Tuesday, April 20, 2010

Finals Checklist


Intro to Creative Nonfiction/Finals Checklist

For your final requirements in our class, you’ll do two things:

1. Compile a folder/binder of the primary work you’ve done this term. These should be your original versions unless the assignment involved revision. Here’s a checklist of things that should be in your portfolio (arrange them in this order, please, and label accordingly):
• First writing prompt (from page 17 in text)
• First essay (illustrating the camera technique)
• Second writing prompt (from class blog/Firsts)
• Encyclopedia Blog entries (either print out or include a sheet with your blog addy)
• Prompt: The list of your essential firsts
• Festival coverage
• One Honest Essay
• Tiny Masters exercise/Revision exercise
• Research-based piece

2. EITHER one dramatic revision of one of the above pieces OR one new piece. Your revision or new work should indicate your understanding of the creative nonfiction techniques we’ve covered this term. Particularly essential will be your use/application of the following:
1. Scene
2. Dialogue
3. Color/Luminous Detail
4. Evidence of Research
5. Reflection/Musing
Your revision or new piece should be grammatically perfect, structurally sound, and reflective of the best possible work you can do. It replaces the need for a final exam in our course, so approach it accordingly.

In order to receive an A for the term, you’ll need to meet the following criteria:
• Consistent attendance and participation in class all term
• Complete portfolio
• Excellent final revision or new piece
Your grade on the Adderall Diaries exam will be factored into the above requirements as well.

Your portfolios and revisions are due in my office by 5 p.m. next Thursday, April 29. There will be a drop box outside of my office. If you’d like your materials returned, you can pick them up next semester.

Thursday, April 8, 2010

Googling Chickens (or The Joy of Research)


Using research is a great way to expand your voice and vision in creative nonfiction. So let's try this:

* Make a list of things you're curious about. The noun-ier the better.
* Choose one thing.
* Now: Google.
* Make of list of odd or interesting things you learned.
* Use the list as a launching point for a brief (750 words) essay.

We'll start this exercise in class. Your essay will be due in class on Thursday. You can post your brief essay to your blog or bring in hard copies for the class.

P.S. The chicken is the closest living relative to the T-Rex.

Tuesday, April 6, 2010

Brian O'Neill


Visit Brian O'Neill at http://www.parisofappalachia.com for backstory on the book, interviews, reviews and more.

To Live is to Fly -- And to Revise is to Write

What do poets think about revision? See some of their insights below. Then check out the book -- Seeing the Blue: Advice and Inspiration for Young Poets, compiled by Paul B. Janeczko (Candlewick Press, 2002). It's not just for poets any more.


Naomi Shihab Nye: "Now I see revision as a beautiful word of hope. It's a new vision of something. It means you don't have to be perfect the first time. What a relief!"

Georgia Heard: "To revise is a poet's life. To see and then to see again is what a poet's life is all about. I revise my poems not for the sake of revising, but to clarify what I see with my eyes and what's in my heart."

Nikki Grimes: "Good poetry requires a great deal of revision! Most of my poems go through ten drafts, minimum. (Groan.) That said, if you don't write honestly, no one will care what your poem has to say, no matter how cleverly written or technically competent it is."

Adam Ford: "It's always exciting when a poem tumbles straight from your head onto the page, but sometimes it still needs a little extra work. It's a rare poem whose first draft is as good as it could ever be."

Bobbi Katz: "Be prepared to revise. And revise. And revise."

Lillian Moore: "I tend to write poems slowly because I enjoy seeking the right word and revising until I think I have it. For almost every poem I have written over the years there has probably been a wastebasket filled with rough drafts. Most of all, I want a poem to say what I really felt or saw or heard--that is, to be true."

This Week in CNF

Workshop, workshop, more workshop. We'll discuss the revision exercises we started last week, then jump back to finish your honest essays. We'll review the writing you did for the festival week, too.

At Home: Apply your revision skills to work you've done this term. Think of this a a tinkering week. Keep reading Paris of Appalachia. We'll get to it next week.

Tuesday, March 30, 2010

Today in Creative Nonfiction

Hope you all enjoyed the festival! Today we'll do a festival re-cap, then discuss the art of revision.

For an in-class revision exercise, please be sure you have a copy of your Tiny Masters exercise. (If you don't have a copy, you can use a piece from your encyclopedia/blog entries, too.)

Some mysterious concepts to ponder between now and then:

Revision = re-vision.
Essay = from essais: French. Meaning to attempt or try out.
E.B. White: "Writing is an act of faith." Multiple acts of faith.

For Thursday: Bring copies of your festival-inspired pieces or post them to your blogs. Begin reading Paris of Appalachia by Brian O'Neill.

