Wednesday, January 24, 2018

“Fabula” and “Sjuzet”: Or, We Need Some Good English Words for This Theoretical Distinction


The other day in class, after going over your Short Story assignment, I briefly introduced a useful pair of concepts drawn from Russian Formalist criticism, which revolutionized how literary scholars conceived and talked about narrative in the early half of the twentieth century: fabula and sjuzet. These are often loosely translated into English as “story” and “plot”—terms which are so close in meaning that the distinction nearly gets lost. I will attempt a more detailed and hopefully clearer summary here; you may consult Wikipedia for a more complete account.

“Fabula” (or “story”) refers to the sequence of events, actions, spoken words, and circumstances that comprise the “raw material” of a story—the “stuff that happened” apart from any narrative representation of these events. We imagine a “God’s-eye” view of the world that could reconstruct every significant feature of an event without altering or distorting it in any way. The fabula, however, turns out to be a theoretical construction: no such account, of any event, exists. Once something happens, it immediately slips into the past, and our only way of accessing it takes the form of narrative—whether a memory, an anecdote, a diary entry, a police report, court testimony, journalism, or historical writing, we have no access to “events themselves” apart from some form of narrative. We can never access the “real story,” and any narrative, theoretically, is an approximation.

The “sjuzet” (or “plot”) represents the artificial linguistic construction that seeks to represent the story in words: an author shapes and interprets the “events themselves” in all kinds of ways when he or she builds a narrative from experience. (And even fictional writing not based on direct experience posits or imagines a fabula that must be given written form.) An author plots or arranges that raw material according to linguistic and cultural conventions of narrative. A well-told story might create a strong impression of accuracy, reliability, of access to the “events themselves”—in fiction, we call this “realism.” But a relentlessly “realistic” rendering of a narrative (without a lot of personal, editorial commentary or obvious speculation; employing the “omniscient” third-person voicethink of Hemingway's style in Hills Like White Elephants) is still as much of an artificial construction as a more obviously “fictionalized” account. In either case, we have nothing but the narrative to go on, no finally “real” version of the story against which to gauge its accuracy. Evidence can bolster an account of events, and we might reasonably gauge the accuracy of a narrative in all kinds of ways, when it really matters (as in courtroom testimony, where a sjuzet always is subject to critical scrutiny and burdens of proof). But even the most scrupulously “objective,” fact-based narrative is, fundamentally, a linguistic construction.

Does this distinction make sense? Does it seem obvious? The important insight to grasp, I think, has to do with the constructed nature of any narrative. The fabula does not exist, except in so far as it has been given shape in a sjuzet. We can’t conveniently step outside of language and access “the events themselves”; once they’ve occurred, “events” only take shape as part of a narrative (or else they are forgotten and disappear). We are indeed “trapped in language,” with no access to some extralinguistic reality, as some of the poststructuralist followers of the Russian Formalists might have put it.

The study of fiction—and especially short fiction, which has to do more in a compact space—repeatedly bumps us up against these limitations of language. We are only reading sjuzets in this course. For some of these narratives, there may indeed have been “real” people, settings, and a sequence of events on which they are based—but that doesn’t matter much to us as readers of a short story. I don’t see this “limitation” as a cause for despair, and I don’t feel especially “trapped in language.” But it does mean that we have to accustom ourselves to ambiguity, to the fact that short stories often end without clear resolution—questions remain, and continue to point us outside the apparent bounds of what the author has chosen to include. We have these wonderfully rich and ambiguous stories to work with, and while they prompt us to imaginatively reconstruct a hypothetical fabula as we read (they seem to point toward an external reality where certain things happened at a certain time to certain people), we do not despair (usually) of never getting access to “the real story.” There is no real story, apart from the constructed, written narrative.

Some writers will try to relentlessly hide the constructed nature of their narratives, to create the illusion of unfiltered reality being presented directly to the reader. But Tim O’Brien constantly draws attention to the constructedness of his stories, the theoretical fabula-sjuzet divide, from the very start of this book (its dedication page, its epigraph, and its explicit identification as “a work of fiction” on the title page), O’Brien compels us to recognize both that we are reading an account of real stuff that happened to real people in a real war (we take these stories as a reflection of actual wartime experience, written by an eyewitness and participant), and that he, as the author, is constantly shaping, reshaping, altering, and adding to that real stuff (“making stuff up” in order to produce short stories, or works of fiction). Even when his fictions use a character’s “real name” (as far as we know), or refer to the author/narrator himself as “Tim O’Brien,” we are still fully aware that the events (often controversial and morally ambiguous) cannot be accessed outside of the stories we are reading. To call these “fiction” is not to say that they are phony, imagined, or false—indeed, O’Brien is adamant that “truth” can be achieved through fiction, even especially through the invention and alteration of the factual bases for a story.

