Event(s on the) Horizon

(See what I did there?  In the title?  It’s a pun.  About space.  It’s a space pun.)

If you enjoy awkward puns like the pun above, and if you enjoy people even more awkwardly over-explaining their already awkward puns, then you might be excited to learn that soon, very soon, depending upon your geographical location, you may in fact be able to see me a.) make awkward puns and b.) awkwardly over-explain my awkward puns in person.

I am proud, humbled, honored, super-nervous, and super-exciting to say that I’ll be part of Writers Week Symposium at the University of North Carolina at Wilmington.  I am all of those adjectives largely because Writers Week was one of my very most favorite things about the MFA program at UNCW, which makes me even more proud and humbled and honored and super-nervous and super-excited.  You can find the entire schedule here, along with a list of presenters.  I’m still not sure how I’m on that list, and I feel a little bit like it’s an elaborate version of that One Of These Things Is Not Like The Other skit from Sesame Street (in case you follow that link, as you probably should, I am the big bowl of bird seed that has Big Bird so confused).  I’ll be giving a reading from Maleficae with several of my favorite fellow alums — Xhenet Aliu, Yvette Neisser Moreno, and Kate Sweeney — on Friday at 2:00.  I’ll also be speaking about life and writing and teaching and watching ANTM marathons and writing some more after graduation at 3:30.  I can’t promise a Miley Cyrus karaoke session, but, given my other choices when I was at UNCW as a graduate student (those pink-and-magenta-striped spiked heel ankle boots, that homemade Sifl and Olly t-shirt, that weird phase when I dressed like an extra from Valley of the Dolls), anything is possible.

And the excitement doesn’t stop there!  If you’re in the greater Statesboro area, then you should know that the third annual The Write Place Festival takes place next week.  I am especially excited for the main event, which takes place on Thursday, November 14th, at 7 PM in the Emma Kelly Theatre.  This year, six incredible local writers will be reading their work in the Festival.  Readers include GSU faculty member and fiction writer Sarah Domet; GSU faculty member and poet Christina Olson; GSU alum, faculty member, and poet Zach Bush; GSU alum and novelist Jordan Fennell; and Maya Van Wagenen, a local fifteen year old and multi-category winner of last year’s Write Place high school literary awards competition, whose first book is coming out in 2014: Popular: Vintage Wisdom for a Modern Geek (you may be thinking to yourself, oh, how cute, she’s fifteen, but really you should be thinking to yourself, oh my God, she’s fifteen and she’s an absolute firecracker of a writer with a dynamic and original voice and just wow).  I’ll be signing books after the reading, and am again proud and humbled and honored and all of the other adjectives to be part of this wonderful event and included in this group of writers, big bowl of birdseed or not.  You can find more information about the Festival and see the dates and times for the full schedule of events here.

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Revisionings

I’m at this weird moment with my writing.  I am, on one hand, working on very very very (to borrow Anne Lamott’s absolutely perfect term) sh*tty rough drafts.  They’re the kind of drafts that are necessary for the kind of work I’m doing, which is very difficult and very personal and therefore means that I need to write faster than my brain can run, because my brain will just be like, stop stop STOPSTOPSTOP, and nothing will ever get done.  On the other hand, I’m working on almost-to-the-very-end-of-revising-and-beginning-of-submitting revisions.  In other words:

  • I’m cutting large parts of poems out and yelling things like stop trying to make fetch happen at them and then re-writing from the few lines that remain.
  • I’m spending most of a day (well, okay, a week) working on a poem, trying to coax it out of the form I at first forced it into (because it
    Here are some of those notes I was talking about in all of their cryptic glory.

    Here are some of those notes I was talking about in all of their cryptic glory.

    seemed like it wanted to be a pantoum, it really did) and into the form in which (hopefully) it’ll do something close to working.

  • I’m taking three hours to get two lines right.
  • I’m taking out all of the commas and capital letters and then replacing all of the commas and capital letters.
  • I’m changing “the Alabama Shakes’ Boys and Girls” to “that Alabama Shakes album” and realizing that that tiny change revealed exactly what the essay meant all along, and what I needed to do to make it mean that.
  • I’m trying to translate and expand cryptic notes I leave myself on my phone, on my laptop, on my Kindle, on my Post-Its, on the skin beneath my thumb, on a receipt for a McDonald’s smoothie.
  • I’m remembering what I meant by FUNERAL WHAT’S SAID STOPPED WRITING ESP ABOUT BC ALSO THIS ISN’T THE CLIMAX END TO TENSION THAT CHANGES THINGS CATS.
  • I’m taking out all of the commas and capital letters and then replacing all of the commas and capital letters — except for two commas and one capital letter, which finally, finally makes the poem work.

It’s an interesting in-between place.  It’s a good place to be — bringing work into the world, preparing to send work out of the world — but it’s also an uncomfortable place.  And it’s that, that discomfort, exactly, that makes it such a good place.  When the writing gets too comfortable, I start worrying.  I start thinking, this is not good.  Because writing — good writing — requires risk, and that’s far from comfortable.

