teaching, education

The wiser narrator

February 4, 2015 | 11 Comments

I’ve lost count of how many times I’ve read Name All the Animals, by Alison Smith, one of my favorite memoirs. I reviewed it four years ago, and this semester I’m teaching it to a class of honors freshmen students under a coming-of-age memoirs theme. At the time of my review, one of the story’s most striking aspects to me was its scenic quality. I wrote, “There isn’t much authorial distance: narrated by a bereft girl, with scant mature perspective, the story has a poignant immediacy.”

How I disagree now with my (slightly) younger self! Though Smith is a scenic and subtle writer whose story breathes on the page, and is deeply embedded in her teenage life, there’s no pretense that a high school girl wrote this. Smith’s voice palpably changes at times (as when she fills us in on her parents’ early lives), and there are even more overt cues, including the standby “writer-at-her-desk now” move, “I remember.”

Why did I not see this? I suppose I got lost in the story, plus at the time I was trying to enhance the scenic quality of my own Shepherd: A Memoir. One’s response to a book is, to a large degree, a selfie. You, now. Which is why and how I learned not to teach certain great memoirs to undergraduates. They have to find a book’s characters relatable. Maybe one of the few advantages of age is that we can relate to a wider swath of humanity.

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DFW on CNF

November 17, 2014 | 12 Comments

As a teacher and writer of nonfiction, I devoured the late David Foster Wallace’s recently released creative nonfiction syllabus. Salon, which published it, called the document “mind-blowing,” evidently referring to its tough-love language.

In this blueprint for a night class he taught at Pomona College once a week in Spring 2008—so roughly six months before his death, presumably when he was already suffering from deep depression—Wallace prosecutes a rigorous, distilled aesthetic. He builds toward it in his opening “Description of Class,” which notes that “nonfiction” means it corresponds to real affairs but that creative “signifies that some goal(s) other than sheer truthfulness motivates the writer and informs her work.”

This purpose may be “to interest readers, or to instruct them, or to entertain them, to move or persuade, to edify, to redeem, to amuse, to get readers to look more closely at or think more deeply about something that’s worth their attention. . . or some combination(s) of these.’’ He continues, going deeper:

“Creative also suggests that this kind of nonfiction tends to bear traces of its own artificing; the essay’s author usually wants us to see and understand her as the text’s maker. This does not, however, mean that an essayist’s main goal is simply to ‘share’ or ‘express herself’ or whatever feel-good term you might have got taught in high school. In the grown-up world, creative nonfiction is not expressive writing but rather communicative writing. And an axiom of communicative writing is that the reader does not automatically care about you (the writer), nor does she find you fascinating as a person, nor does she feel a deep natural interest in the same things that interest you. The reader, in fact, will feel about you, your subject, and your essay only what your written words themselves induce her to feel.”

The apparent acid that Salon responded to in “whatever feel-good term you might have got taught in high school,” I read, instead, as an attempt to emphasize his own hard-won understanding. It’s not just that along the line Wallace got his ears bored off by some undergraduates’ essays, though there’s a whiff of that. In the recent Quack This Way: David Foster Wallace and Bryan A. Garner Talk Language and Writing, Wallace discusses how in college he “snapped to it perhaps late,” thanks to his teachers, that the world “doesn’t care about you. You want it to? Make it. Make it care.”

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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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Among the poets

June 25, 2014 | 17 Comments

Rebecca McClanahan began our nonfiction workshop at Kenyon College each morning last week by reciting to us a poem from memory. This was impressive and inspiring. To say the least, it set a tone around yea olde oaken table.

One thing a genius does is to offer us art that’s made, in part, from our own cast-off thoughts. Or from showcasing our better impulses, often youthful, which she’s never stopped acting upon. Like memorizing poetry. I’m not smart enough myself to call Rebecca a genius. But I do know one thing. Hers is the finest literary mind I’ve ever dwelt steadily in the presence of.

(How I wished I might have run my memoir manuscript through that sensibility.)

The author of nine books, a writer of poetry, nonfiction, and fiction, Rebecca led nine of us in a seminar in Literary Nonfiction, a moniker she preferred over the more commonly used Creative Nonfiction because “creative” brings up that ugly specter of truth vs. lies and bogs everyone down in what the morass means.

This can be a messy genre, nonfiction. Itself hard to define. But so fertile and varied and forgiving—part of Rebecca’s message all week. She loved Nemerov’s line about form saving the writer from his own stupidity, mentioning it more than once in the course of our exhilarating week with her. One of her own sayings also pointed to the writer’s imperative to transcend, with form, mere lived experience:

“You cannot start a fire with one stick. You need two things for the text to move forward.”

