Hands down, the best literature conference anywhere

This past weekend, I attended the Children’s Literature Summer Institute 2013 at Simmons College, my graduate school alma mater. Among academic conferences, it is one of the best, managing to be smart and profound but not stuffy. As Lois Lowry, the keynote speaker, conveyed in her talk: We are all in this world of children’s literature together.

About 150 people – teachers, writers, illustrators, grad students, librarians, editors, scholars, and fans – attended. Strangers were instantly affectionate. The featured authors and illustrators were approachable. I made a conference friend, a school librarian who is also a Simmons alum, and I really enjoyed having one person with whom I could continuously share impressions and enthusiasm. I also loved being at Simmons again and remembering my professors, my friends, and my years of learning.

I gathered much good insight and advice from the many author and illustrator talks, which were all prepared and differently framed around the Institute’s theme for this year: Love Letters. I took notes. I hope it will all stay with me, motivating me to return to some projects I have set aside in doubt and helping me stick with them.

From my notebook: a list of the speakers, in order of their appearance, and ideas and inspiration I wrote down as they spoke. There are 13 of them, a baker’s dozen. Keep reading after the jump.

Shane plays; Jack records.

Shane plays; Jack records.

1. Shane Evans, illustrator and writer: website

He gives himself an assignment to journal on the same topic for 41 days. The topic might be truth or love or some other big idea. He does this “because I’m lazy.” Once, for 41 days, he asked a different person every day the same question and photographed him/her and then put it all on his website.

Interesting metaphor: mountain top vs. valley. “Nothing grows on top of a mountain; it can’t breathe. We have to go down to the valley; it’s where nurturing happens… We talk about highs and lows – what’s wrong with the lows?!”

He showed a slide of works from 10 visual artists who are his inspirations. I wonder: who would be my 10 inspirations? What would it be like to take a work from each of them and hang it over my desk?

Shane is also a musician – went to college with Taye Diggs – and got us to sing along with him… TWICE.

2. Deborah Freedman, illustrator and writer: website

She is a former architect. Looks at books (physical ones) as “a spatial problem.” She said, “a picture book creates a space.” She believes an iPad won’t do that, or can’t do that yet. (I wondered, “Why not?”) She likes things she can touch; she likes things that exist in space: “I like the book.”

Talked about balancing “intuition and rationality.” She does that in her sketchbook; she starts a new one for each project. Once she has an idea, the first thing she does is to “go to the library and look at every book about that idea.”

In picture-book making, pacing is very important. She works this out in a storyboard, and she’s constantly “pacing and re-pacing.” (I noticed that pacing is a quality of stories and books that several of the writers or illustrators mentioned in their talks.)

Tight limitations are a gift, she said, using those words exactly. I liked her.

Continue reading

Time of the season

An MIT friend/colleague posted this on her Facebook page:

This week: 22 student meetings (30 minutes each), 12 student presentations to watch and grade, rehearsal for panel talk, planning meeting for IAP workshop, go to conference, give talk, come home… By next Monday I expect to be a shambling, drooling zombie.

Her capsule summary of her week prompted me to print out my Google calendar and annotate it with things I needed to get done the evenings ahead of actual student meetings, deadlines, a rehearsal, a lecture. Last night I left it laid out on the dining room table. This morning it greeted me. I added the coffee.

All those cross-outs on my To Do list on the left, obviously a good thing, explains my absence from blogging. There are especially a lot of drafts to review, and in the bits of free time left over I find myself wanting to read (The Heart Broke In, by James Meek — so good), not write, or go outside instead.

Outside the windows and along the route to work, the trees are changing and getting ready to drop their garments. Watching the big Japanese maple in the backyard, which we can see outside the south-facing windows on the second floor of our house, involves the holding of one’s mental breath. The leaf color turns and turns and turns, the leaf stems continue to cling to the branches as though hanging from their fingertips, a few let go and fall, and one day soon — poof! — the rest will fall, blanketing the grass in a big crimson carpet.

This is autumn: school burdens and tensions and the lead up to the holidays, while nature relaxes. I find myself wishing for the bottom of the To Do list to be reached, quickly, and simultaneously studying the unfolding of the season.

This is autumn too: leaves to rake, fallen branches to pick up, annuals to compost, and small and noticeable steps of progress and pleasure in one’s students (and children!).

We can, at once, be getting things done and in the moment. I do not think life can be lived entirely one way or the other.

The title is of course an homage to the Zombies 1968 song, “Time of the Season.” I associate this with my brother Michael, who was one of the influential disc jockeys of my childhood. This 45 got a lot of play on my parents’ record player.

If a tree falls in an empty conference room, does anybody hear?