This has also made me think a lot about my students, who are all in a very similar place.  I’ve often thought that learning how to write is a kind of apprenticeship: you learn the craft from reading and watching someone work, from listening to them talk about how they approach their work, and you learn the art from practicing the craft, from being willing to take risks and sharpen your skills and to work and work and work.  Sometimes, I’ll think of the writing teacher as the leader of the apprenticeship, but more and more, I feel like that isn’t true.  I feel like it can’t be true, because no one can really be a master.  I feel like perhaps the real apprenticeship is to the art itself, to all of its mysteries and wonders, all of its moments of despair and whimsy and confusion.  We’re all in the same boat, in a creative writing classroom, wherever we sit, and I often think that the teacher’s job is to start conversations, to nudge students towards risk, to give them a vocabulary to talk about their work and a way to apply those terms and techniques to their own pieces.  I think it’s also a teacher’s job to learn — both through one’s own work and reading and from one’s teachers.

Every day, I walk to my office with my folder and grade-book and Diet Coke and Altoids and I feel — excited.  Thrilled.  Nervous.  Lucky.  Most of all, lucky.  I’d say that this has been an exceptional semester in which I’ve been lucky enough to teach some exceptional students, but really, there’s nothing exceptional about it.  Instead, it’s been the rule.  I’m continuously grateful to be surrounded by such minds and such energy, such unfailing appetites for learning.  I’m grateful to my students for being willing to talk through the routes they’re taking in this strange landscape language makes for us — and I’m grateful to them for the daily reminder that though we are all making our own way in this landscape, we are, none of us, ever truly alone.

Are There Things That Are Important Beyond All This Fiddle? Or NaPoWriMo and You

People, here’s the thing: it’s April.  That means it’s National Poetry Month.  That means it’s National Poetry Writing Month.  That means I’m writing a poem a day.  That means I’m participating in a poem-a-day writing challenge.

NaPoWriMo FTW!

NaPoWriMo FTW!

And that means I’m writing a poem a day along with my fellow writers on campus.

Publicly.

As in, where everyone can see.

Yes, those were the sounds of panic you just heard.

Here’s the thing: sometimes, you hear people say that those who can’t do, teach.  Here’s the other thing: that’s totally wrong.  I mean, sure, maybe some people who can’t do teach, but I think there’s a qualifier there: they may teach, but they probably don’t teach well.  And I’m not saying that as a teacher, really — I’m saying that as a student.  I’m saying that as someone who learns, which I will, God willing, always be, teaching or no teaching.

Here, I guess, is the thing I really mean: I learned how to teach from those who taught me, and I praise everything out there that those who taught me taught very, very well.  They taught very, very well because, well, they did.  And they weren’t afraid to let me watch them doing.  My writing teachers wrote with us: if they gave us an exercise in class, their pens were always moving, and they read their drafts when we read our drafts, no matter how terrible or wonderful any of our drafts were.  They read poems and puzzled through poems and thought through problems and they did it all out loud, in front of me.  And from their thinking, I learned how to think.  From their writing, I learned how to write.  And I learned, about writing, about everything, the most important thing: keep doing.  Do and do and do.  Yoda was right: there is no try, there is only do — because trying is its own form of doing.

If there’s one thing I have learned as a teacher, though, it’s that that?  That’s not easy.  Writing along with my students means that I could write something that’s terrible, and reading along with them means letting them know I wrote something terrible, right then and there, before their very eyes.  Sometimes, it’s easier to hide behind the screen, like Oz trapped in a cinderblock room.  Sometimes, it’s easier to pretend like I’m the expert, the all-knowing, and they should listen to me just because I’m in the front of the room.

Easier doesn’t mean better when it comes to most things, teaching included.  When I first started teaching, I was so terrified of doing and failing that I came into class every day with a full script, sometimes one that I’d rehearsed in the bathroom mirror beforehand.  I even wrote out jokes, which, of course, failed, as the classes themselves tended to fail.  I told myself that perhaps my humor was just too awesome for my students to get, but eventually, I had to realize that they just weren’t funny.  They weren’t spontaneous.  They were fake, and rehearsed, as was everything that happened on my end of the classroom — I wasn’t doing anything except reading lines, and when unexpected things (like, say, questions) came from the other

This is how I know my writing's going well.

This is how I know my writing’s going well.

side of the room, I hadn’t rehearsed a response.  I didn’t know what to do.

All right, I’ll say it: my classes sucked.

And I wasn’t the only one who thought so.  Within three weeks of my first semester teaching, my name popped up on The Website That Shall Not Be Named, and there was a nauseously green frowny face next to it.  One student wrote that she would rather jump out of a building than be in the same room with me.  I drove to the gas station up the street, bought a bottle of cheap red wine, and sat on my couch and cried.

Looking back, that comment still has its sting, but most of the sting comes from the fact that I don’t blame her.  I wouldn’t want to be in a room with me either, especially a classroom.  Not long after that, I realized that I couldn’t keep up being a robot in class, even if being a robot was far more comfortable.  I realized that in order to teach, I had to do.  I had to show my students how I think, how I work, how I write.  I had to get comfortable with acting out that process instead of some lame script, and I had to get comfortable with the fact that sometimes, I would falter.  I’d be wrong.  I’d fail.  And I’d recover.  I had to get comfortable with being uncomfortable — because what else would I ever want to teach?

