Tag Archives: writing workshop

In which my dad appears

When does bereavement permit the writer to get back to the writing process? I have had quite a few conversations about this topic in the past few decades, and the answer’s pretty obviously “It depends.” I think of Donald Hall writing during Jane Kenyon’s illness and death and afterward–the stunning poems of Without. When my friend David Dunn died, I wrote immediately and often, sorrow emerging through elegies and remembrance. But I was younger then, and less experienced in the arena of bereavement.

During my mother-in-law’s two-year decline toward dying, I found myself writing about the challenges we faced–physical, emotional, communicational (that’s not a word, but I’m leaving it here all the same). Afterward, I could not/did not write. What interferes?

Why my thoughts turn this way: because, lately, my dad keeps turning up in my poem drafts.

I did not write much last year and did not submit any work.* For some reason, though I blogged and wrote long emails to friends and read many inspiring books, I did not feel particularly creative. But I wouldn’t have associated that semi-arid year with my father’s death; I figured my creative void was more about covid and an increase in chronic fatigue symptoms.

To jump start myself this year, I signed up for an online workshop (see this post). It has helped–I’ve drafted more poems in five weeks than I wrote in five months last year. But there’s been a peculiar outcome to these poems: despite widely differing prompts, source poems, and initial processes, my dad or something I connect with him appears in almost a third of the new drafts. I wonder what my subconscious is doing behind my day to day routine. Is this a response to bereavement, or a sign that I’ve accepted his death, or a reminder to self of what a huge loss it has been to me?

Not that I have a definitive answer to any of those questions. I do feel grateful for his appearance, though. He had a good sense of humor and loved to sing–nice things to have in a poem.

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Thanks, Dad.

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*Well, almost no work. Thanks to Marilyn Hazelton, editor of red lights tanka journal, I did submit tanka poems in 2021; and she accepted a few for this season’s edition (print only).

Prompted

I have been composing new poems, a welcome development spurred in part by my participation in a poetry workshop (see my last post here). Meanwhile, the college semester has resumed, and my colleagues who teach poetry have been discussing and sharing writing prompts.

For those readers who are not poets: A writing prompt is a sort of assignment in associative thinking or use of a craft strategy that the instructor offers as a form of inspiration or motivation to get creative writing started. There are entire books on this topic. Most writers go through dry spells or low motivation, and teachers need new ideas to keep their students doing the actual practice of writing even when bolts from the blue do not arrive to shake the creative spirit into gear.

I will admit to mixed feelings about prompts. Prompts can act as shortcuts to the process of composing, but I am the kind of writer who prefers the long haul; for some reason, the struggle of finding something to say, and an interesting way to say it, assists me in writing poems. I’m not in a hurry. I revise frequently. If it takes a long time to get to the finished poem, so be it. Sometimes I’ve followed a prompt and produced quite a nice poem, but maybe the voice or style or approach does not feel like my own. That’s a potential downside to prompt use. I have read poems by other writers that sound like prompt-produced poems. Some of them are fine work and yet…

This isn’t to suggest prompts lead to inauthentic or cookie-cutter poems (though that can happen, especially with inexperienced poets new to the task). I think it depends on how the prompt is presented or written and, in addition, the environment surrounding the process of thinking about writing. What works best for me is a prompt that makes suggestions I have to complete or devise for myself. Ambiguity with specifics, if that makes any sense–or specifics with ambiguity.

The environment in which I’m currently working includes a group of seven people, with whom I had not previously been acquainted, meeting online, and a moderator/leader who makes observations non-judgmentally and asks questions concerning where this poem draft could go next. And yes, there are also prompts. What I like about Elena Georgiou’s prompts is their open-endedness. Because none of us are beginning writers, we feel free to disregard any part of the prompt that doesn’t appeal to us–or to follow it closely to force us out of well-worn poetry habits–depending on our internal environment on the day we happen to be tuning in or trying the prompts. We are a group of independent people who are collectively thinking about writing. That’s something of value.

Here we are

I frequently tell my composition students to break the task of academic essay writing into steps that work for them–very Aristotelian of me. Many educated persons were “taught to think” using this method, basically by bundling concepts together into categories. I tell my students that each person may develop a different approach. Sometimes traditional categories don’t work for a particular kind of thoughtful mind.

My own, for example. I have had to study to get to the “rational,” and it intrigues me (science mind! philosophy mind!). But the mythic and the discombobulated and the circuitous: my default consciousness heads into those places when left to wander without a focused task.

A student in my class asked me why I decided to teach college. The funny thing is that it did not feel as though it were a decision on my part. It was a series of steps that seemed unrelated at the time.

One perspective–I graduated with a Philosophy and English bachelor’s degree at the moment of the worst economic period since the Great Depression (the late 1970s). I was a good speller. I got a job proofreading. From there, a series of jobs, and periods without jobs, and marriage and children and a graduate degree and wanting to do a little part time work and teaching poetry workshops in schools…

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Another perspective–I became entranced with poetry as a young adult. I read and read, and I also wrote; joined a writing critique group when David Dunn shyly invited me to the informal weekly sessions in Brooklyn. Brooklyn was not fashionable then. I had a job that paid my rent, barely. I wrote constantly, and David encouraged me to read aloud. Ariel Dawson encouraged me to submit my work to magazines. Ploddingly, and without much confidence, I followed my friends’ advice. I learned to speak in public, to groups of people who might not always be open to what I had to say. Later, I raised two children. How like teaching these things are…

I was invited to teach. I tried it. There are tasks at which I am more competent, but I get by. Some of my students thank me.