Monday, March 15, 2010

Tiny Masters: An Exercise in Finding What Matters

Here's an excerpt from a Brevity piece by writer/teacher Sherry Simpson. The piece is called Tiny Masters: An Artful Trick to Writing Personal Essays. Read the full piece here: http://www.creativenonfiction.org/brevity/craft/craft_simpson9_08.htm

The notion of tiny masters comes from author and New Yorker writer Susan Orlean, who once explained that she’s most interested in writing about people who are masters of their “tiny domains.” (She meant orchid thieves, 10-year-old boys, female bullfighters, Maui surfer girls, and The Shaggs, among others.) Adapting her approach to personal essays can help writers discover a rich subject near at hand – something they already know a lot about, something that interests them. It helps shift the focus from writing exclusively about the self to writing about knowledge, ideas and processes. As writers explore their mastery on the page, they instinctively begin playing with structure and making connections they never knew existed. Meaning begins emerging naturally from their drafts, pointing the way to future revisions.

This is how it works:

* Make a list of 10 things of which you’re a master. Include talents, skills, hobbies, qualities of character. I've created many lists over the years, and they surprise me every time: Making enchilada sauce. Building fires. Finding beach glass. Crossing rivers. Writing thank you notes. Collecting maps. Procrastinating. Teaching tricks to my dog.

* Choose a mastery that appeals and free-write about it. Describe how to do it, when you learned it, what you accomplish, where you do it – whatever comes to mind.

* Now write about a person connected with this mastery. Maybe it’s the person who taught you how to do it, someone you’ve done it for, or someone who discouraged you from doing it. Include details that capture the person’s personality or mannerisms.

* Next, write about a particular scene or event that involves your mastery and/or your person. Look for opportunities to add dialogue and setting.

By this point, writers usually have created a rough but promising first draft, even if it’s still in pieces. They’ve chosen something that’s important to them without worrying about whether it’s important enough. Stories, recollections, incidents and ideas start coalescing around their subject. Interrogating the draft reveals other connections and possibilities: Why this topic? What don’t I know? What information or background would enlarge the story? Why do I even like doing this? What is this about? What is this about really?


************

Try this in your class binder. Be your own tiny master.

Welcome Back!

Hope you had a great break!

This week, we'll be workshopping your honest essays. Please be sure to bring copies for class on Tuesday.

Your writing assignment for the week will be to do one peer critique of one of the essays from class. You should write a one-page, single-spaced response to the author of the piece you've chosen. Your response should offer specific feedback on what's working in the piece and what could be improved in revision. Make two copies of your critique and bring them to class on Thursday. I'll keep one copy and give the other copy to the author.

About next week:

Next week is our Writers Festival. It's always a wonderful time and I hope you're looking forward to it.

Here's the plan:

Please attend the Writers Festival events all week. To get a passing participation grade for the week, you must attend at least two events. More is much better. There will be sign-up sheets at all events. (Bonus: if you need Village credit, all the events offer that, too.)

To allow you to attend the festival, we won't be meeting in class next week. Your written assignment is to write about one of the festival events. You can write about the event in many different ways. If you'd like to take a personal essay approach, that would be fine. If the event sparks a memoir, terrific. If you'd like to try your hand at reportage, feel free to ask the visiting writers questions and record their answers. Or, if you'd like to invoke Amy Krouse Rosenthal, you could attend all events and write small entries about each one. It's really up to you. Just be sure you write about an event that inspired, moved, provoked or otherwise changed you. As you know, in Creative Nonfiction, passion means a lot.

Your assignments will be due on Thursday, April 1. Post your assignments to your blogs.

The Festival schedule again is:

* Monday, March 22 -- Faculty/alumni reading/festival kick-off, 7 p.m.
* Tuesday, March 23 -- Fiction writer/poet Kim Chinquee, craft talk at noon and reading at 7 p.m.
* Wednesday, March 24 -- Fiction writer Sherrie Flick, reading at 7 p.m.
* Thursday, March 25 -- Poets/memoirists Gerry Stern and Anne Marie Macari, reading at 7 p.m.
* Friday, March 26 -- Fiction writer/poet Joseph Bathanti, craft talk at noon and reading at 7 p.m.

All events will be in the Village Hall coffeehouse. Books will be available for purchase at the readings. Refreshments follow the readings. Village credit is available for all events.

Thursday, March 4, 2010

Spring Break Assignment: One Honest Essay

Stephen Elliott quotes Philip Lopate here: “Strive for honesty, but admit that you can delude yourself as well as the next guy. Ironically, it is this skepticism that uniquely equips the personal essayist for the difficult climb into honesty. So often the ‘plot’ of a personal essay, its drama, its suspense, consists in watching how far the essayist can drop past his or her psychic defenses toward deeper levels of honesty. One may speak of a vertical dimension in the form: if the essayist can delve further underneath, until we feel the topic has been handled as honestly, as fairly as possible, then at least one essential condition of a successful personal essay has been met."

