the “waltz” he learned to dance with his own drunken father, a dance he describes as “terribly hard, for with a boy’s scrawny arms I was trying to hold my tipsy father upright” (736). 

The segment thus moves from the physical mine field to the metaphorical mine field, from the mother’s spying to the father’s hiding, from the Roethke poem “My Papa’s Waltz” to Sanders’ waltz with his own drunken father. Neither the content nor the image patterning in this segment is chronological or situated on a specific timeline. Instead, the glimpses of life are stitched together by the image pattern alone creating a nonlinear segment that is greater than the sum of its anecdotes.

Much the way a filmmaker uses a montage of related clips (often set to music) to account for the passage of time, Sanders employs a similar montage technique on the sentence and paragraph level. This time he uses image patterns, not as metaphors linking isolated or unrelated memories, but as visual time indicators that help to anchor the narrative in history and account for the passage of time. Toward the end of the first segment, Sanders presents a great example of this technique when he describes the many cars his father owned throughout his lifetime. The detail is well placed, here, at the beginning of the essay as it offers readers a clear timeline for the rest of the essay: 
In memory, his white 1951 Pontiac with the stripes down the hood and the Indian head on the snout jounces to a stop in the driveway; or it is the 1956 Ford station wagon, or the 1963 Rambler shaped like a toad, or the sleek 1969 Bonneville that will do 120 miles per hour on the straightaways; or it is the robin’s-egg blue pick up, new in 1980, battered in 1981, the year of his death. (733)
Sanders begins the passage in question with “In memory,” a continuation of the preceding paragraph’s reference to perennial memory, then moves on to a familiar scene of his father pulling in the driveway. This time, the recurring image of the car is not used metaphorically, but as a physical representation of the passage of time. The embedded details of the year model and make of his father’s various cars offer a visual montage of history. Sanders shows us in just one sentence that though the cars came and went, his father’s struggles with alcohol remained the same; spanning at least thirty years, from 1951 to his death in 1981. The end result is a concision of narrative and an understanding of the author’s childhood found in the subtle details of everyday life. 

Sanders offers a variation of this technique later in the essay. Here, Sanders explores the history of his parent’s courtship anchoring each milestone of their relationship to an historical reference of war: 
Soon after she met him in a Chicago delicatessen on the eve of World War II, and fell for his butter-melting Mississippi drawl and his wavy red hair, she learned that he drank heavily…The shock of fatherhood sobered him, and he remained sober through my birth at the end of the war and right on through until we moved in 1951 to the Ohio arsenal, that paradise of bombs… He sobered up again for most of a year at the height of the Korean War, to celebrate the birth of my brother… Then during the fall of my senior year—when it seemed that the nightly explosions at the munitions dump and the nightly rages in our household might spread to engulf the globe—Father collapsed. (741; emphasis added)
The timeline of war provides the scaffolding for this montage.  And given what we know about Sanders’ troubled father, the structure works quite well both as a metaphor of conflict and as a practical device for keeping time. Furthermore, using montage in this instance allows Sanders to dispense important details, dates and backfill, in an artful and efficient way.  


​The ‘Now’ Perspective

At its core, the ‘now’ narrative voice offers understanding and perspective unavailable to the ‘then’ narrator as reflection and retrospection arrive only through the passage of time. Too much reflection can derail a story’s momentum, while too little can send a reader’s expectations careening in the wrong direction. The well crafted ‘now’ narrator interjects a scene or passage only when called upon to articulate the meaning of her experiences, but her voice, when well crafted, permeates the entire text, presenting what Vivian Gornick calls “the truth speaking personae… the one we can trust will take us on a journey, make the piece arrive, bring us out into a clearing where the sense of things is larger than it was before” (24).  Despite its generally smaller presence on the page, the ‘now’ narrative perspective is of equal if not greater importance to its sister. For even the most incredible life stories would fall flat without an answer to the rhetorical question all readers eventually ask, ‘So what?’ 

In an interview with Robert Root in Fourth Genre, Scott Russell Sanders describes his own beliefs about the importance of such a reflective voice: 
As a reader, I’m not interested in the events of other people’s lives, no matter how colorful or traumatic they may be, unless those events are illuminated in the telling by insight and beauty and meaning. Without that transforming vision, the events themselves are merely gossip. Nothing in my experience deserves the attention of readers merely because it’s my experience. I don’t write in order to win sympathy or praise; I write to share understanding about the human struggle, and to share delight in the power of language. (Sanders) ..
What Sanders calls the transforming vision is actually the heart of the ‘now’ narrative voice. Each story is as unique as the insight of its ‘now’ narrator, but the qualities and craft choices that make a reflective voice come to life are quite specific.

To establish a ‘now’ narrator with a “transformative vision,” as Sanders calls it, a writer must create distance, panning out from the pine needle or the blade of grass so as to capture the entire landscape of his story. Reflections must be astute and convincing so as to allow readers to experience a change in perspective for themselves. And the emotional arch of story must be believable and authentic, so that within the ‘now’ narrator’s joys and sorrows, we may hear the echoes of our own.

