A Version 1.0

As E. B. White said, "good writing is rewriting." I didn't realize this when I was in school. In writing, as in math and science, they only show you the finished product. You don't see all the false starts. This gives students a misleading view of how things get made.

Part of the reason it happens is that writers don't want people to see their mistakes. But I'm willing to let people see an early draft if it will show how much you have to rewrite to beat an essay into shape.

Below is the oldest version I can find of [The Age of the Essay](essay.html) (probably the second or third day), with text that ultimately survived in red and text that later got deleted in gray. There seem to be several categories of cuts: things I got wrong, things that seem like bragging, flames, digressions, stretches of awkward prose, and unnecessary words.

I discarded more from the beginning. That's not surprising; it takes a while to hit your stride. There are more digressions at the start, because I'm not sure where I'm heading.

The amount of cutting is about average. I probably write three to four words for every one that appears in the final version of an essay.

(Before anyone gets mad at me for opinions expressed here, remember that anything you see here that's not in the final version is obviously something I chose not to publish, often because I disagree with it.)

Recently a friend said that what he liked about my essays was that they weren't written the way we'd been taught to write essays in school. You remember: topic sentence, introductory paragraph, supporting paragraphs, conclusion. It hadn't occurred to me till then that those horrible things we had to write in school were even connected to what I was doing now. But sure enough, I thought, they did call them "essays," didn't they?

Well, they're not. Those things you have to write in school are not only not essays, they're one of the most pointless of all the pointless hoops you have to jump through in school. And I worry that they not only teach students the wrong things about writing, but put them off writing entirely.

So I'm going to give the other side of the story: what an essay really is, and how you write one. Or at least, how I write one. Students be forewarned: if you actually write the kind of essay I describe, you'll probably get bad grades. But knowing how it's really done should at least help you to understand the feeling of futility you have when you're writing the things they tell you to.

The most obvious difference between real essays and the things one has to write in school is that real essays are not exclusively about English literature. It's a fine thing for schools to teach students how to write. But for some bizarre reason (actually, a very specific bizarre reason that I'll explain in a moment), the teaching of writing has gotten mixed together with the study of literature. And so all over the country, students are writing not about how a baseball team with a small budget might compete with the Yankees, or the role of color in fashion, or what constitutes a good dessert, but about symbolism in Dickens.

With obvious results. Only a few people really care about symbolism in Dickens. The teacher doesn't. The students don't. Most of the people who've had to write PhD disserations about Dickens don't. And certainly Dickens himself would be more interested in an essay about color or baseball.

How did things get this way? To answer that we have to go back almost a thousand years. Between about 500 and 1000, life was not very good in Europe. The term "dark ages" is presently out of fashion as too judgemental (the period wasn't dark; it was just _different_), but if this label didn't already exist, it would seem an inspired metaphor. What little original thought there was took place in lulls between constant wars and had something of the character of the thoughts of parents with a new baby. The most amusing thing written during this period, Liudprand of Cremona's Embassy to Constantinople, is, I suspect, mostly inadvertantly so.

Around 1000 Europe began to catch its breath. And once they had the luxury of curiosity, one of the first things they discovered was what we call "the classics." Imagine if we were visited by aliens. If they could even get here they'd presumably know a few things we don't. Immediately Alien Studies would become the most dynamic field of scholarship: instead of painstakingly discovering things for ourselves, we could simply suck up everything they'd discovered. So it was in Europe in 1200. When classical texts began to circulate in Europe, they contained not just new answers, but new questions. (If anyone proved a theorem in christian Europe before 1200, for example, there is no record of it.)

For a