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146 pages, Paperback
First published October 14, 2013
BAG: Why do you think so many children, not just in this country but in almost every English-speaking country, are taught not to begin sentences with conjunctions? You can't begin a sentence with and or but. My own recent findings suggest that you really can't write all that well until you're beginning 10%-20% of your sentences with conjunctions.
DFW: Really? You like it, I notice. Again, it would be a guess. Teachers have a larger agenda, which is to teach students to be able to make compound sentences with more than one independent clause. The big way to do that is with conjunctions and commas.
They're also probably trying to beat out of the students the kinds of sentences that students were exposed to when they were learning to read: "See Dick run. Period. See Jane run. Period. Dick is with Jane. Period." Right? So as part of the attempt to talk about more complicated sentences, it becomes easy to go too far and get knee-jerk and say, "Therefore, just don't do this. It's caused nothing but trouble. Don't start your sentences with but and and." When the truth is, eh, 20% of the time you're probably going to want to, but they're very special cases. So let's sit down for three hours and talk about them.
Well, you're not going to do that with a third grader. Right? That's why this is not a skill that you just learn once and you're done with. This is…You're never done.
BAG: A lifelong apprenticeship?
DFW: This is a lifelong apprenticeship with aspirations to journeymanhood. Right? Yeah. But I think that's a guess. It's very easy to make fun of teachers who do this.
A teacher of mine in junior high hated me because i corrected her about hopefully. She said, "You never start a sentence with hopefully. Hopefully is an adverb." Right? So you never say, "Hopefully it will rain today because my crops really need it." And the truth is there's such a thing as a sentence adverb that expresses the speaker's intention, but that's college or grad-school grammar. It was appropriate in eighth grade for that teacher to tell her students, "Don't do this," because most of us were screwing up with adverbs anyway. Right?
So her nightmare was some little nerd in the back row who happened to know what a sentence adverb was. But when I look back on it, she was completely reasonable. It would have been nice if she would have said,"For now, don't do it. Later on, as part of your lifelong apprenticeship, you're going to learn there are certain adverbs that are in fact graceful at the start of the sentence. But for now, boys and girls, don't do it."
This is part of my own recovery from having hated my grammar teachers. I'm starting to realize they had reasons for what they were doing. They weren't often real smart about them, though.
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“Sometimes, when I’m unhappy, I’ll read David’s commencement speech immortalized in the booklet This is Water…And it makes me happier…His words uplift me. They give me hope. I’m not alone. Strange, isn’t it, that he didn’t find the hope within himself—the hope he gave to so many others.”
“I am not, in and of myself, interesting to a reader. If I want to seem interesting, work has to be done in order to make myself interesting.”
“It’s also true that we go through cycles. Right? At least in terms of my own work, I’ve gone through three or four of these, and I’m in one now, where it feels as if I’ve forgotten everything I’ve ever known. I have no idea what to do…
“And except on the days I’m really depressed, I realize that I’ve been through these before. These are actually good—one’s being larval…Or else, I just can’t do this anymore, in which case I’ll find something else to do. And I brood about that a fair amount.”