Given the interruptive nature of the ‘now’ narrator’s voice in “Under the Influence,” Sanders is wise to punctuate his older wiser voice with time stamps. These short phrases reintroduce the ‘now’ narrator and remind readers of Sanders’ older self sitting at his computer and making sense of the past. In the fifth paragraph he states,
I am forty-two as I write these words, and I know full well now that my father was an alcoholic, a man consumed by disease rather than by disappointment… Yet for all this grown up knowledge, I am still ten years old, my own son’s age, and as that boy I struggle in guilt and confusion to save my father from pain. (734; emphasis added)
This passage offers a great deal of perspective. We learn Sanders’ age and his son’s age at the time the essay is written, and we observe his intelligent narrator’s understanding that alcoholism is a disease.  But much of the insight we gain from the lines come from the two underlined time indicators (emphasis added).   Despite all of the adult wisdom Sanders has gained over the years, he admits that in some ways he is still a young boy struggling to save his father. The passage thus leads readers to the central focus of the essay—an overlapping conversation between the ‘then’ and ‘now’ perspectives. The convergence of these narrative threads is essential to Sander’s thesis that children of alcoholics grow up to be children of alcoholics.

Appropriately, the final narrative indicator arrives in the last segment of the essay when Sanders writes, “I am moved to write these pages now because my own son, at the age of ten is taking on himself the griefs of the world, and in particular the griefs of his father” (744). Like closing arguments from a trial attorney, the ‘now’ narrator returns to the page, leaving readers with one final reflection.  This time Sanders aims his critical lens, not on his father, but on himself, observing the legacy he is passing on to his own son, a legacy, which despite his best efforts, isn’t so different from the one he fought hard to escape. 


​Second Person

Second person point of view is rarely used in narrative writing, but Sanders makes this leap gracefully in the second segment of the essay. By addressing the reader directly, Sanders creates the illusion of a conversation between the ‘now’ narrator and the reader, which allows Sanders to depart entirely from his personal story and turn his focus instead to a cultural discussion of alcoholism.  He begins: “Consider a few of our synonyms for drunk: tipsy, tight, pickled, soused and plowed.” Then later in the same section, “It is all great fun. But if in the audience you notice a few laughing faces turn grim with the drunk lurches on stage, don’t be surprised, for these are the children of alcoholics” (734-35). Such a departure from Sanders’ own history and the anticipated first person narration, allows readers to consider their own experiences with alcoholism. Later, Sanders makes another brief return to second person, this time when referring to the way children of alcoholics often hide their shame. He writes, “The secret bores under the skin, gets in the blood, into the bone and stays there. Long after you have supposedly been cured of malaria, the fever can flare up, the tremors can shake you” (735).  Here, Sanders assumes a reader without direct experience with alcoholism. The quick dose of second person uses the analogy of malaria to uncover the trauma hiding just beneath the surface of a person touched by alcoholism. 

The switch in point of view, like Sanders’ initial references to himself as writer, not only brings readers closer to the narrative, but also closer to the man behind the narrative. In his essay “From Long Shots to X-Rays: Distance and Point of View in Fiction,” David Jauss discusses this seldom used form of narration:
Just as we feel closer to a character in a play who breaks through the “fourth wall” that imaginary wall that separates us from the actors— and speaks directly to us, so we feel closer to narrators who are conscious of addressing audience. Both Twain’s The Adventures of Huckleberry Finn and Hemingway’s A Farewell to Arms are first-person novels that focus on the thoughts, feelings, and experiences of their narrators, but we feel closer to Huck, whose very first word is “You” and who addresses us throughout the narration, than we do to Frederic Henry, who tells his story as if the fourth wall were reality, not metaphor. (58)
Under Jauss’ lens, Sanders’ jump to second person can be viewed as an extension of his first person narrative voice, one that enables him to reveal his feelings and experiences without the distance or distraction of an artificial fourth wall. 


​Final Thoughts and a Word from Scott Russell Sanders

Now retired after thirty-eight years of teaching, Scott Russell Sanders maintains a website with links to his latest interviews and publications. Considering the personal email address I found under contact information to be an invitation for correspondence, I sent Sanders an email to thank him personally for teaching me, through, this essay, so much about the craft of writing. On the slim hope he would write back, I included my most pressing craft questions about the essay and his writing process.  It was Sanders’ ability to jump in time, place and point of view so many times within the essay that compelled me to choose it for study. Given my interest in time and narration, I wondered what principals guided him in telling such a complex and nonlinear story. To my surprise, Sanders replied with a kind and thoughtful note the very next day, answering my pressing craft questions with great eloquence. What follows is an excerpt of his response:
I’m glad that you found “Under the Influence” worthy of study. I didn’t begin the essay with “a clear sense of order or organization”; in fact, I never begin an essay with an outline. Instead, I make extensive notes, often over a period of months or even years. I might list a few prominent ideas or scenes, and then I look for a place that feels like a beginning, and feel my way forward through the material, considering (and often discarding) memories, ideas, images, insights, and hunches as they arise. Because “Under the Influence” explored the continuing impact of childhood experiences on a remembering adult, it seemed natural that the narrative move around in time, linking present and past. It also seemed natural to layer a later, more mature narrative perspective over the younger child’s impressions. By “natural,” I simply mean that it felt right, felt appropriate; these formal choices were not premeditated, but arose in the composing process.
Sanders’ words reinforced what I had always suspected and in many ways feared— that the intricacies of great writing evolve intuitively through the process of composing and the laborious yet loving act of gathering and eliminating and refining the stories we want to tell. In “Under the Influence,” Sanders’ craft choices in matters of tense, point of view, montage, scene and reflection grew organically out of the desire to tell a story about the interplay between his past and present. Thus the strength of the ‘then’ and ‘now’ narrative voices and dazzling array of time control techniques within the essay are evidence not only of Sanders’ skill as a writer, but also of his integrity as a story teller committed to allowing form to follow function.
 