Last weekend I went to Orlando, Florida for an academic conference. Two colleagues and I were on the program to present a panel (that is, three integrated short talks) on the teaching and learning opportunities in original research projects for undergraduate mechanical engineers. We had been working on our project since last January: drafting the proposal and later the paper, revising them, drafting the slides, rehearsing, revising the slides, and going over them again. I estimate that about 250 woman-hours went into our talks.

Two people came to our panel. That’s right, two. Oh, and one came 15 minutes late.

This is the thing about academic conferences that everybody knows about but no one does anything about: there are too many panels on the program for the number of attendees, which disperses the audience among too many rooms. Yes, some panels I attended had 30 people in the audience, the size maybe of a class of students. Usually, you hope for at least 8 to 10. But two? Well, that’s just disillusioning, as one of my colleagues said. Our work had almost no effect.

I wonder, selfishly, what else could I have written with the same 100 hours I contributed to the panel? One could say I learned a lot from the research I did (my talk was based on a qualitative study I conducted among students on their experience of a set of assignments), and my colleagues and I consolidated our understanding of our own work through this experience, but, really, to have an audience is better.

In the talks I went to, the best was by keynote speaker Manuel Lima, who presented from his book Visual Complexity: Mapping Patterns of Information (Princeton Architectural Press, 2011). He argues that, as the dominant paradigm for visualizing knowledge has gone from the tree to the network, ideas of beauty must change from an emphasis on symmetry and order to complexity and disorder. Lima’s presentation ranged over history, art, science, Gestalt psychology, and our digital world. He used beautiful, disparate images from handmade manuscripts and other artifacts in surprising ways. Illustrations of trees, like this one from 1202 by Joachim of Fiore (in Lima’s book), gave way to abstract art and in particular a network-like painting, Autumn Rhythm, done in 1950 by Jackson Pollock.

The Tree of the Two Advents (1202)

I sat at a table with Manuel Lima at lunch and heard more about his ideas; I bought his book and got his signature. One always gets something of value out of these academic conferences. I am intrigued by the shift from trees to networks as the paradigm of knowledge in our era and by our ideas of classical beauty giving way to complex beauty.

Networks are not just at the center of a scientific revolution; they are also contributing to a considerable shift in our conception of society, culture, and art, expressing a new sense of beauty. As we continuously strive to decipher many of their inner workings, we are constantly bewildered by their displays of convolution, multiplicity, and interconnectedness. And the most elaborate of schemes are the ones that apparently seduce us at the deepest level. — Manual Lima, Visual Complexity (2011)

This is a big idea, the only one at the conference. My colleagues and I were ready with a well-done yet admittedly modest idea. Is this the thing to do, which Lima has done: dedicate one’s self to bigger ideas and bigger projects?

Image credit: The Tree of the Two Advents, Joachim of Fiore (1202), via Brainpickings.org

Writer’s Dozen: Peter Selgin and Limits

This is the fourth in a series of posts, called “A Writer’s Dozen,” on texts that have been important to me as a writer.

When he was in his early 20s and struggling to get started as a songwriter, Peter Selgin was attacked by a black Labrador retriever owned by the woman for whom he was apartment sitting in New York. The dog chomped into Selgin’s left wrist. He underwent microsurgery to address significant scarring around the ulnar nerve that affected feeling in and mobility of the hand. Results were minimal.

This event is described in his essay, “Confessions of a Left-Handed Man,” which is the centerpiece of a new book of essays by the same name. I first read this essay in Best American Essays 2006.

Always a left-handed artist and writer, Peter Selgin knew at age 25 that the full manual dexterity of his dominant hand would not return after the attack and surgery. In the essay he recounts his attempt to train his right hand, which felt like “trying to sing with [his] fingers holding his tongue,” to do what his left hand had always done for him. Around this time he also broke his leg. One night he walked on crutches to the East River with thoughts of killing himself. He had always been the left-handed boy — had identified himself as that — and the mirror opposite of his twin brother George, a right-handed boy who became an economist. At the river that night he had a “good bawl” and “hobbled back” to his room.

Twenty years later, he wrote the essay from a point in time he no longer felt that his left-handedness had any special meaning. It simply was. Furthermore, he continued to write and make art with his compromised left hand. The work he made before and after the injury, though, have “nothing in common” with each other. He calls his style “naive, even primitive,” and he asserts that his “lack of dexterity has freed [him] from glibness, which in turn has delivered [him] from the temptation” to show off.

Even though Selgin’s theme for his essay is humility — he says that, for an artist, “to master humility” is as important as mastering the techniques of his medium — for me, the lesson is about limits that we cannot overcome, that we must work within. There is nobility in this, and necessity, once the sorrow passes. Continue reading

Writer’s Dozen: Mary Oliver and Sound

This is the third in a series of posts, called “A Writer’s Dozen,” on texts that have been important to me as a writer.

on the Provincetown shore, 2010

Words have more than meaning.

