Tag Archives: covid

Back in PA

Last year at this time, I had covid and was languishing in bed, unable to tend to the garden. A regional drought meant I really should have been watering the new plants; and it also kept the weeds firmly rooted, fighting for dominance in the vegetable patch. This year, I timed a trip to New Mexico just when I ought to have been harvesting spinach and planting out tomatoes, beans, and squash. Oops. And then it rained buckets the whole time I was away (much-needed rain, but…). Therefore, the garden situation was not ideal. But garden situations seldom are ideal because Nature does its own thing regardless of my plans.

At any rate, eastern Pennsylvania finally moderated its weather enough that I got the weeds and the seeds and transplants more or less under control this past week–“control” being a general term subject to, well, Nature. The peonies bloomed gorgeously on schedule, as did the nefarious multiflora roses and Russian olives that plague the hedgerow. The catbirds and Eastern kingbirds are back; the robins’ first brood has hatched; the orioles are insistent in the walnut trees and brilliant in the garden, chasing the barn swallows. I’m not doing much writing, though I drafted one or two beginnings of poems. Outdoors takes precedence–not that I can’t write out of doors, I often do so. But poems can wait in a way the garden cannot.

And, speaking of poems (and Pennsylvania), I returned from my trip to find this Keystone Poetry anthology awaiting: https://www.psupress.org/books/titles/978-0-271-09990-3.html–the followup to 2005’s Common Wealth anthology, also edited by Marjorie Maddox and Jerry Wemple.

The new anthology, 20 years after the initial one, has poems by about 180 poets–yes, I am one of them–covering the corners and the center of the Keystone State. I like it even better than the first collection, and it is clear the editors learned much from the experience of curating poems and creating a cohesive “experience” of the regions. Granted, since I know both of the editors personally and appreciate their poetry and their visions, I may be biased. But that’s okay. Objectively, I truly get how huge an undertaking this was and how well it has turned out. For educators, there is a section at the close of the anthology full of suggestions for reading, writing critically, and writing creatively based on this anthology, and even in comparison with the previous one. As both editors are college professors who teach creative writing and critical writing, these appendices are well-thought out and worthwhile.

I miss the aridity of New Mexico, which seems to benefit my overall health. And I miss my daughter immensely. But springtime in eastern PA has many compensations, not the least of which are blooming even as I write.

Revising for the personal

I’ve been working on the poem below for 11 months now, and the process has made me think about the purpose(s) of revision, the why of why artists and writers do it. In the case of this poem, I’m revising for entirely personal reasons. My revisions have little to do with creating a stand-out poem that strangers will read and appreciate; I want to tell a particular story about someone I love in a way that might demonstrate, to that person, compassion and some understanding of his feelings. I believe this is a valid purpose for making art, even if it is subjectively personal–ie, not “universal,” not groundbreaking, not timeless.

Certainly, the classic lyric poem, and many narrative lyrical poems, often are addressed to a particular someone. It seems to me that the classic lyrical poem is less based in context, however, and can therefore be read, aesthetically, as more universal. The narrative poem by nature relates its story in a time or place, using contextual descriptions that can become obscure in different eras or locations.

Such is the poem below; it may benefit from some backstory, which I will supply afterward. But read the poem first and maybe let me know if I’m correct. Maybe it will “work” for other readers, maybe not; but it is something I have been wanting to write for my son for awhile now. And he “gets it,” so my purpose has been achieved. 🙂

~

In the Warship’s Belly

How you hated those five days in harbor,
amid steel and cable, fearful each minute but
constrained from showing it.

You prefer to see shoreline and sky.
Discomfort pervaded every hour you spent
on board, walking through hazards,

noting construction, rewiring, repairs;
how you hated the low-ceilinged passages 
through which you half-crawled,

wearing neoprene-soled boots and a hard
hat, as anxiety, hyper-alert, worked its 
wormy way through your body.

There were power outages that canceled
light completely for unexpected
seconds deep below decks,

then generators’ earthquake roars would
rumble and shake so every wall threatened,
sparks lit up and light returned—

your breath rapid and near wheezing,
tremulous, you inhaled the stale, acrid
diesel-fumed air pushed by industrial fans

through that beast’s belly, that machine 
of men’s work, war’s work. Built to threaten 
and combat, it felt nothing like a boat, nothing

like the small wooden dinghy of your heart 
that sailed the cove, with your little sister,
one summer years ago. 
~

Context: When my son was employed doing navigational software de-bugging for a US Navy contractor, the job required a week on board a military ship that was being retrofitted and overhauled in drydock. The assignment took place during covid. He hated almost every minute of the experience and left the job soon after the on-board stint. Due to non-disclosure agreements and national security stuff, he couldn’t really tell us much about why he was so miserable; but he described the circumstances and gave us some idea of how anxiety-producing the tasks were, given the environment and his temperament (which does lean toward the anxious). He was a grown man and quite responsible for himself, so this poem is really about my feelings for him. When those we love are going through unpleasant things, we feel for them.