 Click here to download a printable PDF with Works Cited.

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Kelly Harwood is an artist and writer living in Boise, Idaho. She received her MFA in Creative Nonfiction from Vermont College of Fine Arts in 2015. Her work has appeared in Writers in the Attic: Detours Anthology, the forthcoming issue of Quaint Magazine, and on her blog, therosiepages.tumblr.com.




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    • 9.1 Articles >
      • Mark Houston, "Riding Out of Abstraction: Robin Wall Kimmerer’s Re-materialization of ​Social Justice Rhetoric in “The Sacred and the Superfund”" (9.1)
      • Ryan McIlvain, ""You Get to Decide What to Worship but Not What's Good": Rereading 'This Is Water'" (9.1)
      • Quincy Gray McMichael, "Laboring toward Leisure: The Characterization of Work in ​Maine’s Back-to-the-Land Memoirs" (9.1)
      • Aggie Stewart, "Bringing Dark Events to Light: ​Emotional Pacing in the Trauma Narrative" (9.1)
      • Emma Winsor Wood, "A Lovely Woman Tapers Off into a Fish: Monstrosity in Montaigne’s Essais" (9.1)
    • 9.1 Conversations >
      • Philip Newman Lawton, "Rousseau's Wandering Mind" (9.1)
      • Claire Salinda, "Bodily Dissociation as a Female Coping Mechanism in ​The Shapeless Unease, Ongoingness: The End of a Diary, and Girlhood" (9.1)
      • Hannah White, "“Which sounds bad and maybe was”: A Study of Narrative in Beth Nguyen’s “Apparent”" (9.1)
    • 9.1 Pedagogy >
      • Jessica Handler, "Your Turn" (9.1)
      • Sonya Huber, "Expressing Anger as a Positive Choice" (9.1)
      • Kozbi Simmons, "Literacy as Emancipation" (9.1)
      • Wally Suphap, "Writing and Teaching the Polemic" (9.1)
  • Archives
    • Journal Index >
      • Author Index
      • Subject Index
    • 1.1 (Fall 2014) >
      • Editor's Note
      • 1.1 Articles >
        • Sarah Heston, "Critical Memoir: A Recovery From Codes" (1.1)
        • Andy Harper, "The Joke's On Me: The Role of Self-Deprecating Humor in Personal Narrative" (1.1)
        • Ned Stuckey-French, "Our Queer Little Hybrid Thing" (1.1)
        • Brian Nerney, "John McCarten’s ‘Irish Sketches’: ​The New Yorker’s ‘Other Ireland’ in the Early Years of the Troubles, 1968-1974" (1.1)
        • Wendy Fontaine, "Where Memory Fails, Writing Prevails: Using Fallacies of Memory to Create Effective Memoir" (1.1)
        • Scott Russell Morris, "The Idle Hours of Charles Doss, or ​The Essay As Freedom and Leisure" (1.1)
      • 1.1 Conversations >
        • Donald Morrill, "An Industrious Enchantment" (1.1)
        • Sonya Huber, "Amazon Constellations" (1.1)
        • Derek Hinckley, "Fun Home: Change and Tradition in Graphic Memoir" (1.1)
        • Interview with Melanie Hoffert
        • Interview with Kelly Daniels
      • 1.1 Pedagogy >
        • Robert Brooke, "Teaching: 'Rhetoric: The Essay'" (1.1)
        • Richard Louth, "In Brief: Autobiography and Life Writing" (1.1)
    • 1.2 (Spring 2015) >
      • 1.2 Articles >
        • Kelly Harwood, "Then and Now: A Study of Time Control in ​Scott Russell Sanders' 'Under the Influence'" (1.2)
        • Diana Wilson, "Laces in the Corset: Structures of Poetry and Prose that Bind the Lyric Essay" (1.2)
        • Randy Fertel, "A Taste For Chaos: Creative Nonfiction as Improvisation" (1.2)
        • Lynn Z. Bloom, "Why the Worst Trips are the Best: The Comic Travails of Geoffrey Wolff & Jonathan Franzen" (1.2)
        • Ingrid Sagor, "What Lies Beside Gold" (1.2)
        • Catherine K. Buni, "Ego, Trip: On Self-Construction—and Destruction—in Creative Nonfiction" (1.2)
      • 1.2 Conversations >
        • Doug Carlson, "Paul Gruchow and Brian Turner: Two Memoirs Go Cubistic" (1.2)
        • Patrick Madden, "Aliased Essayists" (1.2)
        • Beth Slattery, "Hello to All That" (1.2)
        • Interview with Michael Martone (1.2)
      • Spotlight >
        • Richard Louth, "The New Orleans Writing Marathon and the Writing World" (1.2)
        • Kelly Lock-McMillen, "Journey to the Center of a Writer's Block" (1.2)
        • Jeff Grinvalds, "Bringing It Back Home: The NOWM in My Classroom" (1.2)
        • Susan Martens, "Finding My Nonfiction Pedagogy Muse at the NOWM" (1.2)
      • 1.2 Pedagogy >
        • Steven Church, "The Blue Guide Project: Fresno" (1.2)
