on the wrong side of sunrise

Tag: graduate school (Page 2 of 2)

Pulpy Marshmallows (or, how I became an embittered novelist)

I’ve said it before; I’ll say it again. Cathy Day is the reason I applied to the graduate program I started today, and although she isn’t the sole reason I picked it over the others that accepted me, she is a big one. This semester, I’m taking a fiction workshop with her, and in preparation, I read this.

I was going to quote some passages, but then I realized I wanted to quote the whole thing, so instead, just go read it. Seriously. I’ll wait.

Back? Okay. Still here, because you didn’t actually go read it? I’m not kidding. GO.

Now that you’ve read it, let’s talk. My writer friends will back me up on this: I hate short stories with a passion that borders on pathological. (Okay, they might not say borders.) If pushed, I will grudgingly admit that now and then, I do come across a short story I enjoy, and I have written a few that I found tolerable, but those are the exceptions. I hate short stories.

So when Day writes, as you recall, “I know without a doubt that when I was growing up, I absolutely loved to read novels and rarely read short stories unless they were assigned in a class,” I’m with her. It’s #9, though, Writing Right-handed vs. Left-handed, that really got me.

Sometimes a left-handed novelist is wise or stubborn enough to realize that he is not a right-handed story writer with horrible penmanship, but more accurately a beautiful left-handed novelist with perfectly fine penmanship. When he is alone, away from school, he brandishes the pencil in his left hand and sighs. Ahhhhhh. Then in college, he takes a workshop, which is full of nothing but right-handed desks. He puts the pencil in his right hand. Out of necessity, he’s become ambidextrous. And so, he goes through the motions of writing right-handed short stories for class. Assignments that must be completed. Hoops to jump through so that he can be in this class, read books for credit, and get a degree in the writing of fiction. At night, he goes home and puts the pencil in his left hand and works some more on his novel, the pages of which he never submits to his teacher, whose syllabus clearly states that they are to submit short stories that are 8-15 pages long.

If I had a dollar for every time I’ve called short stories a hoop to jump through, I could buy so many more cereal marshmallows than one person needs. And then I could eat homemade Lucky Charms, gnashing my teeth and enjoying the bitter fantasy that the marshmallows were made of the pulped pages of short stories (which, let’s be honest, is plausible).

That’s the key: bitter fantasies.

When I was eleven, I wrote my first novel-of-sorts. It was a hundred-something pages, and I entered it in our local 4-H fair. The rule book didn’t have a page limit for creative writing submissions. I checked.

Come show day, I plopped my binder on the table in front of the judge. She looked the size of it, read the first paragraph, and gave me an honors ribbon that I knew had nothing to do with the quality of my work.

The next year, the rule book specified a ten-page limit. I brought in the first chapter of my new novel-in-progress. Suffice it to say that the year after that, they also instituted formatting requirements.

It’s always been that way. When I want to have the work I care about read, the Powers That Be won’t read it, so instead I put forth work that, to be honest, I don’t really care about. I get grades (which are what count) and feedback (which I file away, in case at some point I need, say, application material) and go back to what I do care about.

There are things fiction writers can learn from poetry. It’s the same line I hear when I say I want to be a novelist, and it’s true—there are things a novelist can learn from short stories. Still, my poetry-focused undergraduate program left me feeling adrift, alone, and embittered, and my short-story-focused education has left me the same way.

I’ve been lucky to have friends and family who have been supportive and interested in my real work. But am I really just spending thousands of dollars and years of my life in the hopes of jumping through enough hoops that one day I can get a couple letters after my name to identify me as a Real Writer, then go be a novelist in peace?

I think not. I hope not. My graduate program is not well-suited to novel writing, and I knew it wouldn’t be, just as I know my professors don’t have the resources to work with me on a novel. Wednesday, though, I start that fiction workshop. We’re focusing on linked stories. It’s not novels, no, but you read the article—I don’t have to tell you that it’s a sign that somewhere out there, there exists something bigger than the standalone 8–15 pages.

The Five-Paragraph Essay (feat. a sports analogy)

Incidentally, today is the thirteenth of August. On the fourteenth, I have the first of several orientation sessions, and on the nineteenth, I attend the first class of my graduate studies.

Incidentally, it isn’t a graduate-level class. It’s ENG 103: freshman composition. I’ll be going to every session, though, because come January, if all goes as planned, I’ll be teaching a section of it myself.