The challenging and transformative aspect of the conference at Kenyon is that it’s generative. You don’t send ahead a manuscript or bring one with you. You create new work right there, from prompts given in the workshops themselves. You share it with your classmates, and at some point you read your best piece to everyone

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Ancient stories . . .

June 18, 2014 | 15 Comments

“It has to be about the reader,” began Philip Gerard. “If not, what am I doing with your book?”

Gerard’s keynote that Friday opened the recent River Teeth Nonfiction Conference at Ashland University in northeast Ohio. His opening words hung in the air. I tried to claw my way back to them. Yes. That’s it. Talk about that. Only he moved on into his focus, the allure and the power of research. He’d stated a profundity—in practice, a paradox— about writing and publishing and just as quickly left it. Upon reflection, his intended connection was obvious: give good content.

But what’s good? What does serving the reader mean? “Why should I read your story?” haunts writers, especially those of personal essays and memoirs. (And even if writers can answer for themselves, editors and publishers will rule before regular readers can.) How many celebrated books have you not finished? What did most readers like? At base maybe there’s character, or at least personality, that we respond to. Before that, there’s technique. Hence the endless discussions about craft at Ashland in those last days of May.

Before the writing conference, I’d ended my teaching year, undergone 2.5 weeks of Hospice volunteer training, and attended a camp for schoolteachers on how better to teach English to non-native speakers. Pedagogy was much on my mind. I’d had my own best teaching semester ever. I’d marveled at the information, enculturation, and student involvement fostered at Hospice and at the way my Otterbein University colleagues taught a classroom full of teachers. At Ashland, there were those thrilling flashes of insight between presenters and audience.

Just people helping people, trying to teach them—always a compelling meta-narrative. Maybe the oldest story in the book.

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Rock me—publication day!

May 1, 2014 | 19 Comments

Otterbein University, in Westerville, Ohio, is chock-full of the nicest kids I’ve ever known. And Paige Schortgen and Haley Young, former writing students of mine, are two of the nicest. Which makes them, in fact, two of the nicest girls in the entire world. (Good writers, too.) Their geeked-out celebration selfie above is the best reaction my book has provoked so far. (Other readers, your mileage may vary.) Girls, you are funny, kind, and definitely keepers.

Though Amazon began selling the book on or about April 15, the official publication date of Shepherd: A Memoir is today, May 1, 2014.

I’m not sure I can send the treasured photo of my student friends to booksellers as proof they should stock my book. So Shepherd’s review in Kirkus carries a tad more weight in the book world.

With Shepherd’s dribs and drabs of attention, maybe independent bookstores and even Barnes & Noble will stock it. If so, look for it in the gardening or nature section. Although it’s a literary memoir and not how-to (more like how-don’t), it is categorized it on the back Nature and Animals / Horticulture / Memoir. Those are the labels that influence booksellers regarding where to shelve it. I asked my publisher to use such codes because I’ve noticed that memoirs come and go rather quickly in stores, and I believe it may sell if back-to-the-land types come across it.

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Lie, steal, remake?

April 22, 2014 | 4 Comments

As a lifelong writing student, I’ve resisted writing prompts—a lazy doubting stubbornness that’s fading as I see repeatedly in my classes their utility and power. Spurred by an exercise, my “Writing Life Stories” students have just produced some of their best work of the semester.

I can’t go into the stories my students told. But suffice it to say that their essays’ opening lies—in their yearning and often-iconic specifics—take on such power, resonance, and frequently sadness as we learn the truth. Yet the retrospective wisdom fostered by the nature and placement of the truth-telling narrator makes it all moving, bearable, and a gift.

A former neighbor and hired helper of mine, whom I portray as Sam in my book Shepherd: A Memoir, used to call daffodils “Easter flowers.” I doubt Sam knew their “real” name, and his folk-poetry label for the Narcissus species spoke volumes.

Right now, in a perennial bed paces from where I write, my daffodils ordered last Fall are up and blooming for the first time. I’d planted them in the root system of a massive silver maple, and feared I hadn’t gotten them deep enough. Maybe they didn’t all make it. Yet now, at least some are blooming and some will replicate, Spring’s very essence. Their white and yellow faces form a luminous statement of hope and joy—indeed of rebirth—in this weary world. There they’ll endure, annually remaking what’s so old into news that’s forever so new.

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