At the beginning of each semester, I gather basic information from my fiction writing students such as major, hometown, and favorite book. Some of this arrives from the registrar before the semester begins, but the information isn’t always accurate, and many students accustomed to large, impersonal classes appreciate even perfunctory interest in their lives. My students’ majors are varied, and the students come from all over the world, even at a state university. With few exceptions, their book selections are depressing.
The selections are not depressing because the books are sad. That would be great. I mean depressing as in uninspired, as in the last book the students can remember reading in high school, the book a movie was based on (sometimes they have only seen the movie), the Twilight series or Hunger Games series. Pretty much any series. This semester three students picked Lord of the Flies and three picked Harry Potter, edging “no response” as the most popular titles. It’s not that these books are necessarily bad, though some are. Instead, it’s what these choices suggest to me, that books occupy an ancillary role in the students’ lives. Books are something they had to read in class, or something a movie is based on, a movie everyone else is seeing. The book is rarely the thing the student willingly came to first.
Although my students and I infrequently read the same books, we watch some of the same television shows. We’re more likely to find common ground discussing Breaking Bad than Yiyun Li. If I watched Game of Thrones or The Walking Dead, we’d have a lot to talk about because those programs influence their writing more than any author, living or dead. Other influences: CSI (in its various locales), Law and Order (in its various incarnations), True Blood (vampire everything). I’m not trying to be glib or cute. These are the narratives that influence students’ writing. It’s something I need to take seriously.
Who am I to determine what’s good or bad? That’s a reasonable question. Isn’t it my job, as possibly the only creative writing instructor these students will ever have, to place moving stories into their hands, instill the virtues of reading, caution them against the culture’s basest offerings? Yes, gladly. But that’s not the question I find myself asking. The question isn’t even how to teach writing to students who don’t read. The question is how to teach writing to students who watch movies and television instead of reading.
This class, I should note, is an upper-level elective. All of my students arrive voluntarily, and most are upperclassmen. My classes are unfailingly populated with curious young men and women. They’re earnest and respectful and hard-working. I genuinely like them. Every fall and spring there is a waitlist because students want to write stories. What they don’t particularly want to do is read them. Reading literary fiction for the pleasure or edification of reading literary fiction is something very few of my students do.
What they reliably do is watch movies and television. I’m not sure if I’ve encountered a student who doesn’t. When I was in college — this is the last time I’ll allow myself this indulgence — I remember few conversations about television and little time spent watching it. There was a TV in the communal lounge, but it was a shabby space relative to the temptations elsewhere. To be fair, television has improved since I was a student. David Chase’s The Sopranos and David Simon’s The Wire, everyone seems to agree, raised the bar for what a television show could be. One can debate Simon’s characterization of The Wire as a “visual novel,” but for some of my students, it’s the only novel they choose to consume.
I have my students read a lot of stories. I make a point, as most instructors do, to vary the subjects and styles, to include authors of different ages, ethnicities, genders, classes, and backgrounds. Every two years I change all of the stories, so I’m not flying on autopilot. There is no shortage of incredible short fiction. The students digest the stories dutifully. Sometimes students are visibly moved in class, which visibly moves me. These mutually-moved moments don’t happen all of the time. I’ve learned to appreciate them.
When a student really likes a story, she will often compare it to a favorite episode, and then this happens:
“It totally reminds me of the Dexter when he —”
“Oh my God, I’m obsessed with that show.”
(General murmurs of approval.)
“Have you seen the one where he [kills someone in a mildly unpredictable way for morally dubious reasons]?”
“That one is amazing.”
Nobody says she is obsessed with Denis Johnson.
My students love Dexter. I have watched enough episodes to conclude I do not love Dexter, though it’s an interesting case study, as it attempts to communicate the protagonist’s inner life. This is harder to do on the screen than on the page, and while I applaud the show’s writers for taking this aspect seriously, the character’s monologues strike me as clumsy and inorganic. They’re supposed to be funny, but they’re not funny.
