teaching, education

Writing Illness

April 7, 2014 | 16 Comments

Illness is a theme of my “Writing Life Stories” class this semester. The students noticed it, not me. But then, four are nursing majors. In one of our texts, Lee Martin’s collection of memoir essays Such a Life, his father’s traumatic accident that cost him his hands casts a shadow across every line; and Martin explores his own boyhood bout with thyroid illness and his middle-age health crisis, an ordeal of corneal abrasion. Running through another of our main texts, Jo Ann Beard’s The Boys of My Youth, is her mother’s illness and death from cancer.

Then Thomas Larson visited last week.

He’s got a new book out, The Sanctuary of Illness: A Memoir of Heart Disease (my review and interview), and my students had read its powerful first quarter, which depicts Larson’s first heart attack and its aftermath. They also read his essay “The Woman on the Corner,” about his grandfather’s suffering and death from cancer and their effect on his grandmother. In introducing Larson, I also prepped the class by mentioning his book The Saddest Music Ever Written: The Story of Samuel Barber’s “Adagio for Strings” (reviewed), and I played part of a YouTube performance of “Adagio for Strings” with 5.8 million hits: a concert three days after the 9/11 attacks.

My students really wanted to know how Larson can write so personally about himself, his family, his body. Last year, this was also among the first questions for Lee Martin during his visit. Every non-writer wonders about this, I think. And most memoirists. “No one tells everything,” a writer once told me. But writers tend to view their experiences as material, as something to make art from, whether fiction or nonfiction.

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Content + Craft = Art

March 13, 2014 | 13 Comments

This is the second Spring I’ve taught “Writing Life Stories,” which is creative nonfiction for non-majors, college juniors and seniors. As always, this class underscores for me writing’s good news/bad news situation: writing talent is common. Among about 20 students, one is a writing major, and several others are avowed artists—of ceramics, music, theatre—but the largest single cohort this year is nursing students, who are doing impressive work. The most advanced writers, as always, are readers and journal-keepers, or who were in childhood, whether they’ve ever taken a creative writing class or not.

The first night I drew on the chalkboard a huge circle with an arrow from it to an equation: C + C = A. The circle is the vast self (which to me includes the collective unconscious of our species, though I don’t go into all that). The first C is in a rectangle and represents what the self is given to work with, which is content—the self’s encounter with the world. Both the circle and the first C are black-box mysteries, as far as teaching is concerned.

The second C is craft, and the line that flows onward from it goes to A: art.

“Craft is what releases art,” I told the kids that first night. “And art announces itself in form.”

While talent is common, the higher levels of craft are not, so craft is our appropriate focus. If I’m wrong, at least I’m clear. And let’s face it, clarity is rare in this world too. Looking back, I’ve made mistakes in teaching—just as I’ve lamented some of my shoot-from-the-hip posts here—but an instructor’s passion counts for a lot, as in blogging, even if he later views his ideas as half-baked or his execution as inept.

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Teaching memoir’s essentials

February 28, 2014 | 22 Comments

For my second year, I’m teaching “Writing Life Stories: The Power of Narrative” to a class of college juniors and seniors. There are 19 students this year, only one a writing major, though several other declared artists—of music, theatre, ceramics, film—among the future nurses, veterinarians, and teachers. In short, this is creative writing for non-majors. For the seniors, it’s their final semester. Their last chance to take a “fun” elective. Perchance to reflect, to second guess, to move forward. Seeing college careers end with my class is always so poignant. When the glory of late spring comes at last, there they’ll go, flying into their futures like so many valiant storm-tossed sparrows.

I loved last year’s class, but feel I’m doing a better job this time. I’ve codified everything learned last time—and from many other journalism, memoir, and cnf classes I’ve taught or taken over the years—into a focus on three essential elements of personal narrative nonfiction. In practice, I know, you have to teach much more than that at once. I harp on sentence diversity and rhythms from the start, for instance. Writers must learn to do so much at once, which is what makes writing challenging. Some talents do burn bright and quick, but I think of writing as a comparatively late-blooming art. Though I may change my tune by the end, for now I love the focus provided by telling the kids from the first day that our three big tools for reading and writing memoir are persona, scene, and structure.

Lee Martin, through his craft essays and memoirs, has taught me more than anyone about the use of persona. Point of view, voice, and tone all arise from or are inseparable from persona. I’ve become increasingly sensitive to the richness for readers in the fact that at least two distinctive and different voices from the same writer can tell the story in memoir: you “then,” mired in the action, and you “now,” the wiser person telling the tale. Surely this reflective narrator is embedded in our DNA.

