Posts Tagged ‘A Writer’s Craft’

Where Have I Been?

It’s been just over a month since my last post to this blog. Before that, I had been on a roll, posting frequently about creative writing pedagogy issues and my new textbook. So what happened?

Life — Okay, Spring Break

That’s right. Once every semester, even professors get to take a break. Often this is productive time spent grading and cleaning house. Occasionally, we actually take trips to keep up with our students! This year, I took a college trip with our 16-year-old junior in high school (hard to believe it!), Aidan. For Spring Break, we left the South and headed to snowy Ohio to visit Oberlin and Cleveland Institute of Music. We also took a morning to drive through the Cuyahoga River Valley National Park, see some beautiful, if chilly, waterfalls, and learn the correct pronunciation of the river, which sounded more like “Cayoga.” We had a great time, learned a lot about these schools and his ideas about college, and enjoyed the snow (the locals seemed to be getting pretty tired of it by now).

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Book — Editing the MS

Shortly after Spring Break (thank goodness), I got the manuscript of A Writer’s Craft back from the copy editor. This meant going back over it with a fine-toothed comb, double-checking every comma and word. We didn’t always agree, and I will admit that she found some of my stray commas, though I corrected some of hers. The copy editor is in India, so there were some differences between American and International British usage we had to iron out, and a few places where she simply didn’t understand what I was trying to say (I doubt the copy editor is a creative writing instructor). And there were a few places where she called me out on potentially confusing or just awkward phrasings (not too many), and where her suggestions weren’t much better but did cause me to find another way to put it. And there were a few places where I simply put my foot down and said that’s what I really meant, darn it (or something to that affect). Then there was the task of checking the bibliography formatting and other mind-numbing but essential tasks. All in all, I’m glad to have had another set of eyes on the manuscript. It will be better for it. The final page proofs come back soon, and then I can create the index, which I’ve already been working on.

Southern Literary Festival

Yes, though I had a bad cold or possibly bronchitis, I hopped in the car and drove to Ft. Smith, Arkansas, for this annual meeting. I’m co-executive director and we’re desperately looking for a host for 2019, or I might have skipped it this time. The W won in the literary magazine category, but I couldn’t convince any of our students to take the 7-hour drive with me. The festival was great—I heard some great readings, had a chance to catch up with colleagues, and met some students from other schools—but I was still working on my edits and trying to recover from my cold, so it would have been a good year to stay home. Yet duty called.

Grading

Did I mention this traditional Spring Break activity? It didn’t happen this year, thanks to our travel, so after SLF, I had a fair amount of catching up to do. I’m now caught up to the point that all the grading I have left was turned in less than a week ago, so I’m pretty happy. Just in time to get serious about taxes…

Those are just a few of the things that kept me away from blogging, but I hope to get back to more entertaining or informative posts very soon!

Teaching Creative Writing with Literary Magazines

I’m a big fan of teaching creative writing with literary magazines, and have been doing it my whole my career. When I first started teaching Creative Writing, I used the textbook The Creative Process by Carol Burke and Molly Best Tinsley. It is a thin little book with chapters on poetry, fiction, and nonfiction, along with cross-genre introductory chapters, and it was very influential to me in the way that I teach. One of the things it doesn’t have is an anthology of readings in the book. I was happy with that.

Since I was guest-editing an issue of The Literary Review, I began by ordering back issues of it  for my class. I would order a box and sell them at cost to my students. Usually I broke about even, though collecting their $4 was sometimes a challenge. I never lost much on the deal, though, and I was supporting a good journal.

One challenge of doing it this was was that I usually got our sample back issues just a week or so before classes started, or sometimes even after they had begun. I would pick out stories and poems for the class to read, and I often didn’t have a chance to review them. Students knew that; we were all exploring brand-new work together. That was also part of the thrill. It made class a little unpredictable, though I always knew the quality of the work would be fantastic.

Eventually, I decided to move to different textbooks after The Creative Process began to feel a little dated for me. I tried a couple that had selections of readings in them, and it was always a little bit of a let down. It was nice to have the readings well in advance of teaching the class, when I ordered my exam copies, but it never felt as fresh as when I was using a lit mag.

So when I decided to write my own notes, which I’m now publishing as the textbook A Writer’s CraftI also opted not to include an anthology of readings. Instead, I’ve been having my students purchase a recent Pushcart anthology. This has the advantage of having more selections to choose from, and it’s not terribly expensive (though more than a magazine’s back issue). There is also an index of magazines consulted in the back, which is helpful for students who want to find more. But I do miss teaching with an actual magazine.