Incidentally, this prospect is terrifying.

It’s also exciting, though, and it has me reflecting on my experiences, good and bad, in English classes—considering what I might borrow and what I want to avoid. I never took a standard freshman composition course, but between high school and college, I had enough classes to give me a wealth of material for contemplation. Of particular interest is …

The Five-Paragraph Essay

The five-paragraph essay is just a Mad Libs where you know the topic ahead of time, and so formulaic that it makes drugstore romance novels look innovative. I say, “Give me a topic sentence. Okay, now give me a supporting point, and another, and another. Now a transition,” and you say, “Cats make great pets. If you’re stuck on a paper and don’t know what to write next, they’ll walk all over the keyboard to help you out. If you’re having trouble sleeping at night, they’ll sing you a yowling lullaby. If you’re spending too much time on the computer, they’ll come over and nip at your fingers until you stop and pay attention to them. Cats aren’t just useful as pets, though.” Like communication techniques well-meaning counselors teach badly—e.g., active listening and “I” statements—the five-paragraph essay leaves everyone feeling unfulfilled. To my knowledge, nobody likes to read a five-paragraph essay, and nobody likes to write one.

So we should just ditch the form, right? Well, no.

The way I’ve come to look at it—and the way I wish it had been presented to me—is that the five-paragraph essay is an exercise, a training drill. Will you use it anywhere in the real world? Not unless you’re teaching it (and classifying academia as the “real world” is debatable). Similarly, for a football player, there is (I am told) value in running back and forth across the field, undulating thick ropes, running through tires, and … whatever C.J. Spiller doing over there. It’s not fun to do, and it’s not exciting to watch, but it builds strength and fitness and gets back to those fundamentals everyone likes to talk about.

How, then, do we get back to the fundamentals of the essay?

This is where the five-paragraph essay comes in. To write a successful five-paragraph essay, you better have a very clear idea of what your thesis is. You better be able to boil down what you’re trying to say into a tidy outline. You better be able to cluster your points in a logical way, transition between them, and explain why they combine to support that thesis you came up with.

Once you can do those things, you can begin applying those fundamentals in more useful essays. Of course, the five-paragraph essay isn’t the only way to teach those fundamentals. If I have a choice in the matter, I don’t think it’s the one I’ll use, because I think it’s a clunky and inefficient form of exercise. Still, it has its place—and it’s also worth learning because the fact is, it’s what many teachers/professors expect. (This presents the issue of learning to write badly, in some sense, to satisfy expectations, but that’s another post entirely.)

Really, so much of what we read and write are essays. A blog post is a sort of essay. A magazine article is a sort of essay. Even this, sparse as it is in text, is a sort of essay. When we teach the five-paragraph essay like it’s the only form an essay can take, we do a great disservice to the form, its creators, and its audience. It would be like presenting football as nothing more than running back and forth across the field, undulating thick ropes, running through tires … Although come to think of it, with a little tweaking, whatever C.J. Spiller is doing up there could probably find an eager audience on Wipeout.

The Future

So. Let’s do it. Let’s talk about …

Two days ago, with the help of my family, I loaded my old apartment’s contents into a truck and then drove three and a half hours to Muncie, IN. I signed a lease for my new apartment and, with further help, unloaded everything again. Since then, I’ve been unpacking, arranging and rearranging, and making repeated trips to Meijer to buy a new shower curtain (free of claw marks), floor lamp (that doesn’t wobble back and forth), a silverware drawer divider (because my drawers are now wide enough to fit one). That, and frequenting The Cup, because I don’t have internet at home yet.

But there are more important things a few months off.

I’ll be starting in Ball State University’s two-year graduate program in creative writing. Although I was accepted to a couple other programs as well, I picked Ball State for a few reasons:

