AWP ahead

I have been looking at my bookshelves with a certain apprehensive dismay.

They are…overfull. Here’s part of the shelving where I keep poetry collections. I can’t fit any more in without some “weeding.”

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And then there are the other bookshelves, five or six of them, that are also becoming piled high with wonderful and interesting texts.

Now, this would not necessarily constitute a problem. I love books. I refer to many of them often, and I re-read some of them, and I lend some out to friends. A few of the books are even slightly valuable, as the majority of them are out of print.

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The reason I am thinking about the bookshelf issue is that in a month, I am heading to Washington, D.C. for the annual AWP Conference & Bookfair. I have missed the past few conferences because they were held in Los Angeles, Vancouver, and the like; I cannot take that much time off work nor easily pay for the airfare. But D.C. is not far away! I am not presenting this year, but I will be attending.

The Bookfair, though–it is a haven for book lovers who are fond of hard-to-find literature, small-press poetry and fiction, little journals and big anthologies, teaching texts, new authors. I know I will return home laden with books.

Where will I put them? Is it time to prepare for additions by donating a few of the current volumes? Should I just purchase more bookshelves? Well, I guess I will solve that problem later. For now, I eagerly await the conference.

What is American?

I have been setting up new training for the students I hire as writing tutors. My tutors are terrific students who understand coaching, modeling academic writing behaviors, and conventional essay structure better, often, than correct use of commas. Anyone can eventually figure out commas, though–that’s not the best use of a student’s time in a tutoring session. Writing tutoring works best when the tutor and student engage in understanding the assignment and the reading and then, mutually, figure out the most appropriate means of expressing the student’s stance and response. Only the final draft needs a bit of window-dressing for academic correctness, though that certainly is important…more important to some instructors than it is to others, and more important to some students than it is to others!

What I’ve lately come to recognize is that my tutors need a little more guidance in how to assist non-native-English-speakers. The need is not merely pedagogical–such as how to coach someone in the correct use of articles or of adjective-noun word order or verb agreement. The need is also cultural: my tutors should possess an awareness of cultural and ethnic variations in background that make content-reading, prompt-interpretation, and the structure of essay-writing far more complex than they may realize.

The college at which I work is small, religious-based, suburban, regional, and only recently multi-ethnic. My tutors tend to be from fairly privileged high schools and are, after all, quite young (undergraduate sophomores, juniors, and seniors, the oldest among them is only 22). I’m continually impressed by their willingness to expand their horizons–many of them have taken semesters or mission trips abroad, for example. Several of them have asked me for advice on how to conduct tutoring sessions with “ESL” students. Hence, some training is in order.

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I encounter this new generation of students in my office, as well; and recently, one of them asked me what she could do to “become American more quickly.” She has been in the US for two years, and she does not know what to read or what to watch to guide her more rapidly into American culture other than self-help books, popular TV, and internet sites, which she finds unfathomable and uninteresting: Everyone speaks too quickly. She misses all the allusions. The material seems shallow and risqué.

Reasonable conclusions on her part. She is bright and observant.

My feeling is that cultural appropriation is American culture, and vice versa, but that notion is a bit theoretical for the writing center. One has to start somewhere, so what path can I show her? She is so eager, yearning written all over her face and her posture–and so full of questions that in her naivete she believes I can answer.

My tutors and I need to recognize ourselves as cultural informants§, and to proceed to assist students to write as clearly in US/American-English as possible while respecting the diverse knowledge and cultural differences we are liable to encounter more frequently as our institution becomes more open and diverse–a welcome diversity that will change and enhance the college mission.

My tutee’s earnest question has primed my thinking–what is “American”? Every time we converse with a student, we are inadvertently cultural ambassadors; we represent the culture that we unwittingly just are. So now, as we help at the sentence level, we ought also to think about who it is we are and what we can do to help newcomers to acclimate.

How? I believe the students we tutor will offer the best and brightest assistance in that direction.

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§ See Staben & Nordhaus, “Looking at the Whole Text”

Untranslatable

Speaking of difficult books…and I know I told myself to read more poetry (and I am, really, most recently Michael Burkard’s Fictions from the Self)…I am entranced and overawed by Barbara Cassin’s amazing Dictionary of Untranslatables: A Philosophical Lexicon. Here’s a thorough and intelligent review by Michael Kinnucan, going into more depth than I have time to post on this blog. What I want to mention about the text is its beauty and its acknowledgment of ambiguity, a quality that translates (ha!) into every aspect of human existence: our ambiguous relationships with our environments, with other humans, with our foods and our governments, our psyches, our cosmos.

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We cannot write about the act of translation without encountering ambiguity. We cannot really address philosophy without acknowledging that differing perspectives [context, culture, era, psychology, and of course, language] pose serious complications to understanding across languages and cultures. And even within a culture! For jargon and specialized terms can make understanding by even the most educated layman very, very difficult indeed.

While Cassin’s tome–and it is a collaborative work, with many brilliant people as contributors–presents itself as a philosophical lexicon, the connections with other disciplines (psychoanalysis, for example, with Freud’s famous coinages, and certainly poetry) are unavoidable. It may be challenging to translate the German Schicksal, a Kantian form of the idea we call in English fate, but in such cases the reader is generally going to be familiar with Kant and perhaps aware that the subtle connotations may vary. Take the word sign, however, and each reader–even those who have linguistics or anthropology or philosophy as a background–brings his or her own connotations to the definition and to the problem of translating what any individual author means by the use of the word.