I have yet to find a voiceover that doesn’t make me cringe. As great as Vertigo is, the voiceover bums me out every time. I feel like Hitchcock doesn’t trust me — or his filmmaking — enough, and I’m thrown out of what John Gardner calls the “vivid and continuous dream.” If American Hustle wins a bunch of academy awards, it will be in spite of the lazy voiceover.
Good fiction grants you sustained, nuanced entry into a character’s mind that is difficult to achieve on the screen. This is one of the reasons the best books rarely translate into transcendent films, no matter how many times studios try (e.g. The Great Gatsby). It’s also why some of the best films come from books that aren’t universally regarded (e.g. The Godfather). That The Godfather works better as a film than a book doesn’t diminish the story. Film and literature aren’t interchangeable, and watching the former isn’t necessarily going to help you write the latter. Indeed, it may give you some bad habits. In the classroom, I regularly find myself contradicting the students’ first teacher, the screen.
Each Law and Order episode begins with the short dramatization of a crime. Those two minutes set the tone for the rest of the hour. The showrunner makes a contract with the audience before each episode: There will be a crime, it will be investigated, there will be red herrings, but the crime will be solved. Although the characters are more or less the same from episode to episode, the crimes are self-contained. Clearly, this formula works. It’s hard to find someone who hasn’t enjoyed an episode of Law and Order. I particularly enjoy the halcyon days of Special Victims Unit with Christopher Meloni, Mariska Hargitay, Ice-T, and BD Wong, whom I regard as a master of deadpan.
What I don’t enjoy are short stories inspired by SVU. Meloni and Hargitay are fine actors, but on the show, their inner lives are straightforward. They’re driven by primal and singular impulses. The world they inhabit offers little complexity. Sex offenders are bad. Detectives are good. Sometimes good people have to do bad things to get bad guys; that’s about as morally ambiguous as the show gets. It also has a fetish for vigilantism that I don’t share.
One of the most common student stories begins with a scene of violence. It’s unclear who is involved, or why they’re doing what they’re doing. Typically, nobody is named. There’s a space break signifying a leap in time and place, and then the story unfolds in a linear fashion. By the end, the villain (easier to spot than the writer imagines) is apprehended, often with a bit of insufferable banter. The story doesn’t work. My students didn’t learn this formula from reading.
I reference the stories we read. Look where Raymond Carver starts his story. What is all of the protagonist’s furniture doing on the front lawn? Why does Mary Robinson have the strange woman stop by the house on the second page? Start the story as late in the action as you can, I tell my students. Make sure your protagonist wants something, even if only a glass of water. I tell them Kurt Vonnegut gave me this advice. Some of them read Slaughterhouse Five in high school. We’re getting somewhere. Did you read any of his other books? Blank stares.
Ideally, the stories I assign and recommend will lead my students to read fiction on their own. Sometimes this happens. They take other classes with me, stop by my office hours, write me emails. Few things make me happier than students from past semesters soliciting books. I hope they’re still writing, but if they’re only reading, they’re enlarging their sense of human experience. They’re becoming more empathetic and, in turn, better brothers and sisters, sons and daughters, boyfriends and girlfriends. I believe this.
Most students I never hear from again. We get fifteen weeks, twice a week, eighty minutes a class. It’s not a lot of time to inspire a lifetime of reading. It’s not a lot of time to give students a framework from which they might begin to construct meaningful stories on their own.
Each student writes two stories for my class, but the time he or she spends thinking about the published stories I assign is arguably more important. Students who haven’t taken many writing or literature classes at the university will likely arrive with few reference points, and I treat each story as an opportunity to teach students about character or structure or language. When students reference television shows, I counter with stories. If the story isn’t protected by copyright, I’ll post a link to Blackboard. Anyone can read Anton Chekhov’s “Gusev” or James Joyce’s “Araby” or Alice Munro’s “The Bear Came Over the Mountain” for free online. Publishers mail me unsolicited books all of the time; I give the good ones to my students.
Sometimes when students reference television shows, I go with it. I ask students what they like about the show and what, if anything, they might apply to their writing. If I admire the film they reference, and I think it offers something narratively rewarding, we discuss why. Occasionally, I reference a moment in a film, for better or worse. The Third Man delays the introduction of the antagonist in a way that’s supremely effective (it doesn’t hurt that Graham Greene wrote the screenplay). I rather like Lost in Translation, but the scene where Bill Murray whispers something unheard to Scarlett Johansson strikes me as a narrative betrayal. The writer and character, I’ve told them, shouldn’t know more than the reader. Like all teachers, I’m happy when students intelligently disagree.