Over break, write an essay in which you strive for honesty. The subject's your choice -- wide open. But be sure to choose a moment you care deeply about, something that matters deeply to you.

The length is open, too. As long as a love letter. As long as it takes.

Due Tuesday after break. Bring copies to share with the class.

Tuesday, March 2, 2010

Finders Keepers

For Thursday, pick the Encyclopedia entry from class that resonated most with you. Which entry made you laugh? Which entry made you think? Which entry made you say "ah" (not at all like the kind of ah you make at the doctor's office, by the way)? Which entry did you think about long after class was over?

Look closer. What makes that entry special? What techniques did the writer use? What do you admire most? What can you learn from the entry (writing-wise/life-wise)?

Now answer this: What makes writing good? Can you say in one or two sentences what you value?

And this: How is this entry an example of good writing?

Cite the entry and its author here in the comments section. Then jump over to your own blog and answer the above questions (and more, as needed).

We'll discuss on Thursday.

Monday, March 1, 2010

This Week in Creative Nonfiction


We'll finish workshopping your Encyclopedia blogs, then move on to a discussion of Stephen Elliott's Adderall Diaries as a meta-memoir. Be sure to finish reading the book by Thursday. We'll have a very short quiz on the book and basic concepts.

To add to your reading joy, here's an interview with Stephen Elliott you might find useful: http://www.smithmag.net/memoirville/2009/09/23/interview-stephen-elliott-author-of-the-adderall-diaries/

National Book Award Winner Gerald Stern Headlines Pitt-Greensburg Writers Festival March 22-26


(Please note: As part of your class requirements, plan to attend at least two Writers Festival events. More is always better!)

Poet and Essayist Gerald Stern, winner of the National Book Award, headlines this year’s Writers Festival at the University of Pittsburgh-Greensburg.

The week-long festival begins Monday, March 22 and continues through Friday, March 26. The festival features readings, lectures and book signings from nationally known poets and writers. All events will be in the Village Hall Coffeehouse and are free and open to the public.

Stern, the author of sixteen poetry collections and a memoir, reads at 7 p.m. on Thursday, March 25 with poet Anne Marie Macari.

The full festival schedules kicks off with a reading from Pitt-Greensburg faculty authors and alumni on Monday, March 22 at 7 p.m. Faculty authors include Judith Vollmer, Stephen Murabito, Richard Blevins and Lori Jakiela. Alumni readers for Monday’s event include Tim Gebadlo, Shane Duschack, Meghan Tutolo, Joseph Reed and Adam Matcho.

On Tuesday, Kim Chinquee, fiction writer and prose poet, will give a craft lecture at noon and a reading/book signing at 7 p.m. Chinquee is the author of two books of fictions/prose poems – Oh Baby (Ravenna Press) and Pretty (White Pine Press). Opening readers will be Kelly Scarff and Joy Pinkney.

On Wednesday, Sherrie Flick, author of the novel Reconsidering Happiness (University of Nebraska Press) and a flash-fiction collection I Call This Flirting (Flume Press), will read at 7 p.m. Opening readers will be Brian Cummins and Ashleigh Chicko.

Thursday features Stern and poet Anne Marie Macari. Stern is the author of 16 poetry collections and a memoir. In addition to the National Book Award, he’s received the National Jewish Book Award, The Ruth Lilly Prize and the Wallace Stevens Award. Macari is the author of three poetry collections, most recently She Heads Into the Wilderness (Autumn House Press). Opening readers will be Liz Russell and Jeff Sharon. They’ll read at 7 p.m.

The festival wraps up on Friday with Joseph Bathanti, who will give a craft talk at noon and a reading at 7 p.m. Bathanti is the author of 10 books of fiction, poetry and nonfiction. His latest is Restoring Sacred Art (poems from Star Cloud Press). Opening reader will be David Humbertson.

The Writers Festival is supported by funds from Pitt-Greensburg’s Student Government Association, Office of Academic Affairs and The Humanities Villages. It’s co-sponsored by Pendulum, the campus’ twice-yearly student literary magazine; the Written/Spoken series; and the Pitt-Greensburg Writing Program. For more information, contact Lori Jakiela, associate professor of English and festival director, at 724-836-7481 or loj@pitt.edu.

