Content Tagged ‘Lee Martin’

The common touch

August 3, 2016 | 8 Comments

Atoka Gold, Dad’s bull

September 2, 2015 | 10 Comments

All summer I’ve been writing about cattle. My father’s bull Atoka Gold is a character, one of the purebred Herefords Dad raised during the early 1950s in California. What got me drafting a memoir essay was that in early June, when I brought my wife home from having surgery on her foot, I found a stockman’s cane among the umbrellas in our foyer.

I dimly recalled receiving the cane when I was four. This was about 1959. We had resettled by then in southwestern Georgia, and Dad bought a bull from a nearby farmer, R.W. Jones Jr. Walter Jones was a prominent breeder of polled (naturally hornless) Herefords who has since become legendary. He gave me the cane. Finding it again sent me into our basement, where I found Dad’s framed color photograph of Atoka Gold.

I wove my memories of what surrounded the cane, me, Dad, and Atoka Gold together with my research into Mr. Jones and polled Herefords. I braided in my wife’s recuperation this summer. There’s always so much to explain, but good writing concerns more than one thing—so, great. Except my essay grew at one point to 27 pages. Rather long!

In my mind from the start, the piece really illuminated the nature of memory, imagination, and story. But early readers wanted more about my relationship with my father. I resisted, having written so much before.

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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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Wounded family

May 19, 2014 | 4 Comments

Lee Martin’s From Our House has an honored place in my personal aesthetic pantheon and in my heart. I’ve read it four times over the years. It concerns his growing up with a rageful father, who had lost both hands in a farming accident, and a meek schoolteacher mother. She stood by, helpless to stop her husband’s harsh treatment of their son, unable to protect young Lee from Roy Martin’s mean words and brutal whippings.

Despite its easygoing narrative, rich in plot yet also feeling searchingly essayistic, this portrait of one troubled family possesses a riveting force. You sense that the surface events unfolding as Lee grows up reflect his family’s deep inner struggle to transcend its patriarch’s physical and psychic wounds. Martin evokes his experience in scenes while also slipping into the action musings by his older and wiser self. For one price, we get two points of view—that of the sensitive, difficult boy and that of the wiser adult he became.

This dual quality, layering the story and enriching the reader’s understanding of it, exists in Martin’s narration even when the retrospective writer’s presence is subtle.

Throughout From Our House, the boy’s experience and the writer’s understanding show how pain, regret, and anger—helplessly entwined with love—can ripple forever inside people from dysfunctional families. This can be passed on, an enduring emotional legacy—like the gift to self and others of a happy childhood, though of course different in effect. What makes this fate so painful is that sufferers know old wounds can warp them in the present; their burden clouds when and how and whether they assert themselves. How to be properly and maturely assertive, when your pain and your parental example want aggression—or passivity? But no matter how justified negative emotions feel, any adult who experiences them knows they’re toxic.

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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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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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