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