Thursday, February 25, 2010

Revising for Voice: Abe Lincoln


Thank you to Jim Heynen who called attention to this in his essay, "Becoming Your Own Best Critic." Heynen's essay is in the latest issue of Brevity. See it here: http://www.creativenonfiction.org/brevity/craft/craft_heynen1_10.htm

Here are two versions of the last paragraph of Abraham Lincoln’s second inaugural address. The first was written by Secretary of State William Seward; the second is Lincoln’s revision.

Seward’s draft:

I close. We are not, we must not be, aliens or enemies, but fellow-countrymen and brethren. Although passion has strained our bonds of affection too hardly, they must not, I am sure they will not, be broken. The mystic chords which, proceeding from so many battle-fields and so many patriot graves, pass through all the hearts and all the hearths in this broad continent of ours, will yet again harmonize in their ancient music when breathed upon by the guardian angels of the nation. (84 words)

Lincoln’s revision:

I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained, it must not break our bonds of affection. The mystic chords of memory, stretching from every battle-field and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of the Union, when again touched, as surely they will be, by the better angels of our nature. (75 words)

The two versions also appear in Doris Kearns Goodwin’s book TEAM OF RIVALS and again in the January 2009 issue of The New Yorker.

Let's talk about the difference between the two versions. Let's talk depth, effect, voice.

A Quote to Quote (and Discuss)


William Stafford said: "The poem is best that's most congruent with who you are."

What does this say about voice and truth in creative nonfiction?


p.s. William Stafford also said: "You must revise your life." Read his poems. They'll change everything. And read his amazing collection of essays on writing -- WRITING THE AUSTRALIAN CRAWL.

Thursday, February 18, 2010

Feeling Bloggy?

For this weekend, please finish reading Encyclopedia of an Ordinary Life and finish your own encyclopedic entries.

Then: put your entries on a blog. This will be fun. I promise. You can use any blogging platform (Blogger/www.blogspot.com is one that's easy and free). Once you've set up your blog, link to our class blog. Then post your blog site's address in the comments section below.

I'll post links to all of your blogs on our class blogroll. (All this blog talk makes my brain bloggy. How are yours?) We'll use the blogs in class for workshop. That's right. No paper this time around.

In class on Tuesday, we'll also be talking about revising for voice and intimate point of view (per Truth of the Matter, Ch. 5). We'll use Amy Krouse Rosenthal as an example of a writer with a distinctive voice and intimate style. We'll also talk about how blogging can help you develop voice and a sense of what it means to write to be read.

p.s. If you haven't done so already, check out AKR's own website/blog at www.whoisamy.com.

Tuesday, February 16, 2010

NPR Interview: Amy Krouse Rosenthal and the Art of the Alphabetical Memoir

Here's an interview NPR did with Amy Krouse Rosenthal shortly after the publication of EOAOL. http://www.npr.org/templates/story/story.php?storyId=4560580

Excerpt from Powell's Essay/Interview with Amy Krouse Rosenthal


Here's an excerpt to think about when we're thinking about voice -- what it is, why it's important, how it works to bring the writer and the reader closer.

Powells.Com From the Author Amy Krouse Rosenthal

"People ask me how I arrived at the idea of presenting a (my) life in encyclopedia form. Can I first say that until very recently I didn't think it was that outrageously odd of an idea. Yes, I understood that the structure was not conventional, I got that — but this format made such perfect sense to me (on many levels) that it was more like of course this is how my book will operate versus boy, I'm really doing something zany here with the structure. That said, this question has been posed to me enough times now that it is clear that people are either a) indeed curious about how I came to this encyclopedia solution, or b) it's simply the least wobbly plank from which to launch a dialogue.

That concludes the preface answer to the real answer. Here's my real answer: I don't think that question needs to be answered anymore, or at least not anymore today. I have answered it head-on for a few weeks, answered it like an earnest school girl who's been called upon, and here's the outcome: it's starting to make me feel sleazy. Why is that? Why do I feel like I'm giving a bit of myself away every time I answer that question directly? I don't know. Maybe you know. Maybe you've been here before. But I haven't. When do they serve lunch?

I think that if I continue talking about the book this way, explaining it, dissecting it, doing all this fancy circus-performer back-tracking about the process — it's potentially damaging. You explain something away enough and you're left with a dehydrated mass. I'm picturing a rotten, pale, sunken-in orange. There isn't a lot of juice or magic in a rotten orange.

Not to mention: It's no secret that I speak to this question at great length (i.e., excruciating detail) in the "Evolution of this Moment" section of the book.

Not to mention: What if I'm remembering the creative process all wrong? What if I'm romanticizing it? What if I am changing the story ever so slightly each time I tell it, in an effort to improve it, polish it, keep it fresh and unboring to me?

Not to mention: Who cares.

Let's talk about something else."