In their own stories, I encourage students to write something that makes them uncomfortable. If they’re going to write autobiographically, and many do, they have to be prepared to show their worst characteristics. Probably, the protagonist should do something stupid or ugly. That’s what the reader wants. If they’re going to make something up completely, and I encourage this, they have to move beyond formula. If they crib a violent scene from The Walking Dead, I give them Flannery O’Connor. It’s no less gruesome.
My students are curious in my own tastes, to an extent. What do I like to watch? I tell them. I pair the film with a book. They want to know why the book is always better than the movie. They’re referring to Harry Potter or The Hunger Games. They’ve been told this so many times they believe it, even if they don’t see it personally. It’s because your imagination is so much more interesting than what’s on the screen, I tell them. They don’t buy it. Their interest wanes. The reader and the writer co-create the story, I insist. Reading is collaborative in a way that watching a screen isn’t. You prefer your image to the director’s, no matter how beautiful Jennifer Lawrence might be. You’re narcissistic that way. It’s okay.
They nod reluctantly, like maybe it is.
How far would you go to learn the truth? In AMC’s detective drama, The Killing, “the truth” is the identity of 15-year-old Rosie Larsen’s killer in a perpetually-overcast Seattle. Would you risk losing your teenaged son, like Detective Sarah Linden? Ditch your fiancé? Would you work fifty hours straight, like her partner, Detective Stephen Holder? Endanger your sobriety by stepping into the den of your old meth dealer? Would you wrench your family even further apart, like Rosie’s father, Stan Larsen? Would you fight City Hall? Would you give up your badge and your gun?
Would you watch 13 hours of television? 26? 39?
This is, essentially, the question asked of us by The Killing, which just ended its controversial second season. The show began as one of the most critically acclaimed new shows of 2011, nominated for three Critic’s Choice awards and six Emmys. Tim Goodman at The Hollywood Reporter declared it “excellent, absorbing and addictive. When each episode ends, you long for the next – a hallmark of great dramas.” But a few months later, that same reviewer was singing a different tune. “Did The Killing Just Kill Itself?” his review of the first season finale asked.
For those who have not become as addicted to this show as I have, all you really need to know is that, after thirteen incredibly tense episodes, all the evidence began to point toward the charismatic Mayoral candidate, Darren Richmond. Most damningly, a photo from a toll booth showed Richmond driving away from the scene of Rosie’s abduction in the car where her body was later bound inside the trunk. But then, seconds before the credits rolled, Detective Linden discovered the photo was a fake. Meanwhile the innocent Richmond was shot by a friend of the Larsen family. The season ended, and the show’s fans rioted.
When I first began to watch The Killing two months ago, I told a friend who’d been watching since day one. His reaction was vehement. “Goddamn FUCK THE KILLING. I keep watching it and it keeps NOT GOING ANYWHERE. I keep thinking “OK, THIS is it” and theeennn… nope. And yet I cannot stop watching.” This same friend directed me to the website, fuckthekilling.com, which is essentially a short, explicit open letter to the show from its fans.
Most critics were just as outraged. Many cited the fact that The Killing is based on a Danish TV drama Forbrydelsen, or “The Crime”, and the pilot episodes were nearly identical, shot-for-shot. They argue that while the first season of Forbrydelsen ended satisfyingly, by disclosing the true identity of the murderer, The Killing broke that unspoken pact between itself and its audience: watch this show for 13 weeks and you will be rewarded with the truth. Subverting our expectations has brought great acclaim to other AMC shows like Mad Men and Breaking Bad, but with The Killing, the move appears to have backfired.