Another way I’ve always tried to introduce literary magazines in an intro to creative writing class is to have students write a magazine review. They have to find their own magazine, get a copy, and then write a short review of it. I have them focus on the kinds of things a writer would care about if deciding where to submit. What is the quality of the magazine, who publishes in it, what styles do they seem to prefer, etc. Finding a magazine can be a challenge if you aren’t in a city with a good independent bookstore. But there are libraries with magazines, and students can always order one if they start early enough. And I’ll allow an online journal if students can access a full issue. New Pages even has a magazine store, where you can buy sample copies online, which can help the students who plan ahead. I’ve learned about a lot of good journals through this assignment!

CLMP also has a lit magazine adoption program for use in the classroom. As I understand it, they are revamping and relaunching the program this year, and faculty will be able to let their students purchase subscriptions for use in their classes. When that is available again, I may go back to assigning a magazine for the readings for my class! It sounds more convenient than ordering a box of books and guessing the right number of students who will enroll.

 

Good News Today

This morning, I heard from my publisher, Palgrave/Macmillan, about my introductory creative writing textbook A Writer’s Craft, so I updated my book page with information, including the projected pub date (August) and price ($24.00 / £14.99).

Revision: Taking My Own Advice

If you follow this blog, you may know that I’m publishing a creative writing textbook next year, titled A Writer’s Craft:Multi-Genre Creative Writing. The contract has been signed on both sides of the Atlantic, and this fall I’ve been working on revisions. Since I’ve taught with the notes that became this book for a few years, the manuscript has already been revised several times and is pretty clean. But the publisher wanted me to broaden the focus from my class to a more general audience, something I’d already been doing, so there were only a few places that still had to be changed and some exercises that had to be revised to work in other contexts. Since my publisher, Palgrave/MacMillan, is based in the UK, they also wanted me to try to address an international market.

These were all fairly straightforward revisions that a careful read-through and some tinkering with the language ought to address. I knew I also wanted to add a glossary and bibliography, and I had some introductory material for instructors and students and an appendix I wanted to include.

What I hadn’t anticipated was needing to follow my own advice on revision. I read through the book a chapter at a time, making my corrections and revisions, and everything was pretty much finished for that stage. Yet I had a nagging feeling that something wasn’t quite right with the chapter on Creative Nonfiction.

My advice for revision includes rethinking what you’ve done and being willing to make major changes if necessary. It also involves looking at your work in terms of balance. Are any of the parts less developed than the others and should they be equally developed.

When I went back over the chapter on Creative Nonfiction, I realized it was significantly shorter than the other chapters on genre. I knew the reason for this, of course. Initially, my course in creative writing had included only poetry and fiction. Eventually, I added nonfiction and then drama. For awhile, I still gave more emphasis to fiction and poetry, but in recent years I’ve found ways to manage teaching all four genres equally. This is reflected in my syllabus and in the number of days I devote to each chapter.

A couple of years ago when I started thinking of the notes as a textbook, I had added a fair amount to the chapter on drama because there are so many technical aspects to the form. But Creative Nonfiction didn’t seem to have as many issues to cover, especially since it is the first genre we get to and we rely heavily on material that has already been covered in previous lessons, so it felt like there was less to say.

I knew all these reasons why there were fewer pages, yet it still felt like I was giving Creative Nonfiction short shrift, and I knew that wasn’t the case when I covered it in class. So I went back to my notes, and went over the chapter again. Ultimately, I decided to spend more time on each of the types of Creative Nonfiction, adding more detail on memoir and personal essay and whole new passages about the lyric essay, true crime, travel writing, and flash nonfiction. In the process, I had to develop new content, research more about forms of nonfiction, and rethink the strategy of the chapter. This also helped me bring out more of the content that often comes up in class discussion.

It was more work than anticipated, but I wasn’t ever sorry that I needed to do it. It made the book stronger, and inspired me to write another short chapter on other genres that serves as a conclusion to the book. Now I just have the appendix to finish and the glossary and bibliography to format. I should make my Nov. 30 deadline, and it looks like I’ll even come in just under the 70,000 word limit that my editor and I agreed on for the revised manuscript. More on that soon! And if I don’t post a lot on this blog in the next couple of weeks (as I haven’t the past few weeks), you’ll know why!