Read the full piece here: http://www.powells.com/fromtheauthor/rosenthal.html

Updated Assignments: February 18


First, here's a flamingo. Summer-y, right? It's out there, summer -- somewhere under all this mess.

Now: assignment-wise, we'll try to cover as much as possible on Thursday (no more snow!). Here's the plan:

* We'll finish workshopping your first pieces.
* I'll cover concepts from Chapters 4&5 in Truth of the Matter
* We'll review your Encyclopedia of an Ordinary Life assignments (you'll finish these for Tuesday, Feb. 23)

Keep reading Encyclopedia of an Ordinary Life if you haven't finished it and review chapters 1-5 in Truth of the Matter. We'll have a quiz on concepts we've covered so far this term next Thursday, Feb. 25.

On Tuesday, Feb. 23, I'll review some of these concepts in class and we'll talk about Encyclopedia. You'll turn in one copy of your encyclopedia entries to me. I'll make a packet of them and distribute to everyone on Thursday for workshop.

Monday, February 15, 2010

Writing Awards Deadline Extended to Thursday, Feb. 18


If you'd like to enter work in the 2010 Writing Awards Competition, you have until Thursday, Feb. 18 at 5 p.m. to submit. See full guidelines on the earlier post. (Remember -- you have to play to win. Prizes are $100 + fame. And, in the event of blizzard, $100 will buy a lot of milk and toilet paper.)

Thursday, February 4, 2010

UPG Writing Awards: Deadline is Valentine's Day

Love words more than overpriced roses? Could use $100 to cover that Valentine's Day dinner? Don't forget to enter UPG's 2009-10 Writing Awards competition. UPG Writing majors can enter in one category -- creative nonfiction, fiction, poetry, or journalism. Here are the quick guidelines:

* Enter 3-5 poems OR 1-2 pieces of creative nonfiction, fiction or journalism. Be sure your name does not appear on your entries.
* Include a cover sheet with your name, full contact information, and the titles of your entries.
* Submit your entry to either Prof. Vollmer or Prof. Jakiela. You can also drop you entry at Prof. Jakiela's office (208 Powers Hall).
* Deadline is 5 p.m. Valentine's Day, Feb. 14 2010.

Entries will be judged anonymously. Awards will be given in all four categories. Prize is $100. For more information, see Prof. Jakiela, e-mail lljakiela@gmail.com, or call 724-836-7481.

Roses. Who needs 'em?

Over-the-Weekend Fun (a.k.a. Assignments)

Work on your Encyclopedia entries. (Remember your letter of the day/week!)

Begin reading: Encyclopedia of an Ordinary Life

We'll finish workshop on Tuesday, then move to a discussion of Chapters 4 & 5 in Truth of the Matter. You'll work on your Encyclopedia entries all week. We'll start discussing these on Thursday.

More Six-Word Memoirs

Here are some more examples from the book, Not Quite What I Was Planning (the first collection of six-word memoirs):

After Harvard, had baby with crackhead.
- Robin Templeton

70 years, few tears, hairy ears.
- Bill Querengesser

Watching quietly from every door frame.
- Nicole Resseguie

Catholic school backfired. Sin is in!
- Nikki Beland

Savior complex makes for many disappointments.
- Alanna Schubach

Nobody cared, then they did. Why?
- Chuck Klosterman

Some cross-eyed kid, forgotten then found.
- Diana Welch

She said she was negative. Damn.
- Ryan McRae

Wednesday, February 3, 2010

Post-Em: Your Six Word Memoirs Here


Here's an invite: in the comments section, post your six-word memoir for a chance to win chocolate. That's right. Chocolate.

To get you started, here's mine: Liked to move the words around.

Now -- your turn.

Tuesday, February 2, 2010

Assignments: Week 4

Tuesday, Feb. 2: Discussion of NPR Science Story on Time/Novel Experiences Workshop/Firsts Prompts

Thursday, Feb. 4: Workshop Firsts Prompts

Assignment: In your prompts binder, come up with a list of your own essential firsts -- the novel experiences you've had that are vividly recorded in your memory. Make the list as long and as detailed as you can.

Why First Memories Are Strongest (And Why Time Flies When You Get Old)


NPR has a terrific story up about the way people perceive time -- and about the way our brains process "firsts" (those wonderful moments that make for the best memoir prompts). Check it out here: http://www.npr.org/templates/story/story.php?storyId=122322542

Tuesday, January 26, 2010

Orwell's Rules: Excerpts from "Politics and the English Language"


A scrupulous writer, in every sentence that he writes, will ask himself at least four questions, thus:
1. What am I trying to say?
2. What words will express it?
3. What image or idiom will make it clearer?
4. Is this image fresh enough to have an effect?
And he will probably ask himself two more:
1. Could I put it more shortly?
2. Have I said anything that is avoidably ugly?