As the second season began, Goodman issued the show a stern warning. “By not revealing who killed Rosie Larsen in season one, this season could implode.” But in this same breath he complained that Veena Sud was compounding the problem by speaking out and directly assuring fans that the Larsen case would be solved by the end of season two. This creates a major suspense problem. “In the first 12 episodes, viewers will never believe a suspect is about to be revealed or that detectives closing in on a suspect in, say, episode seven, has any real relevancy. It certainly doesn’t make that storytelling immediately essential. Secondly, it’s telling viewers that they will be rewarded with a resolved mystery after 26 hours of television. If you see the appeal in any of this, please fire off a flare.”
Well, Tim, consider this my flare.
Think about it. How can we be upset when the truth is withheld just when we most expect it, and when someone promises that it will be delivered, right on time? But we in the audience always want to have it both ways: we want to have our expectations met, and at the same time, confounded. Novelist Elizabeth Bowen observed that “Story involves action[…] towards an end not to be forseen (by the reader) but also towards an end which, having been reached, must be seen to have been from the start inevitable.” Figuring how to get out of this double-bind has been the failing of many a writer. In all mediums, we reserve a large segment of our judgment until we see how well an entertainment ends. A great ending sends reverberations back through everything that transpired to reach it.
In the second season finale on Sunday night, The Killing achieved one of these great endings for the Larsen case. Sud kept her promise and revealed the truth about Rosie’s murder. The conclusion was satisfying, in that it did not satisfy. Rosie’s killing turned out to be caused by two different villains, one somewhat expected and the other utterly unexpected. In the end, these truths bring neither clarity nor comfort. Not to the Larsens or to the detectives. The truth behind Rosie’s killing turn out to be so meaningless and darkly ironic that we almost wish we didn’t know it. We know how Detective Holder feels as he shakes his head in his dark office. “Just the wrong place at the wrong time. Sometimes it just comes down to that I guess. Just randomness.” He comes to understand, as we must, that the truth is never as holy a grail as the quest we took to find it.
“Sounds like LOST,” another friend of mine scoffed, when I described my love of The Killing, “Never making that mistake again. LOST took away my ability to trust other people.”
Like The Killing, LOST steadily alienated its huge initial audience when writers decided to take the show in unexpected directions and then readily admitted to viewers that they did not have the truth about the mysterious island quite worked out, but that they’d figure it out as they went. The result was seven seasons filled with great drama and action, but also dead-end plots, quickly forgotten clues, and pointless characters. All of this stalling produced one loose end after the next, and there was simply no way to tie them all together in the end.
Tim Goodman likewise criticized the first season of The Killing for introducing too many “red herrings.” A red herring is a staple in most mystery stories. It is a misleading clue planted to distract us from the eventual truth. It is a kind of intended misdirection, which keeps an audience on their toes. The term originates in the training of dogs. A red herring would be run along the ground away from the scent that the dog was meant to follow. The idea was to train the dogs to eventually recognize when they were being fooled.
But while LOST dropped misleading clues haphazardly here and there to buy more time, The Killing has thus far used red herrings intentionally to lead both viewers and detectives in the wrong direction, not simply to kill time, but to make us interrogate our own assumptions about these dead-ends.
Did candidate Richmond really fit the bill? Wouldn’t it have been pretty lame for the oh-so-charming politician to wind up being a sociopathic killer? And why would he have been stupid enough to arbitrarily snuff out a call girl, two weeks before his election? And did it ever make sense that sweet, sheltered Rosie Larsen would work part-time as a high-priced underage hooker? Sud turned Richmond into yet another red herring, and this should have made us, like the detectives, wonder why we were so desperate for the truth that we’d have preferred that patently ridiculous answer. The innocent Richmond was shot and crippled for our eagerness, just as the previous nonsensical suspect, Rosie’s teacher Bennett Ahmed, was beaten nearly to death. Did anyone really think they’d make him into a secret terrorist? Now that we know the truth, it is easier to see how red those herrings really were.
It is telling that Veena Sud’s upcoming film project is a remake of the Hitchcock classic Suspicion. Hitchcock was the rare artist who managed to entertain audiences and subvert their expectations at the same time. Hitchcock achieved this most often by using a “MacGuffin,” allowing the initial mystery itself to become the red herring. Use a MacGuffin right and you can accomplish almost anything; do it wrong and your audience will never trust you again. Just ask M. Night Shyamalan.