Now, I’ve reached the final frontier of discomfort: writing a poem every day and posting it for my students and colleagues — and, well, the Interwebs — to see.  Sometimes, I will falter.  The poems will go wrong.  They’ll fail.  I’ll recover.  And in doing, I’ll do the most important thing: I’ll learn myself and let the language teach me, which is, after all, all I could ever want to teach.

Sometimes things are exciting …

… and when things are exciting, dear denizens of the Blogosphere, I like to share them with you.  One of the best things about the Internet, besides the seemingly endless and ever-regenerating number of photographs of cats wearing fruit on their heads and of sloths Photoshopped into the middle of the Crab Nebula, is that the Internet gives us the ability to share in IRL experiences we wouldn’t otherwise be able to attend IRL.  For people like

This is a photograph of me reading.  I'm taking off my reading glasses but it looks like I'm doing something dramatic and meaningful. In fact, forget the part about the reading glasses.  This is a picture of me doing something dramatic and meaningful.

This is a photograph of me reading. I’m taking off my reading glasses but it looks like I’m doing something dramatic and meaningful. In fact, forget the part about the reading glasses. This is a picture of me doing something dramatic and meaningful.

myself, whose bodies periodically refuse to work and who are, let’s face it, always like two and a half at the most seconds away from dressing all in white and living in somebody’s attic (because really, what’s the fun if it’s your own attic?), this is the definition of a blessing, a word that can so often feel insincere and general gives me a queasy case of agita, but which, in this case, absolutely applies.

Another part of The Great Blessing of the Internets (ugh, there’s the agita again) is that it allows people whose bodies periodically refuse to work, perhaps because they’re never much more than two and a half seconds away from Emily Dickinsoning up some unsuspecting nuclear family’s attic, to share with others the times they make appearances In Real Life.  Such is the case with my reading in the Indian Springs School Visiting Writers Series, which you can hear here.

The first reading in the recording isn’t mine, it’s Kate Greenstreet‘s.  If you listen to it, you’ll see why my knees were positively shaking because, seriously, how do you follow that?  You’ll also see why I’d ordered a copy of Young Tambling, her newest collection from Ahsahta Press, before I’d even left the building that evening.  I’ve been hungrily devouring the poems and people, this is one of Those Books — by that, I mean this is a life-changing book, the kind of book that leaves a reader wowed and restless and with a completely new way to look at poetry, books, art, life, everything.  That’s because, in many ways, the book isn’t really a book.  I mean, yes, it is a series of pages with words printed on them sewn together and bound.  But it doesn’t solely exist in that form, in that bound structure.  Greenstreet’s reading shows this: she re-orders the text and the text slips seamlessly into a new narrative, a new sequence of development.  Each re-ordering creates a new story, a new series of images, a new work of art.  Like she writes in the end of the collection, next to an insanely amazing oh my God seriously photograph of this book in a different incarnation, as pages of

This is a photograph of Kate Greenstreet's Young Tambling. It's been Instagrammed because its unfiltered awesomeness would make the Interwebs EXPLODE, and then where would Al Gore, astronaut sloths, and fruit-hatted cats be?

This is a photograph of Kate Greenstreet’s Young Tambling. It’s been Instagrammed because its unfiltered awesomeness would make the Interwebs EXPLODE, and then where would Al Gore, astronaut sloths, and fruit-hatted cats be?

typeset and photographs arranged (and, presumably, re-arranged) on the wall:

Although I was thinking in two-page spreads, at some point I realized that I wasn’t actually (physically) making a book.  I was making a

big rectangular piece of temporary art.

Which is SO RIDICULOUSLY INSANELY AMAZING OH MY GOD I CANNOT EVEN TALK ABOUT IT.  It’s like she’s created a work of code-based electronic poetry without the code.  Which, seriously.  AMAZING.

And there are MORE EXCITING THINGS, the first of which has to do with my actually leaving the house and going to another location, specifically Boston, where I will be talking about writing and working and how those things go together at AWP 2013 (HOLLAH).  I’ll be moderating a panel on the academic job market with three lovely friends and colleagues, Hannah De La Cruz Abrams (you should totally read her book, The Man Who Danced with Dolls, which is so beautiful I can’t even talk about it and is one of the few books I immediately read again after finishing), Sarah Domet (author of 90 Days to Your Novel) and Jared Yates Sexton (author of An End to All Things).  The panel’s called Navigating the Track: The Writer and the Nontenured Position.  It’s at noon on Saturday in Room 104 and should be pretty awesome.  You can find more information about it on the AWP Website, here.  Keep scrolling ’til you find it.  I’ll also be a’signing books at the Toadlily Press Table in the Bookfair on Friday at 11:30 am.  Come and find me and say hello!  I will probably desperately need some coffee too, so if you’d like to bring some my way, that would be great.

See?  EXCITING THINGS.  And God bless Al Gore for inventing the Interwebs so we can all share in them.