Think of how often the same stories appear in various forms throughout this collection. Near the end of “Spin,” early in the book, we get the following brief exchange between Kiowa and a silent “Tim”:

                        A red clay trail outside the village of My Khe.
                        A hand grenade.
                        A slim, dead, dainty young man of about twenty.
                        Kiowa saying, “No choice, Tim. What else could you do?”
                        Kiowa saying, “Right?”
                        Kiowa saying, “Talk to me.”   (36)

And yet “Tim” doesn’t “talk” herenot yet. We might be able to surmise something about the situation, but we have not yet heard “the story.” We “get” this passage much more clearly on a second reading. Not until “The Man I Killed” do we get further elaboration of this earlier sketch (with the repetition of key phrases, like the “dainty” qualities of the dead man), but at this point, the focus is primarily on the moments just after the man has been killed, as the narrator (“Tim”) tries to deal with the horror of what he’s done. And then, in the next story (“Ambush”), he finally recounts the act of killing itself (in an imagined response to his daughter’s question about whether he killed anyone in the war). It takes “Tim O’Brien” multiple attempts to “talk”—to turn this set of actions and events into a “story”—and indeed the book almost seems to avoid certain subjects at first, as if the author would really rather not get into some of these stories. And yet he comments that the effort it takes to confront this stuff is largely “why [he] keep[s] writing war stories” (125). The same set of now-familiar elements are revisited yet again in “Good Form,” even as this short fragment calls the now-established “facts” of the story into question (twenty years ago I watched a man die on a trail near the village of My Khe. I did not kill him. But I was present, you see, and my presence was guilt enough” [171]). The book continually circles around stories it wants to tell, as if wondering how to tell them.

The “story” of the man he killed (or didnt) is “told” in various forms—often repeating key images and motifs—throughout this book, and the same is true of other stories (Kiowa’s gruesome demise, for example). This is a book that is centrally about people trying to make sense of their experience, to turn the chaos and absurdity of war into a coherent and meaningful narrative. But O’Brien continually reminds us that this is an artificial and subjective process. The “real story” continues to exist in a theoretical plain outside narrative. We know “stuff happened,” and these arrangements of words are an effort to make that stuff real, to allow it to be communicated to someone else, to approximate the lived experience, “how it felt. 

While a more straightforward, chronological account of the shooting of the young man with the dainty wrists in one conventional narrative might seem like a more effective way to create the illusion of reality (more of a direct reflection of how things actually happened), in fact, this odd “circling around” of the story generates a unique confidence in the truth of what is being conveyed: with each attempt to tell the story, our conviction that there is a story to tell (that something happened, and that it very much matters to the person telling it) is strengthened.

So, as readers of short fiction this semester, we will continually attend to the creative choices an author has made to shape his or her sjuzet: the narrative point of view, the structure, the chronological sequence, the beginning and end. As writers of short fiction yourselves, who are basing your work at least in part on real stuff, you will be thinking about fabula and sjuzet all the time, whether you use these arcane Russian words or not. There are infinite ways to shape your story, and as the author, you need to make a number of consequential decisions about how that theoretical set of events and actions will be constructed in narrative form.

Wednesday, January 17, 2018

The Inmates Running the Asylum (or, Student Discussion Leading)

Once each quarter, you will have a chance to take the wheel and steer our class discussions in whatever direction you deem interesting, relevant, and appropriate. In a group of three, you will be responsible for opening up and guiding a conversation about the story or stories that are assigned for that day. You will be expected to cover 30 minutes of the class period, but if the conversation is rolling and you don't want to stop, you will be permitted to go longer. Typically, these end up filling the whole period--once the class gets going, conversations develop their own momentum.

Your group should get together, either in person or virtually, through a Google Doc, and plan out what you want to cover in your discussion. Figure out what are the most important or interesting aspects of the story and how you might frame questions that will lead the class toward thinking productively about these aspects. You might use a typical day of class under my leadership as an example: an initial focus on voice, point of view, and narrative structure can be a good way to open up more general ideas. You can structure the class period however you'd like: assign a short in-class writing prompt, break the class into small groups for discussion, use the board or the projector or laptops--whatever will facilitate a productive and insightful discussion. Try to call on your students in the order in which they raise their hand (which is not easy, I can attest), and as I said in class, treat me like just another student: if my hand is raised, I want to comment as part of the discussion, and I should not be given priority over other students (nor, however, should I be made to wait longer than other students!).

The schedule for presentations in the first quarter is available here. (It will also be posted in the classroom.) If you have any questions or concerns, please let me know. And I'd always be glad to discuss strategy with your group in advance of your big day in the front of the room.

Welcome to the Short Story Experience


With the new semester (and new year) already more than a week old, I should be just about done rambling incessantly about all the stuff you'll be doing this semester and we can finally get down to talking about some short fiction. Without further ado, I'll provide here some links to the crucial documents I distributed last week: The Course Description, the Third Quarter Syllabus, and the guidelines for the Notebooks, Blogs, and Short Essays.