It made me very happy to read the various responses to Part 1, posted last Monday. Today I want to continue this brief digression into asking what, if anything, the New Sincerity was, as well as what, if anything, it currently is. (Next Monday I’ll return to reading Viktor Shklovsky’s Theory of Prose and applying it to contemporary writing.)
Last time I talked about 2005–8, but what was the New Sincerity before Massey/Robinson/Mister? (And does that matter?) Others have pointed out that something much like the movement can be traced back to David Foster Wallace’s 1993 Review of Contemporary Fiction essay “E Unibus Pluram: Television and U.S. Fiction” (here’s a PDF copy). I can recall conversations, 2000–3, with classmates at ISU (where DFW taught and a number of us worked for RCF/Dalkey) about “the death of irony” and “the death of Postmodernism” and a possible “return to sincerity.” Today, even the Wikipedia article on the NS also makes that connection:
I wasn’t surprised that my Monday post, which was ultimately about reading & applying some ideas from Viktor Shklovsky’s Theory of Prose, mostly generated conversation about Tao Lin and the New Sincerity. I knew that would happen even as I wrote it. So I thought I should take a post to clarify my thoughts on “the whole NS thing.” What follows will be a mix of fact and personal reflection.
In the first post in this series, I outlined Viktor Shklovsky’s fundamental concepts of device (priem) and defamiliarization (ostranenie) as presented in the first chapter of Theory of Prose, “Art as Device.” This time around, I’d like to look at the start of Chapter 2 and try applying it to contemporary writing (specifically to the New Sincerity). As before, I’m proposing that one can actually use the principles of Russian Formalism to become a better writer and a better critic.
I was really thrilled to read all the responses my last post generated; thanks to everyone who chimed in! And I wanted to post something that clarifies some of the things I wrote there, since it’s apparent I caused no small amount of confusion…
I am a firm believer that creative writing can be taught; I’ve been teaching it for years now (at DePaul University, the School of the Art Institute of Chicago, Lake Forest College, and StoryStudio Chicago). Below, I’ll break “creative writing” down into five pedagogical areas (I’m a rather analytical fellow); when viewed from that perspective, I think, a whole host of practicable exercises and activities become apparent. (Note that this will be a blanket overview; I’d be happy to discuss any of this in much more depth.)