structure

Mister Essay Guy

September 30, 2015 | 9 Comments

In Dear Mister Essay Writer Guy, Dinty W. Moore plays both straight man and humorist. He answers prominent creative nonfiction questioners—who pose ridiculous or book-length conundrums—and then he presents his more-or-less illustrative essay. Out of the absurd queries flow pervasive exaggeration, deft timing, addled answers, and wry storytelling. This sustained comedic performance glimmers with wisdom concerning life and the creation of art.

To state the obvious: Dear Mister Essay Writer Guy employs the structure of an advice column. Many now call such a borrowed structure a “hermit crab,” a term coined by Brenda Miller and Suzanne Paola in Tell it Slant. Within Moore’s clever container, this mega hermit crab, are baby ones, such as essays presented as lists, and one on a cocktail napkin.

And then there’s his playful, celebrated experiment in form, “Mr. Plimpton’s Revenge,” a Google Maps essay on his encounters as a bumbling college student charged with escorting the befuddled literary lion. A personal favorite Moore works in is “Pulling Teeth, or Twenty Reasons Why My Daughter’s Turning Twenty Can’t Come Soon Enough”; he explains in his preceding answer that it’s all he could salvage from a failed book project on adolescent girls that consumed five years of hard labor.

In “Have You Learned Your Lesson, Amigo?” Moore appreciatively dissects the craft of two con artists who fleeced him on the street. This is reminiscent of his essay “The Comfortable Chair: Using Humor in Creative Nonfiction,” in Writing Creative Nonfiction, edited by Carolyn Forche and Philip Gerrard, which profiles an unctuous but irrepressible furniture salesman named Howie. Moore so admires professional competence that he’s amused by Howie and less than outraged by the latter pair of larcenous fellow travelers.

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Q&A: Monica Wood

June 17, 2015 | 9 Comments

I asked fiction writer and memoirist Monica Wood to discuss memoir’s “for the people” aspect—the personal benefits of examining one’s life in written story—in relation to memoir as literature. Some critics seem to get irate when people they view as amateur, non-literary types publish their stories. For example, last year in the Washington Post Jonathan Yardley unloaded an anti-youth, anti-memoir, anti-MFA screed in a review of 34-year-old Will Boast’s memoir Epilogue. The issue won’t die. Recently there were columns by Leslie Jamison and Benjamin Moser in the New York Times Book Review on “Should There be a Minimum Age for Writing a Memoir?”

Wood, the author of When We Were the Kennedys: A Memoir from Mexico, Maine, said “I think you’re making the distinction between writing that serves as catharsis for the writer alone, and writing that aspires to speak to the human condition universally. Catharsis is a perfectly valid reason for writing, and I recommend it. But there’s a difference between writing a book and publishing a book. Although the Yardley screed seems awfully mean, I know what he’s getting at. I haven’t read the memoir in question, so I offer no opinion on Epilogue, but I have read a few memoirs by both young and older writers that make too little effort to look OUTWARD.”

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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.

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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.

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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.

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Lena Dunham’s self-portrait

November 6, 2014 | 10 Comments

I didn’t expect to enjoy Not That Kind of Girl as much as I did. But Lena Dunham happens to be a terrific writer—funny and surprising, with lots of rhetorical moves.

On the one hand, this is very much a New York trade book: the high concept packaging includes a canny title and cute line drawings; its prose is snappy and dry-eyed for all its introspection; and it is fittingly dedicated to the late Nora Ephron. On the other, Dunham’s turn at one point to second-person point of view and her regular inclusion of segmented essays—numbered lists with neat juxtapositions—bespeaks a writer who imbibed a high creative nonfiction aesthetic in the groves of academe. Not That Kind of Girl exudes a neat hybrid synergy. Kind of like Dunham herself, with her Jewish mother and Protestant father.

Dunham portrays herself as a mess growing up and coming of age, so full of excess emotion and so plagued by phobias that you’re regularly appalled—and steadily entertained. And surprised by her meteoric rise as an actress-director-producer-writer. Except she was graced with enviably tolerant, indulgent, and long-suffering artist parents. She’s a perfect storm of nature and nurture. Her parents raised their difficult, obsessive-compulsive daughter with love, and it shows.

They also got her professional help. Repeatedly.

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Three fine online essays

July 30, 2014 | 10 Comments

The blogsite Writers for Dinner offers Eunice Tiptree’s artful micro essay “The Boy and the Corn Stalk”—only 653 words—which is a boyhood story that flashes forward to an adulthood realization. I adore it. This essay, employing an unusual third-person point of view, possesses the strangeness of art.

Here’s the Gertrude Stein-ish sing-song once-upon-a-time opening:

“Once there was a little boy, just one little boy even though this was the late 1950s and there were lots of little boys and little girls too. There were lots, but this little boy lived far away from them in a place he though the center of the world, a place of fields filled with rows of shrubs, a nursery filled with plants with Latin names. This was the 1950s and the little boy loved to sit on his daddy’s lap in the big chair as his father napped on Sunday afternoons, the only time the work paused.”

A mythic tone suffuses “The Boy and the Cornstalk,” which is haunting—yet it’s a commonplace story of childhood. It concentrates childhood. Which makes the simple story, one about an apparently trivial early loss, poignant. Tiptree accomplishes so much with implication. Then she makes a huge leap forward in time to the character’s adult insight—also commonplace on the surface yet rare in portraying a resonant inner moment. I think this realization packs a punch because yet again she captures something deeply personal that’s at the same time a universal experience.

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