        • Stephanie Vanderslice, "From Wordstar to the Blogosphere and Beyond: ​A Digital Literacy and Teaching Narrative (Epiphany Included)" (1.2)
        • Jessica McCaughey, "That Snow Simply Didn’t Fall: How (and Why) to Frame the Personal Essay as a Critical Inquiry into Memory in the First-Year Writing Classroom" (1.2)
    • 2.1 (Fall 2015) >
      • Editor's Note2.1
      • 2.1 Articles >
        • Daniel Nester, "Straddling the Working Class Memoir" (2.1)
        • Sarah M. Wells, "The Memoir Inside the Essay Collection: ​Jo Ann Beard's Boys of My Youth" (2.1)
        • Chris Harding Thornton, "Ted Kooser's "Hands": On Amobae, Empathy, and Poetic Prose" (2.1)
        • Steven Harvey & Ana Maria Spagna, "The Essay in Parts" (2.1)
        • Megan Culhane Galbraith, "Animals as Aperture: How Three Essayists Use Animals to Convey Meaning and Emotion" (2.1)
      • 2.1 Conversations >
        • Barrie Jean Borich, "Deep Portrait: On the Atmosphere of Nonfiction Character" (2.1)
        • Tim Bascom, "As I See It: Art and the Personal Essay" (2.1)
        • Adrian Koesters, "Because I Said So: Language Creation in Memoir" (2.1)
        • Interview with Simmons Buntin (2.1)
        • Mike Puican, "Narrative Disruption in Memoir" (2.1)
      • 1.2 Pedagogy >
        • Bernice M. Olivas, "Politics of Identity in the Essay Tradition" (2.1)
        • Ioanna Opidee, "Essaying Tragedy" (2.1)
        • Crystal N. Fodrey, "Teaching CNF Writing to College Students: A Snapshot of CNF Pedagogical Scholarship" (2.1)
        • W. Scott Olsen, "Teaching Adventure, Exploration and Risk" (2.1)
        • Christian Exoo & Sydney Fallon, "Using CNF to Teach the Realities of Sexual Assault to ​First Responders: An Annotated Bibliography" (2.1)
    • Special Conference Issue
    • 2.2 (Spring 2016) >
      • 2.2 Articles >
        • Micah McCrary, "A Legacy of Whiteness: Reading and Teaching Eula Biss’s Notes from No Man’s Land" (2.2)
        • Marco Wilkinson, "Self-Speaking World" (2.2)
        • Miles Harvey, "We Are All Travel Writers, We Are All Blind" (2.2)
        • Ashley Anderson, "Playing with the Essay: Cognitive Pattern Play in Ander Monson and Susan Sontag" (2.2)
        • Lawrence Evan Dotson, "Persona in Progression: ​A Look at Creative Nonfiction Literature in Civil Rights and Rap" (2.2)
      • 2.2 Conversations >
        • Julie Platt, "What Our Work is For: ​The Perils and Possibilities of Arts-Based Research" (2.2)
        • William Bradley, "On the Pleasure of Hazlitt" (2.2)
        • Jie Liu, "​'Thirteen Canada Geese': On the Video Essay" (2.2)
        • Stacy Murison, "​Memoir as Sympathy: Our Desire to be Understood" (2.2)
      • 2.2 Pedagogy >
        • Stephanie Guedet, "​Feeling Human Again: Toward a Pedagogy of Radical Empathy" (2.2)
        • DeMisty Bellinger-Delfield, "Exhibiting Speculation in Nonfiction: Teaching 'What He Took'" (2.2)
        • Gail Folkins, "Straight from the Source: ​Primary Research and the Personality Profile" (2.2)
    • 3.1 (Fall 2016) >
      • 3.1 Articles >
        • Chelsey Clammer, "Discovering the (W)hole Story: On Fragments, Narrative, and Identity in the Embodied Essay" (3.1)
        • Sarah Einstein, "'The Self-ish Genre': Questions of Authorial Selfhood and Ethics in ​First Person Creative Nonfiction" (3.1)
        • Elizabeth Paul, "​Seeing in Embraces" (3.1)
        • Jennifer M. Dean, "Sentiment, Not Sentimentality" (3.1)
      • 3.1 Conversations >
        • Interview with Robert Atwan (3.1)
        • Jody Keisner, "'Did I Miss a Key Point?': ​A Study of Repetition in Joan Didion’s Blue Nights" (3.1)
        • Julija Sukys, "In Praise of Slim Volumes: Big Book, Big Evil" (3.1)
        • Lynn Z. Bloom, "​The Great American Potluck Party" (3.1)
        • Jenny Spinner, "​The Best American Essays Series as (Partial) Essay History" (3.1)
      • 3.1 Pedagogy >
        • Heath Diehl, "​The Photo Essay: The Search for Meaning" (3.1)
        • Sonya Huber, "​James Baldwin: Nonfiction of a Native Son" (3.1)
        • Christian Exoo, "Using CNF to Teach the Realities of ​Intimate Partner Violence to First Responders: An Annotated Bibliography" (3.1)
        • John Proctor, "Teachin’ BAE: A New Reclamation of Research and Critical Thought" (3.1)
        • Richard Gilbert, "Classics Lite: On Teaching the Shorter, Magazine Versions of James Baldwin's 'Notes of a Native Son' and ​Jonathan Lethem's 'The Beards'" (3.1)