I still prefer tutoring and coaching, working one-to-one with a student, side by side in the task of urging thoughts into clarity in the form of written text. Here I am. The semester has started. Wrench those random ideas into curriculum, work on word order and concise expression. Be with the student where he or she is. Start there. Be confident. The next step will evolve.

A series of seemingly unrelated events, careers, moves, ideas, loves–those are our human foundations.

And here we are.

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Online workshops

For the month of October, I participated in an online poetry workshop with Daisy Fried (see this post). I enjoyed the workshop and gained a great deal from it; I wish I had had a little more time to put into the writing, however. As is often the case, “life intervened” and I did not find quite as much creative writing time in the month as I had hoped.

Then again, all writers have to juggle. Life intervenes, always. How dedicated are we to making art? We have to ask ourselves that now and then. If distractions too readily remove us from the genuine work, maybe we’re dilettantes. On the other hand, not all of us choose to devote 100% of ourselves to the work. That does not make us less serious about the hours it takes to compose art.

One thing I learned from the online workshop experience is that, with the right participants (our group seemed well-chosen), you can get to know one anothers’ work and topic concerns fairly quickly, and even glean things about personality, cultural background, and literary influences of the people in the group. This may be more true for writers than for other artists, perhaps, as writers are experienced at…well, writing…which is how the critique and feedback exchanges operate on these forums (via comments). The exchanges were interesting and useful because the perspectives varied greatly; and instead of talking together in a room real-time, and perhaps feeling inhibited by face-to-face shyness or fear of interrupting one another, the participants had time to write our thoughts and think a bit before posting feedback.

The downside of an online workshop, for me, mostly entails the quantity of on-screen reading necessary for full participation. I suppose I could have printed the lectures and comments, but that seemed a waste of paper and was not simple because of the Blogger-framework, the format of which does not play well with my printer defaults. Ah, technology! How I love and hate it! And the beauty of a face-to-face workshop is the beauty of human beings, faces, flesh, vocal tones, body language, gesture–subtleties lost in a virtual forum. When I was enrolled in my MFA program at Goddard, the intensity of the low-residency on-campus workshops and lectures were crucial (and irreplaceable).

Nonetheless, I found the workshop online this past month to be a valuable learning experience that expanded my thinking about poems and narrative, about revision and experimentation, and about the various modes of teaching or critiquing. I recognized, for example, how much preparation Daisy had to do to organize a one-month online workshop, how much organization, and how much thought as to purpose and guidance and feedback, let alone figuring out which low-cost method to employ to deliver the lecture, set the context, and permit easy and rapid feedback on the part of both teacher and students. Not an easy task, and she did a yeoman’s job of it. One thing I deeply appreciated was Fried’s devotion to the value of deep revision rather than just to tweaking the draft. I had forgotten how I used to wildly and almost randomly revise drafts “just to see” what might happen if I made radical changes. Often I would return to the earlier draft with renewed focus, and sometimes the radical revision took the poems to much more interesting places. These days, when I have less time to mull and experiment, I tend to stay on the safe side and take fewer risks with revision. Risk is worth it, though. I need to get back to that approach.

All in all, a positive workshop experience, and one which yielded a couple of poems worth revising and some poetry colleagues whose work I like and whose feedback I value and may tap in future (who knows?). Without leaving home.

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October focus

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October. I’ve put my vegetable garden to bed, deadheaded and pruned the perennials. The leaves are yellow and red and orange and brown, and the white pines are dropping their old needles. Quieter days, quieter nights: fewer insects, amphibians, and birds making their noises.

Well–there are the danged woodpeckers…

I expect to keep this blog less frequently this month, or to make the posts shorter, because I am taking part in what is for me a new endeavor: an online poetry workshop. I am taking a month-long class with Daisy Fried through Providence’s Fine Arts Center, 24 Pearl Street.

Daisy Fried lives in Philadelphia, 24 Pearl St. is in Rhode Island, and my fellow workshop participant-peers live in NH, MA, IN, MC, ME, NY, VA, NJ, VT, CA, AL and IL. Oh, the amazing connectivity of the world-wide web!

I’m somewhat tech-savvy but only to a limited degree, and reading online is still cumbersome for me. Nonetheless, I am curious to see how the virtual critique will work, given that we are not face-to-face as we comment, enthuse, and suggest. Interpretation takes on multiple meanings in an environment such as this one. And whether I can keep on top of the comments and reading! That’s another type of challenge during the academic year for me.

I feel thrilled to be back in the position of student, though. I’m the sort of person who might stay in school perpetually if I could manage it. Even autodidacts sometimes enjoy the camaraderie of peers.

If you are interested in the process, and how it goes for me…I shall eventually report back on these “pages”!