Maybe this doesn’t sound fascinating to you. I relish it! And who knew (I sure didn’t) that even the word reality is a neologism, “coined by Duns Scotus” in the 13th century?

At 1200 pages of small type, this text is a tool, not a beach read. What a find, though. I have no doubt I will be referring to it for years to come, and that it will keep me wallowing in marvelous ambiguities.

 

Revisiting

Read more poems, I advised myself. At first, I thought I might scout around for some writers whose work I am unfamiliar with–writers new (say, Ocean Vuong) and less new (say, Alberta Turner). I have the week off from university work, however, and am lazing about at home…no trips to the library.

I do have my own library, though, much of which consists of poetry collections and much of which I have not read in some time. I chose Audre Lorde off the shelf–her 1986 book Our Dead behind Us. Lorde’s work was pivotal to my early interest in writing poems; I encountered her in a Women’s Literature Studies class in 1978 and was deeply moved by her poems of rage and political awareness, the sensuousness of her imagery.

I chose to re-read some late Plath and one of Adam Zagajewski‘s books, Canvas. What I’m hoping is that some of these re-reads will connect me to areas in poetry I have not explored much recently. Also, I will expand into the works of writers whose poetry I’m less familiar with.

Not to mention the recent work of friends-in-poetry, whom I have let down by not buying their books (yet…I will get to it). So many excellent and thought-provoking writers out there, many of whom I know personally or have at very least met in person and connected via social media platforms. I hope to purchase some of those books at this year’s AWP Conference in Washington, D.C., and thus to keep to my commitment to read more poetry.

Meanwhile, I turn the pages and rediscover “old friends” and their voices, stories, moods. That is a pleasant task, and a fruitful and useful one.

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Further shifts

Shifts are necessary now and again. Here are a some I am undergoing.

For example, readers of this blog will notice that the writer’s focus tends to move from interest to interest, month to month, year to year. And yet there’s poetry to consider, always. During the past year, I have read more non-fiction books than poetry books. More history. More memoir. More science. I have been pursuing the consciousness and neurology and physiology texts.

I have learned a great deal from all of this reading, and it is inspiring. I find, however, that it’s taken its toll on my writing poetry.

My shift now: Read more poetry.

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But what about my love for difficult books?

Well, there is no doubt in my mind that poetry can be difficult. Difficult to write, difficult to read, difficult to understand. Time to go there, further and deeper.

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Another shift: in the spring semester, I will be teaching a more advanced course in writing comp and rhetoric, one that will be more challenging for the students and especially for me. One of the arguments I will be making to them is that they recognize the need for credibility in the sources they use as evidence.

Making that case runs rather counter to the way US society operates. We shall see how well I can make my argument to these young people.

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One further shift–certainly not the last. There’s my constant inquiry into consciousness…because sentience and human beings–and their brains, and their mind-body problems, and their relationships, and their stories and metaphors and art forms and pains–intrigue me endlessly, I turn to books and art for understanding. I do not expect to learn what consciousness is, where it originates, or how it came to be. But I ask because asking is interesting.

The reading has been enlightening. Philosophy, yes, and neurology and cultural anthropology. Oh, and evolution, religion, and medicine. Not to mention texts on death and dying (and the unanswerable “is that the end of consciousness?”).

My shift here lately has been to read less and to encounter more. I have been volunteering as a hospice companion/caregiver relief assistant, sometimes in the home but most often at the inpatient hospice unit at a nearby hospital.

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There are bodhisattvas among us, and I have met them on the ward floor. This particular shift does not mean I will never read another book on consciousness, but it has reminded me that kindness is a constant act and that kindness is conscious and aware. It does not reside in a book but in the daily world, which is all we have.

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I have to work on that in my own relationships, the ones that don’t take place on the hospice wing.

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May I prove resilient to these shifts. The days are incrementally longer now. Time to read poems.

 

 

Shift

This past weekend, I decided it was time to submit to some changes in the way I have been submitting.

Submitting manuscripts, that is.

I have sent out a full-length collection of poetry, my second manuscript of over 60 poems, for three or four years now and the time has come to re-assess. On the spur of the moment Saturday I sent out a chapbook-length collection of poems in a completely different vein, on another topic.

Sometimes, a writer just needs to shake things up, shift direction–whether she wants to or not. It is far too easy to get comfortable in a routine (in this case, easy to send the same manuscript file through various online submission portals, at regular intervals depending upon motivation and spare time). Submittable has become the most common software portal for submissions in the poetry world; but I recall vividly the days when I had to print everything out and photocopy the manuscript, then send it by postal mail to each prospective publisher.

So everything shifts, and we adjust.

Alas, The Red Queen Hypothesis and other poems has had no takers. Maybe I need to tear the manuscript apart, rearrange and update it. Maybe the poems just are not as strong as I thought they were, even though more than half of them have been published individually; maybe there is simply no audience for that particular collection of poetry.

I do not consider this giving up on the collection or on the poems in it. I merely aim to make transition, to move along to something a little different for awhile. Wake myself up to the work I have been composing more recently, concentrate on those pieces instead.

Submit to change, and make the best of that change, and allow the change to change the writer. I think I learned that in my MFA program at Goddard.  🙂

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