        • Dawn Duncan & Micaela Gerhardt, "The Power of Words to Build Bridges of Empathy" (3.1)
    • 3.2 (Spring 2017) >
      • 3.2 Articles >
        • Jennifer Lang, "When Worlds Collide: ​Writers Exploring Their Personal Narrative in Context" (3.2)
        • Creighton Nicholas Brown, "Educational Archipelago: Alternative Knowledges and the Production of Docile Bodies in Jamaica Kincaid’s A Small Place and Marjane Satrapi’s The Complete Persepolis" (3.2)
        • Nicola Waldron, "Containing the Chaos: On Spiral Structure and the Creation of Ironic Distance in Memoir" (3.2)
        • Charles Green, "Remaking Relations: ​Reading Ta-Nehisi Coates Beyond James Baldwin" (3.2)
        • Joey Franklin, "Facts into Truths: Henry David Thoreau and the Role of Hard Facts in ​Creative Nonfiction" (3.2)
      • 3.2 Conversations >
        • Thomas Larson, "What I Am Not Yet, I Am" (3.2)
        • Amanda Ake, "Vulnerability and the Page: Chloe Caldwell’s I’ll Tell You In Person"​ (3.2)
        • "Interview with Gail Griffin" (3.2)
        • Alysia Sawchyn, "On Best American Essays 1989" (3.2)
      • 3.2 Pedagogy >
        • D. Shane Combs, "Go Craft Yourself: Conflict, Meaning, and Immediacies Through ​J. Cole’s “Let Nas Down” (3.2)
        • Michael Ranellone, "Brothers, Keepers, Students: John Edgar Wideman Inside and Outside of Prison" (3.2)
        • Emma Howes & Christian Smith, ""You have to listen very hard”: Contemplative Reading, Lectio Divina, and ​Social Justice in the Classroom" (3.2)
        • Megan Brown, "The Beautiful Struggle: ​Teaching the Productivity of Failure in CNF Courses" (3.2)
    • 4.1 (Fall 2017) >
      • Editor's Note
      • 4.1 Articles >
        • Jennifer Case, "Place Studies: Theory and Practice in Environmental Nonfiction"
        • Bob Cowser, Jr., "Soldiers, Home: Genre & the American Postwar Story from Hemingway to O'Brien & then Wolff"
        • Sam Chiarelli, "Audience as Participant: The Role of Personal Perspective in Contemporary Nature Writing"
        • Kate Dusto, "Reconstructing Blank Spots and Smudges: How Postmodern Moves Imitate Memory in Mary Karr's The Liars' Club"
        • Joanna Eleftheriou, "Is Genre Ever New? Theorizing the Lyric Essay in its Historical Context"
        • Harriet Hustis, ""The Only Survival, The Only Meaning": ​The Structural Integrity of Thornton Wilder's Bridge in John Hersey's Hiroshima"
      • 4.1 Conversations >
        • Taylor Brorby, "​On 'Dawn and Mary'"
        • Steven Harvey, "​From 'Leap'"
        • J. Drew Lanham, "​On 'Joyas Voladoras'"
        • Patrick Madden, "On 'His Last Game'"
        • Ana Maria Spagna, "On 'How We Wrestle is Who We Are'"
      • 4.1 Pedagogy >
        • Jacqueline Doyle, "Shuffling the Cards: ​I Think Back Through Judith Ortiz Cofer"
        • Amy E. Robillard, "Children Die No Matter How Hard We Try: What the Personal Essay Teaches Us About Reading"
    • 4.2 (Spring 2018) >
      • 4.2 Articles >
        • Megan Brown, "Testimonies, Investigations, and Meditations: ​Telling Tales of Violence in Memoir"
        • Corinna Cook, "Documentation and Myth: On Daniel Janke's How People Got Fire"
        • Michael W. Cox, "Privileging the Sentence: David Foster Wallace’s Writing Process for “The View from Mrs. Thompson’s”
        • Sarah Pape, "“Artistically Seeing”: Visual Art & the Gestures of Creative Nonfiction"
        • Annie Penfield, "Moving Towards What is Alive: ​The Power of the Sentence to Transform"
        • Keri Stevenson, "Partnership, Not Dominion: ​Resistance to Decay in the Falconry Memoir"
      • 4.2 Conversations >
        • Interview with Jericho Parms (4.2)
        • "Containing the Hidden Lives of Ordinary Things: A Conversation with Seven Authors"
        • Amy Monticello, "The New Greek Chorus: Collective Characters in Creative Nonfiction"
        • Stacy Murison, "David Foster Wallace's 'Ticket to the Fair'"
        • Emery Ross, "Toward a Craft of Disclosure: Risk, Shame, & Confession in the Harrowing Essay"
      • 4.2 Pedagogy >
        • Sonya Huber, "Field Notes for a Vulnerable & Immersed Narrator" (4.2)
        • W. Scott Olsen, "In Other Words" (4.2)
    • 5.1 (Fall 2018) >
      • 5.1 Articles >
        • Emily W. Blacker, "Ending the Endless: The Art of Ending Personal Essays" (5.1)