Words have sound, and how words sound affect the quality of something written.

For example, you could use either the word “moist” or “damp” to describe the armpits of a character’s shirt; the meaning — slightly wet — is about the same. And yet the sound of moist, which causes a pressing together of lips to create the mm, a pursing to form the oy, and then a sinister baring of teeth for the soft and hard st, evokes more disgust than the simple, matter-of-fact damp with its softer consonants.

D and p, in fact, are mutes, and m is a liquid. These are terms for types of consonants, grouped into what Mary Oliver calls “families of sounds” in A Poetry Handbook (Harcourt Brace, 1994).

Sounds of words matter — Oliver compares the nouns stone and rock and the commands “Hush!” and “Please be quiet!” — because, as she writes, “there is, or can be, a correlation between the meaning, connotation, and actual sound of the word.”

I love this book for its clarity, simplicity, and helpfulness. At different times in my life, especially my teens and mid-30s, I have had a great impulse to read and write poetry,  with scant formal training in it, and by that I mean no college or grad school poetry workshops. I did, as an adult, take a few classes in poetry through the Brookline Center for Adult Education, where I learned and wrote a lot. (One doesn’t have to get credits to get educated, I say.)

It was around this time I encountered Oliver’s Poetry Handbook for the first time. Over the years, whether I’ve been writing poetry or not, it has been a helpful reference on sound, meter, rhyme, and line breaks. Even if you are more a poetry reader than writer, this book can help you understand how words and combinations of them can do their work.

On rhythm, she writes:

The reader, as he or she begins to read, quickly enters the rhythmic pattern of a poem. It takes no more than two or three lines for a rhythm, and a feeling of pleasure in that rhythm, to be transferred from the poem to the reader. Rhythm is one of the most powerful of pleasures, and when we feel a pleasurable rhythm we hope it will continue. When it does, it grows sweeter. When it becomes reliable, we are in a kind of body-heaven. Continue reading

Writer’s Dozen: William Zinsser and Voice

This is the second in a series of posts, called “A Writer’s Dozen,” on texts that have been important to me as a writer.

In learning to write, there is always some unlearning to do. As writers, we build up our vocabularies and strategies in ways useful to us, but sometimes we get locked into those ways, and our writing becomes disembodied, unnatural, overwrought, show off-y. For writing to be good and worth reading, it has to fit the rhetorical situation and have a voice – a real one that could only come from that writer.

For me, the best definition and treatment of “voice,” as it applies to writing, comes from William Zinsser in his On Writing Well (1976): it is your “commodity as a writer” and conveys your “attitude toward language.” As writer, it is uniquely you.

Last week, some colleagues and I were reading stacks of essays by first-year students, as part of a writing assessment project at another local university. We read in mostly silence, but on our lunch and coffee breaks we would discuss features of student work that we liked or didn’t like. This is the writing teacher’s version of water-cooler gossip.

Uniformly we were irked by students using 50-cent words when plainer ones would do. For example, instead of using “posit” as a verb, which we saw used repeatedly in one essay, we prefer “state” or “argue” when quoting from an article or book or “say” when quoting from an interview.

The fancy word choices enraged one or two of my colleagues. I like a more straightforward style myself, but I understand why students write in what they believe to be a more formal register: to sound smart and to reach the teacher. (For a nice discussion of register, try this: link.)

Entering the academy and the conventions of academic writing is “like learning a new language,” I suggested to my colleagues. “It’s awkward at first, and it takes some mastery of the language before you use it naturally.” Before you get to the point of sounding like a native, there’s a lot of stilted use that doesn’t sound quite right to experienced ears.

I mostly practiced creative writing when I was in high school, and I was considered to be a fluent writer. When I got to college, however, and turned in my first academic paper – over which I had toiled devotedly and seriously – and got an F for a grade, with the comment, “This is not an analytical essay,” I realized I was unprepared for this new country called College and its strange customs. It was a new start and a tough one. Continue reading

Writer’s Dozen: Natalie Goldberg and Bones

Goldberg, pen, and cake

Permission, sincere belief, and urgency: those are what Natalie Goldberg gives to readers of Writing Down the Bones (Shambhala Publications, Boston: 1986). This post is the first of Writer’s Dozen, a series on 13 texts that have meant a lot to me as a writer.

When I first encountered this book, in the graduate-level Teaching Writing course at Simmons College in the spring of 2003, I wondered why Professor Lowry Pei had assigned it. I cringed reading the first chapter, “Beginner’s Mind, Pen and Paper,” and Goldberg’s hokey advice on choosing a “fast-writing pen because your thoughts are always much faster than your hand” and purchasing “a cheap spiral notebook” over a “fancy” one so that “you feel that you can fill it quickly and afford another.”