  • Cathy Day. Last year, I saw her on an AWP panel about midwest gothic as a genre, where she also read a story from The Circus in Winter. Both the story and her thoughts on midwest gothic captured my interest, and my discovery that she was on Ball State’s faculty was the primary reason I applied there in the first place.
  • Funding. Unlike the other programs, Ball State offered me a funding package that gives me the ability to pay for all my expenses without having to take up an outside job. My tuition is covered, and I have a stipend that will give me enough to live on comfortably.
  • Teaching. I earn my funding with a graduate assistantship. My first semester, I’ll be working in the university’s writing center, as well as taking a course designed to help prepare students to teach freshman composition. The next three semesters (and over the summer, if I want) I’ll teach two comp classes of roughly twenty-five students. As much as this intimidates me (given my something-short-of-outgoing nature) I do want to try teaching. It’s one of the obvious day jobs for someone with a creative writing degree, but I figure I should probably find out if I like it before I stake my future livelihood on it. That, and it will give me an appropriate place to correct people’s grammar.
  • The Mascot. While I can’t claim the cardinal is much more innovative than the eagle of my undergraduate institution, I can say this: Charlie Cardinal’s eyes have that special manic look that makes a seed-eating bird as intimidating as it can hope to be.

University events begin August twelfth, so I have some time to get acclimated, get oriented, and, if I’m lucky, even get the gas for my stove turned on. That box mac and cheese isn’t going to boil itself.

[insert card pun here]

After doing months of research, using up all my print credit and then some, submitting thirteen applications, and wishing I at least had some pins and needles to wait on so as to be a little more comfortable, my graduate school plans are taking shape. This fall, I’m going to begin working on a master’s degree in creative writing at Ball State University, home of the cardinals (a.k.a., the cards).

This plan, of course, is predicated upon me completing my undergraduate degree, and that is why this post is so brief. Once I’ve finished my end-of-term work, I’ll go into more detail about where I’m headed with all of this.

Readings are the worst thing ever, until you realize they aren’t.

When I was working with a professor to finalize my portfolio for grad school applications, she suggested I apply to read one of my pieces in the university’s Undergraduate Symposium in March. It was November at the time, and with my mind ensnared as it was in the application process, concepts like reading and Symposium and March seemed like abstractions, whereas something to list on your minimalist CV was all too real. I gave brief thought to the fact that I’m not very comfortable with that sort of thing, then submitted a proposal and went back to thinking about grad school.

January rolled around, and I got an email saying my proposal had been approved, but I was still too caught up hoping for other acceptances for it to really register. Then it got to be the weekend before the Symposium, and it suddenly occurred to me, in an uncomfortably real way, that I had to give a reading soon.

I get the sense I am not unique in my performance anxiety—after all, it combines the usual stress associated with sharing work with the stress of public speaking. I wouldn’t go so far as to call it a perfect storm, because there are always ways to make it worse, but it’s a pretty damn good storm. We’ll call it 8.5/10.

So what do we, as writers, do? The reading is a potentially powerful medium for sharing our work … but also potentially disastrous, if we, for instance, become so nervous that we vomit on the podium. I don’t think there’s a single formula for success, but the first step is often to stop fixating on the possible nauseous disasters. Beyond that, it breaks down to being aware of your weaknesses and then doing those things better (a strategy that applies to most areas of writing, and life in general, thanks to its vagueness).

It helps to have someone who can act as a coach, or at least a one-person audience that doesn’t mind listening to you read the same paragraph over and over. For me, this came in the form of a more performance-savvy writer friend, who pointed out some of my bad habits and gave me some advice on how to remedy them, along with words of encouragement. Accept those words—this goes along with not thinking about the disasters. Don’t try to undercut or debunk encouragement. I am guilty of this, and it hasn’t made me any better off.

On a more general level, though, perhaps it would also help to read regularly. When you finish a draft of a story or chapter or scene or sentence, read it aloud. I sometimes do this to help catch mistakes, repetition, awkward structures, etc., but the actual reading element has always been secondary. In retrospect, I think those are missed opportunities to practice performance-grade reading, rather than mumbling through the lines under my breath. Cats make a pretty good trial audience, in that they let you practice coping with that sense that you’re reading to someone who has no interest in listening to you.

I survived, by the way, as have most reading-shy writers before me. If you’re curious, I read a version of “Confidentiality” cut essentially in half to fit the time limit. I don’t envy the people at Reader’s Digest, but that’s another matter entirely.

Bottom line is, reading for an audience is hard, and anyone who says it’s not is either lying or a sociopath (or maybe both). But it’s also a good thing. During the Q&A after I finished, I got very positive feedback, signs that people had enjoyed my work. I was even able to not-too-tackily-I-hope point them to this blog. Have I suddenly developed a huge, thriving fanclub? No. But I connected with people, at least for fifteen minutes, and maybe that will give me the opportunity to connect with them again. Plus I didn’t vomit even once.

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