***********

I think the following rules will cover most cases:
1. Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.
2. Never us a long word where a short one will do.
3. If it is possible to cut a word out, always cut it out.
4. Never use the passive where you can use the active.
5. Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
6. Break any of these rules sooner than say anything outright barbarous.

A Grammary Way to Start the Day: Repost from Asylum.com

5 Grammar Rules People Get Wrong

The English language is a tricky devil to wrap your head around sometimes. It's a hard language to learn for non-native speakers, and it has more irregularities than an old-folks home. With that in mind, we're here to help by giving you a handy guide for those nagging issues and confusing rules (or exceptions) that arise from time to time to help make sure you're using your language correctly.

Affect vs. Effect
What a silly pair of words. Will you be affected by the effect? Not if you're not sure what you're talking about. So here's a handy tip for remembering which is the verb and which is the noun:

Lady Gaga affects the brain stem, leading to bleeding ears and other painful effects.

Who vs. Whom
Smarty threw a party and no one came -- remember that. A lot of people toss "whom" about willy nilly because they think it makes them sound smart like Frasier, but there's a time and a place for all whoms, which we're not even sure can be pluralized. Anyway, you want "who" when it's the subject and "whom" when it's the object of the sentence.

Who kicked whom in the groin?

Why is this correct and the reverse not? Replace who with "he" and whom with "him" and if the sentence makes sense, then Bob's your uncle.

Which vs. That
Most people won't give you trouble for this as grammar rules have loosened over the years, but if you want to be a stickler, "that" is important and "which" is not. Which is to say "that" is for essential parts of the sentence which, if they were removed, would change its meaning (and no commas are needed). "Which," on the other hand, is for use in sentences that have extra, non-essential information added.

The thing that bit me was a zombie.

The bite, which later turned me into a zombie, was oozing pus.

Notice in the second sentence that you can remove the whole part about the zombie and still appreciate the pus-oozing bite. If you remove anything in the first sentence you lose all kinds of meaning.

Me vs. I
This is another case where often people want to sound smart and for some reason "I" sounds smarter than "me." Saying "Jerry watched me and Billy Joe eat fudge all afternoon" just seems wrong to some people, when in fact it's perfectly fine, although that much fudge is not healthy.

Basically, in order to figure this out, take out any reference to other people and see if the sentence makes sense.

Billy and I drank Thunderbird and he passed out on me in the dumpster.

"Me drank Thunderbird" and "passed out on I" just don't sound right, now do they?

Its vs. It's
This one seems easy but it sneaks in all the time, and the reason is because it's just weird. We're used to the possessive of any word ending in an apostrophe-s, so we want to use "it's" to mean that something belongs to it. Unfortunately, "it's" was stolen by the contraction for "it is" and we can't have two contractions that look the same but mean different things; all hell would break loose.

It's not our fault its apostrophe is missing.

Monday, January 25, 2010

Assignments: Week 3


Tuesday
1. Finish Workshop of First Writing Prompts (p. 17 in Truth of the Matter)

2. In class writing: Your many identities. (Excerpted and adapted from Write Your Heart Out)

In Creative Nonfiction, Philip Gerard suggests that one way to discover new material is to write down five or ten identities which describe you (father, son, Catholic, etc.) and then explore what each of these identities cares about, worries about, or thinks about.

My list looks something like this: mother, wife, writer, teacher, poet, daughter, sister, friend, reader, grounded flight attendant, piano player, bath lover, cook, traveler, wine lover, music lover, reluctant exerciser, native Pittsburgher, long-time waitress and temp worker, city lover, speaker of moderate Spanglish, suburb dweller, horizontal meditator/nap lover, perpetual nester.

If you want to expand the scope of your writing, try making a list of all the identities that describe you. Put the list in your writing binder. Include your past identities. These identities are still part of your experience, if only in memory (I'm not, for instance, still working as a waitress at the Trafford Polish Club on bingo nights, but that experience is still very much a part of who I am/was/will be).

Writing from the vantage point of these identities illuminates present-day experience, brings past events forward, and prompts writers to explore subjects and passions which lie just beneath the surface.

Once you’ve listed the various identities that define you, consider how you might write from the point of view of one or more of these identities. What does the father-in-you think about the college students lost in Haiti? How does the sculptor-in-you see the winter in Pittsburgh? You might consider writing a conversation between two of your alternate selves. Coax your wild, pot-smoking teenager past to write a letter to your buttoned-down good-student present. Or write a poem to the old woman or old man you will become.

Keep this exercise in your binder as motivation for future writing assignments.