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Newest film rocks ‘Gatsby’

November 20, 2013 | 8 Comments

“On Sunday morning while church bells rang in the villages alongshore, the world and its mistress returned to Gatsby’s house and twinkled hilariously on his lawn.”—the opening to Chapter Four of The Great Gatsby

As famous as are The Great Gatsby’s gorgeous opening and ending passages, the above line shows as well as anything the1925 novel’s elusive poetic magic. Gardens are blue, cocktail music is yellow, and trays of silver drinks float in the dusk. In prose at once specific and grandly metaphoric, The Great Gatsby unspools a plot utterly American in its larceny and its romance: the story of a rags-to-riches-shady-but-essentially-good-social-climbing outlaw whose self-invention and male yearning end in murder.

Since I’ve loved Gatsby for much of my life, I resisted seeing until recently the latest movie based upon it. I doubted whether Leonardo DiCaprio could get off Gatsby’s “old sport” tic without sounding ridiculous. “Old sport” was the nail in the coffin of Robert Redford’s inert performance in the 1974 film flop.

Now comes Baz Luhrmann with Leo as leading man. The Aussie’s effort, Hip-Hop infused and with splashy 3-D option, is “pretty much a disaster,” rules David Denby of the New Yorker. “Gatsby’s big parties are a seething mass of flesh, feathers, dropped waists, cloche hats, swinging pearls, flying tuxedos, fireworks, and breaking glass,” Denby writes. “Luhrmann’s vulgarity is designed to win over the young audience, and it suggests that he’s less a filmmaker than a music-video director with endless resources and a stunning absence of taste.”

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Combating the comma splice

October 9, 2013 | 25 Comments

Right now in the semester, I’m buried in student essays. Hour after hour goes into grading—sometimes over six hours at a stretch, and then there’s reading and class prep. And then more essays, a constant backlog, from busy young writers and revisers. I give them work, and it boomerangs right back. Yet if I suck after sympathy I recall an academic acquaintance’s rejoinder: “That’s a self-inflicted wound.”

Sure. But it’s my job. And as a fellow teacher once remarked, “Reading some of them is like getting hit in the forehead with a hammer with each sentence.” Yes, and again, that’s what we’re paid for. And I get to sit on my couch and listen to the Beatles while I grade.

I remember so vividly my own dawning awareness of original sin, as an undergraduate, when a professor circled my comma splice. In my memory it’s actually in a blue book—though why even an English professor would bother to correct a comma splice in a handwritten exam flummoxes me. “Don’t use comma splices,” he wrote. I marched right up and asked him what that meant. He explained that a comma wasn’t sufficient to join two independent clauses.

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Gornick’s ‘Fierce Attachments’

September 30, 2013 | 19 Comments

Fierce Attachments stands with another classic literary memoir, John Updike’s Self-Consciousness, and surpasses by dint of its warm humanity Vladimir Nabokov’s chilly Speak, Memory. I’m embarrassed it has taken me so long to read it, especially since I’ve read Vivian Gornick’s short book of memoir theory, The Situation and the Story, many times. I’ve always found the latter rather slippery—seemingly too simple, it suddenly drops into murky depths—but Fierce Attachments’ brilliant use of the memoirist’s dual persona brings it into focus.

All the same, my current reading of Fierce Attachments, originally published in 1987, is shadowed by disaster. I have two classes of freshmen reading it and they hate it. That may be a slight overstatement, but they aren’t enjoying it—it’s not a book for kids. They want events, plot. In a word, story.

What was I thinking? There’s a story here, but one it takes an adult to see: a woman trying to understand her mother, herself, and how her past forged her. Gornick was affected especially by her mother—mercurial, unlettered, brilliant—and by Nettie, an overripe, artistic, emotionally damaged widow next door.

Freshmen can’t relate. How can they, when most don’t yet own their material? Their parents, for instance aren’t yet people, let alone people who can be forged into characters. For juniors and seniors, if they’re writing majors or at least avid readers, Fierce Attachments would be a good risk. And all MFA students, especially those in creative nonfiction, should read it. Not to mention all self-taught adult memoirists. For it’s a wonder of a book, as good as they say.

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To plan or to plunge?

May 29, 2013 | 15 Comments

What a nude “gesture sketch” class taught writer Rachel Howard. Go to the pine if you want to learn about the pine, or to the bamboo if you want to learn about the bamboo. And in doing so you must leave your subjective preoccupation with yourself. Otherwise you impose yourself on the object and do not learn.  Your poetry issues of its own accord when you and the object have become one. —Basho, The Narrow Road to the Deep North and …

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