        • Marya Hornbacher, ""The World is Not Vague": Nonfiction and the Urgency of Fact" (5.1)
        • Rachel May, "The Pen and the Needle: ​ Intersections of Text and Textile in and as Nonfiction" (5.1)
        • Jen Soriano, "Multiplicity from the Margins: The Expansive Truth of Intersectional Form" (5.1)
      • 5.1 Conversations >
        • Matthew Ferrence, "In Praise of In Praise of Shadows: Toward a Structure of Reverse Momentum" (5.1)
        • John Proctor, "Nothing Out of Something: Diagramming Sentences of Oppression" (5.1)
        • Alysia Sawchyn, "Essaying the World: ​On Tell Me How It Ends: An Essay in Forty Questions" (5.1)
        • Vivian Wagner, "Crafting Digression: Interactivity and Gamification in Creative Nonfiction" (5.1)
        • Nicole Walker, "On Beauty" (5.1)
      • 5.1 Spotlight >
        • Philip Graham, "The Shadow Knows (5.1)
        • Miles Harvey, "The Two Inmates: ​Research in Creative Nonfiction and the Power of “Outer Feeling”" (5.1)
        • Tim Hillegonds, "Making Fresh" (5.1)
        • Michele Morano, "Creating Meaning Through Structure" (5.1)
      • 5.1 Pedagogy >
        • Meghan Buckley, "[Creative] Nonfiction Novella: Teaching Postcolonial Life Writing and the ​Hybrid Genre of Jamaica Kincaid’s A Small Place" (5.1)
        • Edvige Giunta, "Memoir as Cross-Cultural Practice in Italian American Studies" (5.1)
        • Jody Keisner, "Gender Identity in Personal Writing: Contextualizing the Syllabi" (5.1)
        • Terry Ann Thaxton, "Workshop Wild" (5.1)
        • Amanda Wray, "​Contesting Traditions: Oral History in Creative Writing Pedagogy" (5.1)
    • 5.2 (Spring 2019) >
      • 5.2 Articles >
        • Nina Boutsikaris, "On Very Short Books, Miniatures, and Other Becomings" (5.2)
        • Kay Sohini, "The Graphic Memoir as a Transitional Object: ​ Narrativizing the Self in Alison Bechdel’s Are You My Mother?" (5.2)
        • Kelly Weber, ""We are the Poem": Structural Fissures and Levels in ​Lidia Yuknavitch’s The Chronology of Water" (5.2)
      • 5.2 Conversations >
        • Sam Cha, "​Unbearable Splendor: Against "Hybrid" Genre; Against Genre" (5.2)
        • Rachel Cochran, "Infection in “The Hour of Freedom”: Containment and Contamination in Philip Kennicott’s “Smuggler”" (5.2)
        • Katharine Coles, "​If a Body" (5.2)
        • A.M. Larks, "Still Playing the Girl" (5.2)
      • 5.2 Spotlight >
        • Charles Green, "In Praise of Navel Gazing: An Ars Umbilica" (5.2)
        • Sarah Kruse, "​The Essay: Landscape, Failure, and Ordinary’s Other" (5.2)
        • Desirae Matherly, "Something More Than This" (5.2)
        • Susan Olding, "Unruly Pupil" (5.2)
        • Jane Silcott, "Essaying Vanity" (5.2)
      • 5.2 Tribute to Louise DeSalvo >
        • Julija Sukys, "One Mother to Another: Remembering Louise DeSalvo (1942—2018)" (5.2)
        • Nancy Caronia and Edvige Giunta, "The Essential Louise DeSalvo Reading List" (5.2)
        • Nancy Caronia and Edvige Giunta, "From the Personal Edge: Beginning to Remember Louise DeSalvo" (5.2)
        • Richard Hoffman, "DeSalvo Tribute, IAM Books, Boston" (5.2)
        • Peter Covino, "Getting It Right – Homage for Louise DeSalvo" (5.2)
        • Mary Jo Bona, "Pedagogy of the Liberated and Louise DeSalvo’s Gifts" (5.2)
        • Joshua Fausty, "The Shared Richness of Life Itself" (5.2)
      • 5.2 Pedagogy >
        • Ashley Anderson, "Teaching Experimental Structures through Objects and ​John McPhee’s 'The Search for Marvin Gardens'" (5.2)
        • Trisha Brady, "Negotiating Linguistic Borderlands, Valuing Linguistic Diversity, and Incorporating Border Pedagogy in a College Composition Classroom" (5.2)
        • Kim Hensley Owens, "Writing Health and Disability: Two Problem-Based Composition Assignments" (5.2)
        • Reshmi Mukherjee, "Threads: From the Refugee Crisis: Creative Nonfiction and Critical Pedagogy" (5.2)
        • Susan M. Stabile, "Architectures of Revision" (5.2)
    • 6.1 (Fall 2019) >
      • 6.1 Articles >
        • Lynn Z. Bloom, "The Slippery Slope: ​Ideals and Ethical Issues in High Altitude Climbing Narratives" (6.1)
        • Tanya Bomsta, "The Performance of Epistemic Agency of the ​Autobiographical Subject in Terry Tempest Williams’s When Women Were Birds: Fifty-four Variations on Voice" (6.1)