3. Review Writing Assignment -- See last week's blog post for prompt and guidelines


Thursday: Lecture -- Memoir Writing vs. Autobiography and more

At Home: Work on Writing Assignment -- Due Tuesday, Feb. 3. (Note: This is an extension of the original deadline.) Follow guidelines from blog. Length: 750-800 words.

Read: In Truth of the Matter, Chapters 4 & 5

Thursday, January 21, 2010

Example: Writing about an outfit (in this case, a coat)



Swing by Mr. Beller's Neighborhood for an example of how something as simple as an outfit -- or a secondhand coat -- can be the subject for good creative nonfiction. http://mrbellersneighborhood.com/2006/12/my-technicolor-dreamcoat

Writing Prompts


Choose one of the subjects below:
• A photograph you carry with you
• An encounter with a bully
• Your first French kiss
• A favorite/dreaded outfit from childhood
• The first time you had lobster (or _____________)
• A moment in the kitchen when you were a child
• Your childhood closet
• The first time you learned to cook
• An encounter with an insect
• Your first job
• A feared teacher
• An encounter with an animal
• A moment from your elementary school playground
• One time in the cafeteria
• The worst job you’ve ever had
• A love note that went wrong
• The basement

Now, write a short piece. Focus on one specific moment. Be sure the moment’s meaningful to you, and that it makes you wonder. As you write, try to think like a camera. Zoom in on the important details. Pan the scene. Record the important bits of dialogue. Focus on what’s essential and describe it. In other words, show don’t tell. Allow yourself to write wide open. Don’t start writing and drive it to a pre-planned ending. Write to see where you end up. Write to explore a question. Write to be surprised.

Oh, and include the following details, if you can:

1. Name of the street/town/place where the moment happened
2. The time-frame (1980s, the summer when I was almost six, etc.)
3. A vivid description of the place/scene. Show, don’t tell – What did the walls look like? What did the floor look like? Put yourself back in the moment and look around. Describe everything you see/hear/touch/taste/smell.
4. At least two descriptions that rely on senses other than visual. (Taste, touch, hear, smell details)
5. At least one character/person other than yourself. Be sure to name and describe this person (you can use a pseudonym, if you’d like). This person should be central to your memory and should be someone you had/have strong feelings – either positive or negative or a blend of both) – about.
6. At least one unexpected sensory description -- a metaphor/simile that describes a sunset by using the sense of smell, for instance.
7. A few lines of dialogue.
8. A song, TV show or a movie that was popular when this moment happened
9. Something that was happening in the world/in the news at the time
10. A vivid description of yourself in the moment. What clothes might you have worn? How did you wear your hair? What kinds of things were you likely to do back then? What was your favorite food?
11. One question that you’d like to try to answer about the moment (you don’t have to answer it here)

Monday, January 18, 2010

Writers on Facts Vs. Truth: What's the Real Story?

Here's what some terrific writers have to say about the distinction between emotional and factual truth (and that important, yet sometimes fuzzy space in between):

Tobias Wolff (author of This Boy's Life and more): "There’s no question that the operations of memory have a great deal of imagination in them. Otherwise we’d all remember things exactly the same way. We’re bringing our peculiar sense of the past to bear; each of us is a filter. None of us has an objective view of the past. There are historical events that are verifiable, but the things that we like to get into as writers have to do with character and texture and relationship—these are not objective, measurable insights. You can see this in family members discussing events of twenty years ago—they always have different versions, sometimes comically so. For instance, I may be the leading character in all my memories, but I’m not the leading character in my friend’s memories, who may be offended that he wasn’t occupying a more central role in my account of events.

"There’s always that subjective slant to the act of remembering things. I don’t have a problem with that. But when you’re intentionally making things up, you have to acknowledge that, and call it fiction. My last book, for instance, is told in the first person, and draws to some extent on certain experiences of mine, but it’s a novel and it’s called a novel. Anyone who reads it as a memoir does so at his own peril. I made up a lot of what’s in there. This is an ancient and holy tradition in writing. You have to know the difference when you’re writing and you have to be honest about it."

Frank McCourt (author of Angela's Ashes and more): "Most of us have lives filled with interesting things. You don’t need to create fiction. Just tell your story, that’s all. Hemingway just told his story. It’s enough. Everybody’s story is enough. If I lived another hundred years, I could write a hundred books about my family, and they could write a hundred books."

Steve Almond (author of Candyfreak and Not That You Asked and more): "You’re allowed (required, actually) to be radically subjective in memoir. But you have to be radically subjective about experiences that objectively took place. Every narrative is shaped. You don’t just write every single thing that ever happened to yourself, or your characters. You choose the ones that push us into compelling danger. That said, you shouldn’t knowingly lie in a memoir. You should be aiming at the truth of an emotional experience, but not by contriving actual experiences. Embellishing for humorous effect, sure, fine. Condensing time, okay. Reconstructing dialogue. Yes, if need be. But don’t invent, unless you want to write fiction."