The Killing is often compared to the Hitchcockian TV drama, Twin Peaks, which captivated America in 1990. Director David Lynch brought us Detective Dale Cooper, who was also searching for the killer of a young girl deep in the woods of Washington State. Twin Peaks used Laura Palmer’s murder as a MacGuffin to lead its viewers closer to the bizarre townsfolk, through surreal dreams, and chasing after a one-armed man. It became the most popular show on American television, but when Lynch ended his first season without delivering answers, audiences were rabid. Lynch gave in and revealed early in the second season that grieving father Leland Palmer had killed his own daughter.
And after this reveal, Twin Peaks lost its audience anyway. Soon the show ranked 85th out of 89 shows on the air. Now that Veena Sud has kept her word and revealed the killer, she runs the risk of finding her audience evaporating just like Lynch’s.
Fans and critics might well be outraged at The Killing’s anticlimax. Some might even wish Sud had decided to just leave us all in suspense for another year. But hopefully this ending will encourage viewers to stop trying so hard to see The Killing as a typical police drama and wake up to the fact that it long-ago metamorphosed into something much more fascinating. It has been, from the start, a show that makes us question – like Detectives Linden and Holder – the value of the truth, and what we will invest of ourselves in order to know it.
Last year, in an interview with Alan Sepinwall, Veena Sud defended the integrity of the show. “We said from the very beginning this is the anti-cop cop show. It’s a show where nothing is what it seems, so throw out expectations. We will not tie up this show in a bow. There are plenty of shows that do that, in 45 minutes or whatever amount of time, where that is expected and the audience can rest assured that at the end of blank, they will be happy and they can walk away from their TV satisfied. This is not that show.”
Veena Sud worked for four years as a writer and producer for the CBS cop show Cold Case, a cop show which follows a tight formula: a long-forgotten case somehow surfaces and eventually is solved through the use of “modern techniques” of DNA processing and microfiber analysis. In truth, cold cases are rarely solved, and lawyers today cite The CSI Effect to explain how juries accustomed to TV crime dramas have come to expect an unrealistic level of certainty in evidence. An FBI study done in 2010 showed that since 1980 only 63% of murders have been solved, nationwide. This ranges from highs of 82% in North Las Vegas and lows of only 21% in Detroit. Perhaps this explains why we are so buoyed by the prospect that a single hair follicle might lead detectives to a killer within hours of a murder. No one ever said red herrings didn’t smell good.
Perhaps Sud asked herself what it says about audiences that we will watch essentially the same unrealistic episode of Cold Case, again and again? That show ran for seven years. CSI has run for thirteen years so far and has spun off two other series, both still running. Law & Order ended after twenty-years, after spinning of four new series. There’s NCIS, times two. Bones. Criminal Minds, times two. Hawaii Five-O all over again. Each show, in its own way, comfortingly repeats the formula, delivering the truth right on time, usually with an arched eyebrow and a wry quip. Perhaps The Killing isn’t breaking a pact with us, but staging an intervention.
It’s suggestive that Detective Holder is a former meth addict, and some of the dialogue between him and Linden revolves around the nature of addiction: what you’ll give up for your high and what rock-bottom looks like. Linden too, is depicted as an addict, not to drugs but to the case. She is, like us, addicted to the truth. Years earlier, Linden had a similar case which was never solved, and it landed her in a psychiatric institution. Then, facing the impossibility of knowing the truth drove Linden crazy. But at the end of the second season, she sees that knowing the truth is almost as unnerving. When Holder insists, for the second time that day, “We got the bad guy,” Linden’s only response is a chilly, “Yeah, who’s that?”
Because The Killing began as an adaptation of the Danish TV drama Forbrydelsen, many compare it to Stieg Larsson’s Girl With the Dragon Tattoo books. But while it has some of that same icy edge and atmosphere, I think a better comparison is to the novels of another introverted writer from a gloomy European locale, whose work also went on to great acclaim only after his death: Franz Kafka.