        • Lorna Hummel, "Querying and Queering Caregiving: Reading Bodies Othered by Illness via Porochista Khakpour’s Sick: A Memoir" (6.1)
        • Laura Valeri, "Tell Tale Interviews: Lessons in True-Life Trauma Narratives Gleaned from ​Jennifer Fox’s The Tale" (6.1)
        • Arianne Zwartjes​, "Under the Skin: An Exploration of Autotheory" (6.1)
      • 6.1 Conversations >
        • Tracy Floreani, "​"Sewing and Telling": On Textile as Story" (6.1)
        • Tessa Fontaine, "The Limits of Perception: Trust Techniques in Nonfiction" (6.1)
        • Patrick Madden, "​Once More to 'His Last Game'" (6.1) >
          • Brian Doyle, "Twice More to the Lake" (6.1)
        • Randon Billings Noble, "The Sitting" (6.1)
        • Donna Steiner, "Serving Size: On Hunger and Delight" (6.1)
        • Natalie Villacorta, "Autofiction: Rightly Shaped for Woman’s Use" (6.1)
      • 6.1 Tribute to Ned Stuckey-French >
        • Marcia Aldrich, "The Book Reviewer" (6.1)
        • Bob Cowser, "Meeting Bobby Kennedy" (6.1)
        • Sonya Huber, "Working and Trying" (6.1)
        • Carl H. Klaus, "On Ned Stuckey-French and Essayists on the Essay" (6.1)
        • Robert Root, "On The American Essay in the American Century" (6.1)
      • 6.1 Pedagogy >
        • John Currie, "​The Naïve Narrator in Student-Authored Environmental Writing" (6.1)
        • Steven Harvey, "The Humble Essayist's Paragraph of the Week: A Discipline of the Heart and Mind" (6.1)
        • Reagan Nail Henderson, "Make Me Care!: Creating Digital Narratives in the Composition Classroom" (6.1)
        • Abriana Jetté, "Making Meaning: Authority, Authorship, and the Introduction to Creative Writing Syllabus" (6.1)
        • Jessie Male, "Teaching Lucy Grealy’s “Mirrorings” and the Importance of Disability Studies Pedagogy in Composition Classrooms" (6.1)
        • Wendy Ryden, "Liminally True: Creative Nonfiction as Transformative Thirdspace" (6.1)
    • 6.2 (Spring 2020) >
      • Guest Editor's Note to the Special Issue
      • 6.2 Articles >
        • Maral Aktokmakyan, "Revisioning Gendered Reality in ​Armenian Women’s Life Writing of the Post-Genocidal Era: Zaruhi Kalemkearian’s From the Path of My Life"
        • Manisha Basu, "Regimes of Reality: ​Of Contemporary Indian Nonfiction and its Free Men"
        • Stefanie El Madawi, "Telling Tales: Bearing Witness in Jennifer Fox’s The Tale"
        • Inna Sukhenko and Anastasia Ulanowicz, "Narrative, Nonfiction, and the Nuclear Other: Western Representations of Chernobyl in the Works of Adam Higginbotham, Serhii Plokhy, and Kate Brown"
      • 6.2 Conversations >
        • Leonora Anyango-Kivuva, "Daughter(s) of Rubanga: An Author, a Student, and Other Stories in Between"
        • Victoria Brown, "How We Write When We Write About Life: Caribbean Nonfiction Resisting the Voyeur"
        • David Griffith, "Wrecking the Disimagination Machine"
        • Stacey Waite, "Coming Out With the Truth"
      • Tribute to Michael Steinberg >
        • Jessica Handler, "Notes on Mike Steinberg"
        • Joe Mackall, "Remembering Mike Steinberg: On the Diamond and at the Desk"
        • Laura Julier, "Making Space"
      • 6.2 Pedagogy >
        • Jens Lloyd, "Truthful Inadequacies: Teaching the Rhetorical Spark of Bashō’s Travel Sketches"
        • George H. Jensen, "Situating Scenes: Cheryl Strayed’s “The Love of My Life”
        • Gregory Stephens, "Footnotes from the ‘Margins’: Outcomes-based Literary Nonfiction Pedagogy in Puerto Rico"
    • 7.1 (Fall 2020) >
      • 7.1 Articles >
        • Jo-Anne Berelowitz, "Mourning and Melancholia in Memoir" (Assay 7.1)
        • Carlos Cunha, "On the Chronicle" (Assay 7.1)
        • Bruce Owens Grimm, "Haunted Memoir" (Assay 7.1)
        • Colleen Hennessy, "Irish Motherhood in Irish Nonfiction: Abortion and Agency" (Assay 7.1)
        • James Perrin Warren, "Underland: Reading with Robert Macfarlane" (Assay 7.1)
      • 7.1 Conversations >
        • Alex Brostoff, ""What are we going to do with our proximity, baby!?" ​ A Reply in Multiples of The Hundreds" (Assay 7.1)
        • Steven Harvey, "Lyric Memory: A Guide to the Mnemonics of Nonfiction" (Assay 7.1)
        • Lisa Low, "Proleptic Strategies in Race-Based Essays: Jordan K. Thomas, Rita Banerjee, and Durga Chew-Bose" (Assay 7.1)
        • Nicole Walker, "The Concrete Poetry of Ander Monson’s Essays" (Assay 7.1)
      • 7.1 Pedagogy >
