Draft No. 4

Bird nerd

May 13, 2015 | 4 Comments

In H is for Hawk, Helen Macdonald brings out the beauty and killing prowess of raptors used as hunting allies. She’s steeped in the ancient tradition of falconry, reduced, in our time, to a tiny, odd subculture. The hook for this book includes her selection of a notoriously temperamental goshawk to train instead of a comparatively easy species such as a peregrine falcon. She spends much time fretting over her hawk and frantically running after it, raising a gloved fist and blowing a whistle.

I should say her, not it: Macdonald’s goshawk is a girl. Endearingly dubbed Mabel, she is both gorgeous and a fierce avatar of death. So it’s all the more charming when Macdonald discovers that Mabel enjoys playing catch with crumpled paper wads. Mabel’s narrowed eyes mean mirth. But she’s a changeling. Triggered by sights and sounds, her quicksilver reactions—effectively her moods—are expressed in beating wings, biting beak, gripping talons.

H is for Hawk, the first memoir to win Britain’s Samuel Johnson Prize, is slow at first, and dense—this was my fresh-mind morning book for a good while before I adjusted to Macdonald’s rhythms. But heightened experiences appeal, and Macdonald evokes them in a narrative rife with savory juxtapositions. She braids three stories: taming and training the goshawk; coping with her father’s death and her disordered state; depicting novelist T.H. White’s own harrowing experience with a goshawk. White’s deeply damaged psyche and tormented life anger and chasten Macdonald in her mirroring pursuit.

[Read More]

Tiny libraries

May 6, 2015 | 6 Comments

Margret Aldrich loves books, and she loves to share them—so much so that she wrote a book about it: The Little Free Library Book: Take a Book, Return a Book. This volume tells the inspiring tale of a growing movement to unite people through the sharing of books in neighborhoods. The motto: “Always a gift. Never for Sale.”

The Little Free Library (LFL) concept was the brainchild of Todd Bol of Minneapolis, who explained in a 2013 TED Talk how he and cofounder Rick Brooks began this program in 2009. Editor/writer Margaret Aldrich was taken by the idea, so she “planted” her own LFL in front of her Minneapolis home.

Aldrich’s new book probes the how and why of this program, with chapters about community building, literacy, creativity, overcoming challenges, the humanitarian “good deed” characteristics, global reach, and even yarn bombing—with a Foreword written by Bol. Aldrich enlarges these basic concepts with headings such as “Come Together,” “Celebrate Reading,” “Kickstart Creativity,” and “Pay It Forward.” She includes interviews with a selection of LFL stewards.

NooX, an ongoing study begun in 2012 by Canadian researchers, examines how neighborhood book exchanges relate to theories of information practices. Investigators identified four main goals in 2014—neighborhood destinations, interactive spaces, gathering spaces, and sharing books—emphasizing the wide divergence in these goals from steward to steward.

[Read More]

Emphasizing structure

April 29, 2015 | 6 Comments

I suppose like all writing teachers, I try to emulate certain teachers. But mostly I’m trying to be the teacher I wish I’d had. Someone who illuminates a genre and saves me from myself. The latter is too much to ask, I know. But here’s a secret. I think I’ve become a good teacher of memoir writing, at least for beginners.

A key reason for my feeling of success is my evolving emphasis on structure. In my experience, green writers can produce creditable-to-impressive work if they focus not just on the story they want to tell but on how best to present it. Fine work ensues in my memoir classes if I show students framing, braiding, Hermit Crabs, and segmentation along with scenes and persona and the rest. Structure cracks open their material to themselves. Structure makes the eye-popping difference between a plodding chronology and a memoir essay enriched with layers and refreshing rhetorical moves.

I’m talking about receiving poignant and interesting work from a twenty-year-old. Someone who has read one novel for enjoyment in his life, whose grasp of grammar is shaky, and who has never willingly written. Much less taken a creative writing class. Maybe every teacher is doing that. If so, I’m conceited for suspecting I’m special. But amidst the very hard work of teaching, receiving such writing keeps me going. A kid’s essay may be a tad lumpy, a lopsided vase, especially the first draft, but it can also be—undeniably—art.

“Art is made of emotion, is about emotion, and asks for an emotional response,” I told my students this semester.

[Read More]

Publishing essays

April 21, 2015 | 8 Comments

I sent this email last week to my “Writing Life Stories” students, who meet in person with me once a week and otherwise online.

