 |
A unique Bones episode told from |
the point of view of a dead boy. |
I have mixed feelings about first-person in fiction. It is
ubiquitous; these days, I read far more of it than I used to. But
I'm always somewhat wary of it. Like with fiction based on letters, I can't drop the sneaky suspicion that it is too easy.
Oh, just write a memoir already.
Additionally, I have formed the uneasy impression in the last few
years--I read a great many small press books on my Kindle, and I enjoy
many of them--that first-person is a kind of fall-back position for
being able to quickly establish character, except it doesn't always work. I sometimes develop less feel for the characters than I do with third-person texts. Everything is being discussed out of the perspective of a single mind, but I can't see the person or sense how that person interacts with others: what makes that person unique. The stream-of-consciousness stuff begins to blend together.

I think good first-person is so
difficult because it requires enormous control. As someone once remarked
to me about
The Curious Incident of the Boy in the Nighttime, "By the
time the book was over, I wanted to get out of the boy's head."
And the reader admired the book! For that matter, I consider Blossom Culp, the narrator of Ghosts I Have Been, to have a fantastic voice.
But. Still.
I
use Terry and Alim as first-person narrators in
His in Herland because
the original text is in first-person. I used the god of love as a
first-person narrator in my take on
Northanger Abbey because I didn't
trust that I could pull off Austen's omniscient narrator (I did the
next best thing). In both cases, I tried to remember that THIS narrator
would use particular references and vocabulary. Terry is hard-headed, pragmatic, and little wry. Alim, who is looking back on events, is more philosophical. Ven, the god of love, is "what have I signed up for?!" off-the-cuff-smoking-pot-behind-the-convenience-store guy.
I thankfully returned to
third-person in my other books.
The one entirely valid reason to
use first-person is for the reason listed below: the first-person
narrator is able to supply a first-hand account.
* * *
Re-post from 2008 with tweaks:
 |
From Ohio Northern University |
I
occasionally get students who believe they should never use
first-person in an essay, especially a research essay. Once upon a time,
one of their teachers forbade the use of first-person, and the students
took it to heart. The reasoning is that by banning first-person, the
teacher will prevent students using non-credible evidence.
Considering
the number of my students who use [the equivalent of A.I.] and still fail their essays,
the banning of first-person bears no relationship to the ability of
students to think critically.
There's a lot of ridiculous
non-first-person evidence out there which has no more credibility than a
teenage driver claiming, "I never speed." A claim, introduced with an
"I" or not, is still a claim, and any claim is disputable (as is all
evidence).
I've seen the results of this logical fallacy in my
students' writing; they confuse claims with support, thinking any
statement without "I" is evidence (there's a huge difference between
arguing, "Cats make great pets" and
proving that cats make
great pets). They also confuse claims with facts, thinking any
statement without "I" is a fact: The United States is having a
recession.
Newsweek says so. I can use this "evidence" in my paper!
All
evidence/claims are testable, both personal evidence ("I experienced")
and non-personal evidence. Determining credible evidence has nothing to
do with first-person and everything to do with the credibility of the
speaker/researcher/study/source.
In a well-intention desire
to prevent excessive grandstanding, teachers who ban first-person are
confusing cause with effect. A superfluity of "I think that..." "I
believe that..." "I must be right because..." may be the result of
a me-centered culture (and can get annoying), but it has little to
nothing to do with whether the speaker can actually be trusted or
whether the speaker's evidence is meritorious. I often tell my students,
"Personal evidence is the strongest evidence you have; it just isn't
enough except to your parents and your friends."
But
to say that personal evidence carries no weight at all is such an
obvious untruth that students are liable to follow the teacher's
instructions while missing the point.
Here's a claim: Non-credible arguments in the college environment will not go
away until students are forced to be intelligent (but not cynical) about all information. And...[2025 update]...A.I. doesn't help. Or at least, it rather
troublingly enforces how gullible students actually can be. The Internet
says it (without "I"!) so it must be true.
Thankfully,
I can report that there are students out there who get the problem.
They do prefer to think for themselves, which, of course, makes them in
the long-run, more objective.