        • Audrey T. Heffers, "Positionality and Experience in the Creative Nonfiction Classroom" (Assay 7.1)
        • James McAdams, "Ars Poetica, Ars Media, Ars COVID-19: Creative Writing in the Medical Classroom" (Assay 7.1)
        • Freesia McKee, "Feedback as Fan Letter" (Assay 7.1)
        • Anthony Moll, "Teaching and Writing True Stories Through ​Feminist, Womanist and Black Feminist Epistemologies" (Assay 7.1)
        • Jill Stukenberg, "“Inspiration in the Drop of Ink”: Scholarship of Teaching and Learning Observations in Introduction to Creative Writing" (Assay 7.1)
    • 7.2 (Spring 2021) >
      • 7.2 Articles >
        • Whitney Brown, "Melting Ice and Disappointing Whale Hunts: A Climate-Focused Review of Contemporary Travel Writing" (Assay 7.2)
        • George Estreich, "Ross Gay’s Logics of Delight" (Assay 7.2)
        • Wes Jamison, "'You Are Absent': The Pronoun of Address in Nonfiction" (Assay 7.2)
        • Zachary Ostraff, "The Lyric Essay as a Form of Counterpoetics" (Assay 7.2)
        • Kara Zivin, "Interrogating Patterns: Meandering, Spiraling, and Exploding through ​The Two Kinds of Decay" (Assay 7.2)
      • 7.2 Conversations >
        • Sarah Minor
        • David Shields
      • 7.2 Pedagogy >
        • Megan Baxter, "On Teaching Brian Doyle’s “Leap” to Students Born After 9/11" (Assay 7.2)
        • Jennifer Case, "'Toward a New, Broader Perspective': Place-Based Pedagogy and the Narrative Interview"
        • Kelly K. Ferguson, "Cribbing Palpatine’s Syllabus: Or, What Professoring for the Evil Empire Taught Me ​About Instructional Design" (Assay 7.2)
        • Jennifer Pullen, "Seeking Joy in the Classroom: Nature Writing in 2020" (Assay 7.2)
    • 8.1 (Fall 2021) >
      • 8.1 Articles >
        • Allison Ellis, "Nonfiction Ghost Hunting" (Assay 8.1)
        • Lisa Levy, "We Are All Modern: Exploring the Vagaries of Consciousness in 20th & 21st Century Biography and Life Writing" (Assay 8.1)
        • Ashley Espinoza, "A las Mujeres: Hybrid Identities in Latina Memoir" (Assay 8.1)
        • Cherie Nelson, "The Slippery Self: Intertextuality in Lauren Slater’s Lying" (Assay 8.1)
        • Amie Souza Reilly, "Reading the Gaps: On Women’s Nonfiction and Page Space" (Assay 8.1)
      • 8.1 Conversations >
        • Amy Bowers, "The Elegiac Chalkboard in Jo Ann Beard’s “The Fourth State of Matter”" (Assay 8.1)
        • Theresa Goenner, "​The Mania of Language: Robert Vivian's Dervish Essay" (Assay 8.1)
        • Kathryn Nuernberger, "Writing Women’s Histories" (Assay 8.1)
        • Louisa McCullough, "The Case for In-Person Conversation" (Assay 8.1)
        • Kat Moore, "Rupture in Time (and Language): Hybridity in Kathy Acker’s Essays" (Assay 8.1)
      • 8.1 Pedagogy >
        • Mike Catron, "There’s No Such Thing as Too Much of Jason Sheehan’s “There’s No Such Thing As Too Much Barbecue”: ​A Pedagogical Discussion" (Assay 8.1)
        • Brooke Covington, "Ars Media: A Toolkit for Narrative Medicine in Writing Classrooms" (Assay 8.1)
        • W. Scott Olsen, "​A Desire for Stories" (Assay 8.1)
        • C.S. Weisenthal, "​Seed Stories: Pitched into the Digital Archive" (Assay 8.1)
    • 8.2 (Spring 2022) >
      • 8.2 Articles >
        • Barrie Jean Borich, "Radical Surprise: The Subversive Art of the Uncertain," (8.2)
        • George Estreich, "Feeling Seen: Blind Man’s Bluff, Memoir, and the Sighted Reader" (8.2)
        • Kristina Gaddy, "When Action is Too Much and Not Enough: A Study of Mode in Narrative Journalism" (8.2)
        • Marya Hornbacher, "Solitude Narratives: Towards a Future of the Form" (8.2)
        • Margot Kotler, "Susan Sontag, Lorraine Hansberry, and the ​Politics of Queer Biography " (8.2)
      • 8.2 Conversations >
        • Michael W. Cox , "On Two Published Versions of Joan Didion’s “Marrying Absurd” (8.2)
        • Hugh Martin, "No Cheap Realizations: On Kathryn Rhett’s “Confinements” (8.2)
      • 8.2 Pedagogy >
        • Liesel Hamilton, "How I Wish I’d Taught Frederick Douglass: An Examination of the Books and Conversations We Have in Classrooms" (8.2)
        • Audrey T. Heffers, "In the Room Where it Happens: Accessibility, Equity, and the Creative Writing Classroom" (8.2)
        • Daniel Nester, "Joan Didion and Aldous Huxley’s Three Poles" (8.2)
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