Class,

I’m reading your new memoirs with enjoyment, appreciation, and a feeling of accomplishment as a teacher for what you’ve done. This semester, you’ve all made art from your experience. We’ve pondered and tried many aspects of writing—but we haven’t touched on publishing. I have some advice on that if you are interested in pursuing it. But first a caveat.

Last summer, attending an intensive writing workshop taught by a respected writer, I was struck by how stringently she separated writing from publishing. And by how sparingly she praised what we wrote. She was a nice person; it was just that we were there to make new work. The point was to keep making pieces, not to jump the gun and think about publishing them, not yet. I don’t think she thought in terms of whether she “liked” or “loved” an essay, but, rather, focused on whether it had some spark, some alive quality.

Most pieces, written in response to prompts, we filed for the future, to be struggled with or cannibalized back home. But everyone churned out one piece that she suggested we might read to the assembled workshops at the end of the week. Those we slaved on, late into the night in our dorm rooms. Then she tried to help each of us further realize its potential. By that time, the extra insight she could provide was powerful. The more frustrated a writer is with his own piece—meaning he has struggled hard with it on all levels and has turned it into an external object, a misshapen piece of clay he’s almost angry at—usually the more help an editor or teacher can provide.

[Read More]

Depicting others

April 10, 2015 | 12 Comments

The only thing a memoir reader knows at the outset is that the writer survived long enough to write the book. Every memoirist knows two things: readers judge memoirists as people in a way they don’t novelists; and some people depicted in the book will read it in a close and even predatory way.

Recently when I guest lectured to Alyson Latta’s online memoir class at The University of Toronto I was struck by how many students were worried about family reactions to their life stories.

One student asked, How do your family members feel about being included in your writing? Do you purposefully leave out details that they might find embarrassing or an invasion of their privacy?

The students’ concerns made me remember the big hurdle I faced in writing about friends and acquaintances in Shepherd: A Memoir. I found that some were disturbed or overly sensitive about being portrayed. It made them uncomfortable. Hence I ended up changing most of their names and identifying details in my book

[Read More]

Perils of persona 2.0

March 27, 2015 | 8 Comments

In life we present ourselves to others amidst their constant feedback. Body language, words, eyes that twinkle or harden. Our micro adjustments to emotional currents are constant. We’re bred to send and receive signals. On the page, though, how do you know how you’re coming across?

I’ve been pondering this, as I do when I teach or write. But also because of recent events. In the first, I Skyped with a book group that had read my memoir. They gathered at RiverRead Books, a fine independent bookstore in downtown Binghamton, New York.

I got the sense—maybe a memoirist’s paranoia—that, like most book groups, they read mostly fiction. Which may partly explain one nice lady’s keen frustration with me as a character in the book. And look: Here’s that obtuse character is in the flesh. Or at least on the computer screen. A reckoning was in order. She wanted to know how I could have done it, ignored good sense and my wife and torn down a charming little cabin on our farm? All because I didn’t want to use farmland to build a house? When we didn’t even build the house after all?

Facing this sweet, smiling, frustrated woman, I was speechless. Her issue with me then felt so personal now. My thoughts raced. I created your love for that cabin. I created that dork who tore it down. I wanted you to be frustrated with me then.

As the Bible says, humans are “born for trouble as surely as sparks fly upward.” Literature is about trouble. You can play trouble for comedy or drama, but baby you play it.

[Read More]

Teaching memoir, ver. 3.0

March 11, 2015 | 14 Comments

I blogged last year about teaching memoir by emphasizing the essentials of persona, scene, and structure. Except now I list and teach scene first because students get the macro aspects of voice faster—essentially persona, the writer now, talking to us about the past—but many need help understanding how and why to dramatize, to make scenes. So SPS: scene, persona, structure. From the start, this gives us a shared vocabulary. To understand scene, you must understand summary—and often students who have written vivid summary think they’ve written scene.

That’s the thing about teaching writing: you must teach so much at once. You hope that by providing good models, students will emulate more than the stated focus. And they do. Nothing teaches the teacher, however, like teaching. Last year, my college juniors and seniors in “Writing Life Stories: The Power of Narrative” said they wished that I’d emphasized structures earlier. So this time I have.

Structure, the shaped mode of presentation, excites students. They see how it can help them crack open their material. They grasp that it can cut plodding “and then” or unnecessary backstory. Halfway through the semester, already I’ve shown them: braiding; framing ; collage; and Hermit Crabs. Next we’ll look at segmentation.

Emphasizing essay structures has caused me to realize that I can organize my entire class by examining different writing structures.

[Read More]