Elizabeth Gilbert (author of Eat,Pray,Love and more):
"You know, I’m surprised by how much un-truth people automatically assume is present in any memoir. I got a letter recently from a woman who’d read Eat, Pray, Love and she had a small favor to ask—she wanted me to write to her and confess all the parts of the book I had made up. There was nothing vindictive about her request, she said; she was simply wondering. She didn’t mind that I had made up so much of my memoir, she assured me; it’s just that she was curious to know which parts. She had some ideas. For instance, she was pretty sure I’d made up the bit at the end about falling in love with the Brazilian guy in Bali—that was obviously too good to be true and clearly I had invented it just to manufacture a happy ending. (Meanwhile, I had just married that actual Brazilian the week earlier, after a three-year courtship.) I don’t even know what to do with letters like this, or questions like this, which come up now all the time. Why do people assume that if a story has adventure, coincidence, amazing characters, snappy dialogue, or a happy ending that it all must have been invented, or at least mightily manipulated? I don’t get this.

"My friend Shea—an artist and traveler—thinks that this new suspicion of true stories speaks to an absence these days of public imagination, or a lack of real-world experience. He told me once, after having traveled around the world for a year and having come back with great stories, which few people believed, “I just say to these people—you go travel around the world for a year. You see what turns up.” My memoir is full of coincidence and crazy characters and episodes of almost unbelievable good fortune and happenstance because that’s what my journey was filled with. The difficult challenge for me, while writing this book, was not trying to figure out how to embellish the truth or invent “interesting” scenes, but how to decide what parts not to tell, because there was so much interesting stuff to choose from.

"I lived that year full-tilt, and I collected enough real material for a lifetime. The truth is wild and amazing enough. I don’t think it needs much embroidery. Stories need to be polished, as I learned growing up in a family of terrific storytellers whose tales got better and better over the years as they figured out how to bring out the best, shiniest, funniest parts of a true anecdote. But they didn’t invent those stories. They just cut out the boring parts and highlighted the wonderful parts and perfected their delivery. I learned from childhood that stories don’t need to be flat-out invented, not when life is generous already with true wonder, and not when you know how to tell it well."


Firoozeh Dumas (author of Funny in Farsi and more): "This is a sensitive topic for me. I am very angry with writers of non-fiction who lie. It casts a shadow of doubt on everyone’s work. A memoir is simply the author’s memory. It is understood that dialogue is not verbatim, but an honest recollection. Nothing should be invented. If a conversation did not happen, do not say it did. It’s okay to combine characters for the sake of story, as long the characters actually existed.

"You can play with the truth, but you can’t invent people and events that did not happen. In Funny in Farsi, I changed the name of two people, one because I shared a very embarrassing story about him, and the other because I knew she had passed away and I could not locate her family to get their permission, or rather, their blessing. (It was a sweet story, but I just wanted to be protective.) Changing their names did not affect the story one bit. The people existed, the events happened. One more detail about memoir writing: I might describe an event as boring but my brother might describe it as thrilling. We’re both telling the truth. That’s the beauty of a memoir. It’s all about one person’s perspective. In that sense, the “truth” can seem flexible, but we all know the difference between telling our truth and completely making things up."

Thanks to for gathering these and more interviews with writers on writing. Visit this great site to see what other writers are saying about truth and beauty and more.

Assignments: Week 2


Tuesday, Jan. 19
In class: Review of concepts -- emotional vs. factual truth; lecture on Chapter Three, Truth of the Matter -- Moore's Art of the Camera; first workshop/writing prompts.

Thursday, Jan. 21
In class: Finish workshop. In-class writing prompt.

Assignment
Write: Using the prompt you started in class, draft a short essay (no more than 750 words) that emphasizes Moore's "camera" technique and passes Gutkind's yellow highlighter test. Due in class on Thursday, Jan. 28.

Read: Chapter 4 in Truth of the Matter

Monday, January 11, 2010

Assignment -- Week One

Tuesday, Jan. 12: In Class -- Course Introduction

Assignment:
Read Preface and Chapters One & Two in Truth of the Matter

Thursday, Jan. 14: In Class -- Review of Chapters One & Two

Assignment:
Write -- Do Writing Prompt (WP) #1 (bring copies to share in class on Tuesday), p. 17
Read -- Chapter Three in Truth of the Matter

Tuesday, Jan. 19: In Class -- Review of Chapter Three, First Workshop/Writing Prompts