Kafka’s most famous story, The Metamorphosis, is about a man who wakes up one day mysteriously transformed into a bug. But this strange mutation is a MacGuffin. We want to find out how poor Gregor turned into a bug, and so we delve deeper into Gregor’s sad predicament. Like Hitchcock’s The Birds, Kafka gives no explanation in the end, by which time we are so moved and awestruck that we’ve forgotten what we came for.
Another classic tale, “In the Penal Colony,” involves a man journeying to a remote prison to see a machine of elegant torture. An Officer there explains that it painfully tattoos a criminal with the phrase “Be Just” until they eventually receive a mystical revelation and die in ecstasy. The Officer is so excited by this magnificent torture that he jumps into the machine – only it breaks and kills him before he can find out truth the criminals received.
The Killing would fit right in with Kafka’s two best-known novels, The Trial and The Castle, which each feature a protagonist known as “K”. Both novels stretch on for hundreds of pages as K attempts to learn some sort of unobtainable truth. In this absurd pursuit K loses everything, breaks down utterly, and gets nowhere. And because neither novel was even finished at the time of Kafka’s death in 1924, even K’s total ruination is never quite completed.
Both novels show K toiling futilely against the systems of the law. In The Killing the inverse proposition is examined: two lawmen attempt to bring justice and to uncover an important truth. Their truth becomes just as elusive as the one sought by poor K. The deeper they dig, the further away it somehow gets.
Modern detective work, despite microfibers and DNA, is still rooted in the rational principles of the 16th century scientific revolution, when thinkers began to re-embrace the Classical idea that logical inquiry could lead us to the truth. The scientific method makes a kind of pact with us: collect evidence and probe it until the rational world gives up its secrets. Develop a logical hypothesis and test it out. If it fails, then you have at least eliminated something that is untrue. Start over. Try again. Keep looking. You’ve almost got it.
Four centuries later, we live in a world in which astronomers have discovered incredible things about the nature of matter, right down to the tiniest subatomic particle, and charted the expanses of the universe for light-years in all directions. And yet each answer has given us a hundred new mysteries to solve. We’ve interrogated the human body down to the smallest acellular organisms, and for each truth we have learned, ten more questions have popped out from behind it. We’ve learned much, but for all that we understand, perhaps the greatest thing we’ve learned is how much more there is to learn.
In the case of killings, there will are always unsolved cases, wrongful convictions, and unreliable witnesses. But even when we do know, beyond the shadow of a doubt, that one person killed a second person, and we arrest and punish that first person, there’s still so much we don’t know. The Killing makes this uncertainty its very heart. Is imprisoning the killer any justice. Is killing them? Can we ever understand how the killer did what they did? What is the measure of that lost life? What is the measure of the killer’s?
Don’t get me wrong. The pursuit of truth is a noble ambition. Asking if this pursuit is futile is itself but one more truth we should keep pursuing.
People often mistake Kafka for a nihilist, but his books can be very uplifting. In echoing the human struggling we often feel, we can feel less alone in that struggle – we may even laugh at it. Novelist David Foster Wallace explained how he would get his students to see the humor in Kafka. “You can ask them to imagine his stories as a kind of door. To envision us approaching and pounding on this door, increasingly hard, pounding and pounding, not just wanting admission but needing it; we don’t know what it is, but we can feel it, this total desperation to enter, pounding and ramming and kicking. That, finally, the door opens… and it opens outward – we’ve been inside what we wanted all along. Das ist komisch.” (Roughly translated, this means, “That’s pretty funny.”)
The Killing does not want to tell us an easy truth, but a difficult one. Hollywood Reporter Tim Goodman has himself argued that difficult shows can be worth the effort it takes to understand them. “You know what else is difficult? The first chapters of War and Peace. Also, great gobs of Remembrance of Things Past. Did you also know that diving in to William Faulkner can leave you wondering what the hell is going on?”
Plenty of us, of course, don’t have the patience to read the classics, or to even watch The Killing, but this does not mean that we wouldn’t be rewarded if we developed some. By embracing the entertainments of difficulty, we can learn, like Detectives Linden and Holder, to become more aware in our pursuit of the truth. We can begin to see that we are the ones who are forever tattooing that fervent Kafkaesque wish upon the world, “Be Just.”