Every Love Story Is a Ghost Story: A Life of David Foster Wallace by D. T. Max Page B

about?” he demanded to know, “Horses and buggies?” 9
    What the teachers at Arizona did like was the well-made realist short story. The well-made story was teachable, annotatable, and suitable for differing levels of talent. The professors were themselves mostly trained at the Iowa Writers’ Workshop, where such stories were the orthodoxy. They believed stories should be character-driven; they should have arcs, with moments of crisis ending in epiphanies. Most of all, for a story to succeed the reader had to know who he was reading about and why the events of the story mattered so much to him or her. “Show us what’s at stake for the character,” was a constant request from the faculty, as was, “Why is this person telling us the story?”
    Wallace probably did not know much about any of the faculty when he applied to the school. Mary Carter’s welcome letter suggested the opposite of a program bias toward realism. But it did not take long for him to learn that the teachers in Arizona wanted one thing, and he wanted another. He was at a point where he was more interested in experimentation in form and voice than in conventional narratives. He felt he had entertained readers once in
Broom
; what else, he wondered now, could he do with them? And once he grasped these were not the questions on the table at Arizona, he may even have enjoyed the consequent head-butting—Lelchuk had shown him that opposition could energize him. He perhaps even baited the teachers to bring it out.
    His first-semester workshop was with Jonathan Penner, an Iowa Workshop graduate and a writer principally of well-honed, closely observed realist novels. Penner, then in his forties, had supported Wallace’s application for admission, thrilled by his submission of a chapter from
Broom
in which two Amherst fraternity pledges barge into Lenore’s sister’s dorm room and try and get her and her roommate to sign their rear ends. A flashback to 1981, it does not sound like anything else in the book. Someone familiar with only these pages might have thought Wallace had written a ribald tour de force, in the bravura style of early Roth or an update on TerrySouthern—maybe even something by Lelchuk. 10 When Penner began reading Wallace’s new efforts in class he was surprised to find that a very different writer had apparently come to Tucson. The comic energy and verbal dexterity had been replaced by something experimental, self-referential, and deliberately graceless. Wallace was beginning to play around with the props of narrative, rearranging them to see what might catch his attention. He was also going through the various tools in the postmodern tool kit, trying each one out. Part of his goal was to erect a wall between his writing and the pleasure it could give. A passage at the beginning of the first story Wallace submitted, “Here and There,” is a parody of minimalist openings: “I kiss her bitter photo. It’s cloudy from kisses. I know the outline of my mouth from her image. She continues to teach me without knowing.”
    The story goes on in the same arch vein. Bruce, a Wallace stand-in, is reeling after his girlfriend, a Susie Perkins–like nurse/lover figure—“a certain cool, tight, waistless, etcetera. Indiana University graduate student”—has ended their relationship. In an exaggerated variant on the typical college breakup story, he reflects on what went wrong as he flees toward elderly relatives in the mythic Maine town of Prosopopoeia (literally, “mask-making,” but also a literary trope for the voice of an absent speaker). 11 The ex-lovers and their therapist converse in the space the rhythms of the highway open in Bruce’s brain, the story told as a flashback, a memory dance in three voices.
    Part of what ended the lovers’ relationship—we learn—was Bruce’s desire to be “the first really great poet of technology.” To which the therapist (who seems to have something of Lelchuk or Penner in him) chimes