Academics From The United States

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April 10, 2026

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"[John Gardner would] take one of my early efforts at a story and go over it with me. I remember him as being very patient, wanting me to understand what he was trying to show me, telling me over and over how important it was to have the right words saying what I wanted them to say. Nothing vague or blurred, no smoked-glass prose. And he kept drumming at me the importance of using—I don't know how else to say it—common language, the language of normal discourse, the language we speak to each other in. [...] All I know is that the advice he was handing out in those days was just what I needed at that time. He was a wonderful teacher. It was a great thing to have happen to me at that period of my life, to have someone who took me seriously enough to sit down and go over a manuscript with me. I knew something crucial was happening to me, something that mattered. He helped me to see how important it was to say exactly what I wanted to say and nothing else; not to use "literary" words or "pseudo-poetic" language. He taught me to use contractions in my writing. He helped show me how to say what I wanted to say and to use the minimum number of words to do so. He made me see that absolutely everything was important in a short story. It was of consequence where the commas and periods went."

- John Gardner (American writer)

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"I don't know how Gardner might have been with other students when it came time to have conferences with them about their work. I suspect he gave everybody a good amount of attention. But it was and still is my impression that during that period he took my stories more seriously, read them closer and more carefully, than I had any right to expect. I was completely unprepared for the kind of criticism I received from him. Before our conference he would have marked up my story, crossing out unacceptable sentences, phrases, individual words, even some of the punctuation; and he gave me to understand that these deletions were not negotiable. In other cases he would bracket sentences, phrases, or individual words, and these were items we'd talk about, these cases were negotiable. And he wouldn't hesitate to add something to what I'd written—a word here and there, or else a few words, maybe a sentence that would make clear what I was trying to say. We'd discuss commas in my story as if nothing else in the world mattered more at that moment—and, indeed, it did not. He was always looking to find something to praise. When there was a sentence, a line of dialogue, or a narrative passage that he liked, something that he thought "worked" and moved the story along in some pleasant or unexpected way, he'd write "Nice" in the margin, or else "Good!" And seeing these comments, my heart would lift. It was close, line-by-line criticism he was giving me, and the reasons behind the criticism, why something ought to be this way instead of that; and it was invaluable to me in my development as a writer. After this kind of detailed talk about the text, we'd talk about the larger concerns of the story, the "problem" it was trying to throw light on, the conflict it was trying to grapple with, and how the story might or might not fit into the grand scheme of story writing. It was his conviction that if the words in the story were blurred because of the author's insensitivity, carelessness, or sentimentality, then the story suffered a tremendous handicap. But there was something even worse and something that must be avoided at all costs: if the words and the sentiment were dishonest, the author was faking it, writing about things he didn't care about or believe in, then nobody could ever care anything about it. A writer's value and craft. This is what the man taught and what he stood for, and this is what I've kept by me in the years since that brief but all-important time."

- John Gardner (American writer)

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"As my teacher, John C. Gardner did not so much bring me to the word, as he carried me home once again to the flesh of the words that so much of my academic background had year after bloody year destroyed. He returned the eye that the king of trolls had stolen from Woden, my eye that too many literary critics had forced to become blind to listening. John made reading–in place of mere meaning-scavenging–possible once again. The boundless page of schizophrenic resistance. He put me in a position to begin forgetting in order to remember, not with some sort of Garden of Eden innocence, but with voices, echoes, and uncertainty. John blew off the institutional dust that had, because of the desire of the academic industries to explain away beauty, accumulated over William Faulkner’s breathing and returned me to the dizzy breathlessness of Faulkner’s writing. Faulkner’s words, John reminded me, are made from blood, are marked in blood; they are not simply palaces of meaning, convoluted places where dead or dying scholars meet to whisper over the runes in secretive hermeneutic struggles. Read Faulkner’s sentences aloud. Feel them move, not from the page, but from inside the depths of your own body. It was with the recovery of this listening eye that I was finally able to burst into writing. John taught me to hear in physical ways the rhythm of my lips forming words. The touching of two lips, of lips to tongue, each-to-each. The ineluctable modality of the visible. Closed eyes on a beach."

- John Gardner (American writer)

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"Here's a story: There was a documentary filmmaker who was making a documentary film about education in America. And he's shooting across this classroom with lots of people, kids, who are completely distracted at the television in the back of the classroom. When they get back to the editing room, they realize that on the television, you can barely make out the show for two seconds; it's "The Simpsons," Homer Simpson on the screen. So they call up Matt Groening, who was a friend of the documentary filmmaker, and say, you know, Is this going to be a problem? It's only a couple seconds. Matt says, No, no, no, it's not going to be a problem, call so and so. So they called so and so, and so and so said call so and so. Eventually, the so and so turns out to be the lawyers, so when they got to the lawyers, they said, Is this going to be a problem? It's a documentary film. It's about education. It's a couple seconds. The so and so said 25,000 bucks. 25,000 bucks?! It's a couple seconds! What do you mean 25,000 bucks? The so and so said, I don't give a goddamn what it is for. $25,000 bucks or change your movie. Now you look at this and you say this is insane. It's insane. And if it is only Hollywood that has to deal with this, OK, that's fine. Let them be insane. The problem is their insane rules are now being applied to the whole world. This insanity of control is expanding as everything you do touches copyrights."

- Lawrence Lessig

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"Here's a simple copyright lesson: Law regulates copies. What's that mean? Well, before the Internet, think of this as a world of all possible uses of a copyrighted work. Most of them are unregulated. Talking about fair use, this is not fair use; this is unregulated use. To read is not a fair use; it's an unregulated use. To give it to someone is not a fair use; it's unregulated. To sell it, to sleep on top of it, to do any of these things with this text is unregulated. Now, in the center of this unregulated use, there is a small bit of stuff regulated by the copyright law; for example, publishing the book — that's regulated. And then within this small range of things regulated by copyright law, there's this tiny band before the Internet of stuff we call fair use: Uses that otherwise would be regulated but that the law says you can engage in without the permission of anybody else. For example, quoting a text in another text — that's a copy, but it's a still fair use. That means the world was divided into three camps, not two: Unregulated uses, regulated uses that were fair use, and the quintessential copyright world. Three categories. Enter the Internet. Every act is a copy, which means all of these unregulated uses disappear. Presumptively, everything you do on your machine on the network is a regulated use. And now it forces us into this tiny little category of arguing about, "What about the fair uses? What about the fair uses?" I will say the word: To hell with the fair uses. What about the unregulated uses we had of culture before this massive expansion of control?"

- Lawrence Lessig

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