Let’s get to the point, I thought. The pen-and-paper suggestion seemed to be a detour and right at the beginning of the book when I was eager to get started. Clearly, this was for adults, and did they really need guidance in finding these most basic tools? If they do, they’re not going to get too far as writers. The snob in me was having her say in my internal dialogue.

Other chapters describe the timed “egoless” freewrite, writing as daily practice, distance of time, and some more fruitful topics. My position on Goldberg’s method started to soften, though, only when I read her command that we shouldn’t “identify too strongly with [our] work.” Words, when writing them, are “a great moment going through” the writer. Not being a Buddhist, as she is, I didn’t quite understand what she was getting at, but I found it a relief to think that I could write deeply and then move on to deeply writing something else, having left the old thing behind, done.

My initial resistance to Writing Down the Bones and the spiritual dimension to Goldberg’s approach had to do with my age (38), agnosticism, and experience writing and getting writing (for work and school) done. I didn’t think I necessarily needed anyone to tell me to write, write lots, write regularly. At first, I wondered if this book was intended purely for the beginner or the unsure, which I believed myself to be not at all.

But I quickly liked and was intrigued by the ideas of this writing professor, Lowry Pei, who has since become mentor, colleague, and friend, and I thought I’d go along with it and see how Goldberg fit into Pei’s approach. I was still keeping my emotional distance from Bones, not sure it applied to me. Continue reading

Writer’s Dozen: a new series

For several months, I’ve been keeping a list of texts that have meant a lot to me as a writer. Some are as long as a book and are explicitly about writing, in particular about practice, process, and style.  A few of my picks are essay length, and a few are about visual art, e.g., photography and ceramics, yet the authors articulate principles that, in my view, apply to writing.

This list of 13 of my fundamental texts will turn into a new series, Writer’s Dozen, starting with my next post. I am inspired in part by an essay I read recently, by Tom Bissell, called “Writing about Writing about Writing,” in which he takes stock of some staples in the how-to-write section of his local bookstore. It’s a balanced analysis; he finds reasons to both mock and praise the books he features. On my list and his only two overlap: ones by Annie Lamott and Natalie Goldberg. Bissell admits to varying personal interest in the other books he critiques, which include Gardner’s On Becoming a Novelist (his one writer’s-life-changing text), Strunk and White’s Elements of Style, King’s On Writing: A Memoir of the Craft, and Snoopy’s Guide to the Writing Life.

I highly recommend Bissell’s essay. He has a tougher sensibility than I, but the heart of his argument is consistent with my motivation for choosing 13 personally influential texts and commenting on them in my upcoming series. About books about writing in general, Bissell asserts:

Most writers have thoughts about writing as an act, as a way of understanding oneself, or as a way of being, and they are often interesting. I have any number of thoughts about writing, all of which I find incomparably fascinating… A how-to-write book saved my life, then, but it did so existentially, not instructively. Many of the best books about writing are only incidentally about writing. Instead, they are about how to live.

Indeed, my favorite books about writing or art are, in their way, about how to live.

First up: Natalie Goldberg’s Writing Down the Bones, a book that initially disturbed me and then later settled down and found its place in my habits.

Image, “Pencil Art,” by Nalini Prasana on Flickr via a creative commons license.

Adrienne Rich and “The Trees”

The poet Adrienne Rich died at age 82 yesterday, March 28.  The New York Times in its obituary describes her as “among the most influential writers of the feminist movement.” This is true. Let’s also acknowledge her as one of the great writers, period, of the 20th century. Her body of work is still fresh and relevant.

The most recent issue of Granta included a new poem, “Endpapers,” which prompted me to re-read the anthology Facts of a Doorframe (new edition, 2002) and essays Arts of the Possible (2002). I first read her work deeply in a graduate class taught by Renée Bergland at Simmons College, which I attended from the age of 35 to 38. This is perhaps late to come to Adrienne Rich, seeing that she had been around as an influential writer since the 1960s, but it was the right time for me. Awakenings, after all, tend to happen once a person has some adulthood under her belt. A favorite poem from Doorframe is “The Trees.” If you know me or are a reader of this blog, this won’t surprise you. What’s surprising about the poem, however, is how unromantic it is for a nature poem: trees in a greenhouse break out as though patients from an asylum.

See below the jump for an excerpt of the poem by Rich and an excerpt of a paper comparing Rich’s “The Trees” to Frost’s “Birches” (another poem loved by me) I wrote in April 2003 for Renée’s excellent women’s poetry course. I have some new thoughts on the poem, too. Continue reading