And here is the dinghy, though it is technically a pram–poetic license.

Considering the collection

Recently, reading through Dave Bonta’s Poetry Blog Digest, I noticed a few posts on stalling with a manuscript and subsequently clicked on those links and read what other poets have to say about it. Mmm, yeah. I understand the challenges. I have kind of stalled on my next book, too. Or shall I say, neglected my work on it. In fact, today–when I finally thought I had some time to review the draft ms–I could not find it. I had forgotten where I put the printout.

Yes, it resides on my computer. But I prefer to work with hard copy when structuring a collection. And where was the hard copy? I wasted a good half an hour seeking it but finally noticed it peeking from under a pile of other papers. This is not a sign of determined intent.

Why do I allow it to languish? There are so many possible answers to that. The poets who posted (see above) had structural concerns, other things going on in their lives, also a bit of second-guessing and self-doubting. I had eye surgery and covid, but those circumstances did not keep me from drafting new work, only kept me from putting the book together. I recognize now that these tasks involve, for me at least, very different processes, and maybe that is why I’m stalled but not “blocked.” I mean, hooray, I’m writing poems! Which is a process I enjoy, along with revising. But drafting and revising revolve around the process of an interior reflection and creative surge. I wish I could feel that way about putting this collection together, but I don’t. The manuscript-making process is lengthier, broader in scope, requires more critical analysis and a consideration (to a degree) of audience/readership that an individual poem does not. It asks questions of chronology, topic, and forms in aggregate that matter much less when working on one poem at a time.

Perhaps that means I’m not ready to put this collection together yet. Or that I have chosen the wrong theme or mix of poems, and I should reconsider the entire project.

*le sigh*

Maybe I need to take another amble around the garden to clear my head. It’s nice to have that option. It feels more like rejuvenation and less like…procrastination.

~

Many amazements

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Shy

When I was in elementary school, my teachers described me as “shy.” A few of them commented that I was “creative” and “smart.” It’s strange how these adjectives for character traits came to shape how I perceived and pegged myself, and I suppose I’m not alone in this. I considered creativity to be something positive and smartness a little daunting, but I felt ambivalence around the term shy. In the 1960s, shyness could be an admired trait among girls because it meant we were not disruptive. But I didn’t think that was all so wonderful, when the children I admired were often loud and funny. While teachers might have appreciated shyness in a pupil, children tended to think me nerdy or, worse, standoffish and snobby. Shy was not much of a compliment.

shy (adj.) late Old English sceoh “timid, easily startled, shrinking from contact with others,” from Proto-Germanic *skeukh(w)az “afraid” (source also of Middle Low German schüwe, Dutch schuw, German scheu “shy;” Old High German sciuhen, German scheuchen “to scare away”).

Online Etymology Dictionary

Hence the metaphor of the shrinking violet, the wallflower. I was fond of plants, but I did not necessarily want to be one. The introverted, reflective young person is seldom socially popular in the USA, and my budding self-confidence took a hit in the public school environment. Was I really timid and easily frightened–or was I just dreamy, bookish, unconventionally funny, skinny, tall, bespectacled, and not particularly socially adept?

Elena Elisseeva, Spring Violets @ fineartamerica.com

One trait I developed as a shy child was a capacity to listen to others. I wanted to hear their stories, their points of view, their silly songs, their big ideas. What I regret is that later on, when I gained some self-confidence and began telling my own tales or dispersing acquired knowledge and advice, I lost some of my listening ability. It took hard work and practice on my part to feel secure when speaking to groups, and I started with the hardest practice: reading my own poetry aloud to other people. Eventually the shyness wore off, for the most part.

Then I had to get the listening back. Raising children was a tough balance between saying and listening. I fault myself for not listening quite enough. As an instructor, I found it difficult to listen to a group of students: too much cacophony, too many distractions, hard to gauge where the conversation was headed. I’ve always felt more comfortable with one-to-one tutoring, which makes listening so much easier. As this semester has wrapped, I find I am already dwelling on the fall. What did covid-protocol instruction teach me? Mostly that the listening is even more important than I thought. The students still feel freaked out; overwhelmed by, more than excited about, their futures. I can’t blame them and want to make room for their stories…not to shy away from them, especially if any of them are feeling “timid, easily startled, shrinking from contact with others.”