I'm an enormous fan of Thomas Bernhard's books, and I like the relentless feeling in his work - the pursuit of darkness, the negative - and I think in some sense I've internalised that as what one is supposed to do.

Teaching is all armchair. I learn about writing by writing and thinking about what I've written and throwing it away.

People are considered as areas that resist light, mistakes in the air, collision sweet spots. At the time of this writing, the whole world is a crime scene: People eat space with their bodies; they are rain decayers; the wind is slaughtered when they move. A retaliation is probably coming. Should a person cease to move, she would cease to kill the sky, and the world might begin to recover.

With students, one is often in the position where you have to be authoritative about what they're doing and connected to some principle. I prefer not really knowing the answer to anything interesting and I try to encourage that in teaching. If I start to feel certain about something my curiosity goes away, my mind shuts down. I'm sure that's not always true, it's stupid to generalise.

Sorry, I said to myself, wondering how many times in my marriage I'd said that, how many times I'd meant it, how many times Claire had actually believed it, and, most important, how many times the utterance had any impact whatsoever on our dispute. What a lovely chart one could draw of this word Sorry.

Being with him was like being alone underwater - everything was slow; nothing counted; I could not be harmed; I would feel dry and cold when I resurfaced.

To refrain from storytelling is perhaps one of the highest forms of respect we can pay. Those people, with no stories to circle them, can die without being misunderstood.