Assay Interviews Deborah Poe

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Deborah Poe w/ Serra / Photo credit Karl Bode

Several years ago, I had the pleasure of hearing poet and professor Deborah Poe speak on a panel at AWP with five fellow women writers-professors-scholars. I wanted to interview Deborah for Assay, so that we might benefit from Poe’s creative process, writing, scholarship, and work as a creative writing professor. [Read my brief report for Brevity on that AWP2014 panel, “Another Voice in My Mouth: Persona in Poetry and Prose” with moderator and panelist Holly Wendt, and panelists Kathryn Henion, Claire Hero, Deborah Poe, and Virginia Shank.]

[Renée asks] Deborah, in your talk in the panel I mention above, you discussed researching and crafting your full-length poetry narrative Hélène. It’s an extraordinary poetic novella where a woman in a factory-convent uses her imagination to escape the confines of manufacturing silk in western France (in the 19th century) by pretending she is in China. Hélène imagines she is elsewhere. Poetry can take us elsewhere, but it can also teach us to live right here. In Hélène, your heroine finds a level of personal freedom through imagery. I’m packing so much into this question, forgive me, but here’s a quote from Hélène:

In mythology, little tragedy. The dead function like the living, only with greater

power: order, regularity, organization—oracle bones and artifacts.

Might you talk more about what this quote means to Hélène, to you? How might the dead function like poetry?

[Deborah answers] It’s funny that you bring up that talk, because I just devoted an entire class to research, empathy, and character in my flash fiction course in the Fall 2016 term. I gave the same talk, adapted a bit for fiction. After giving the talk, I then had them do their own research. We watched a video on the White Helmets in Syria as well as Before the Flood (Stevens 2016)—the new film about climate change narrated by Leonardo DiCaprio. Using that research and taking the details they found most significant, they then wrote drafts. Some beautiful work emerged.

For Hélène, I want to include the entire page from the book, which will help me answer your question and contextualize for readers.

I find no portraits of kings, of high officials, men.

In old designs I make out the eyes—more animal in shape—

not men. Powers. Presence in an abstract way

Pragmatic, existential.

In mythology, little tragedy. The dead function like the living, only with greater power: order, regularity, organization—oracle bones and artifacts.

Hélène has had exposure to both French and Chinese art and has had time to register their differences. (I imagined this access through books within communal areas like the office of the factory convent in which she works.) She finds the lack of portraits of kings and high officials in Chinese art emblematic and a differentiating factor between east and west. In the east, as she perceives it, there is not only more of a focus on the natural world but less of a focus on ego.

I see Hélène as deeply observant and intelligent. She is not limited in her thinking and imagination, despite the abysmal working conditions within which she finds herself. I wanted this book to hold both east and west in it without exoticizing the east.

I suppose if we think about this particular passage you cited, the dead function like poetry in that poetry is language. The living language has power. Through the patterns of this living language, there is order, regularity, organization, and experience reflected back to us in script and art.

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[Renée asks] You have a unit in your creative writing courses called “Revisions and Preoccupations.” Could you tell us about that unit and why you developed it?

[Deborah answers] I provide many opportunities for revision, and consideration of rewriting, throughout the term. But having such a unit in my creative writing courses allows me to underline the importance of revisiting and revising work.

If you’re a creative writing teacher, you undoubtedly find a significant number of students that resist revision—some quite fiercely. “Revisions and Preoccupations” gives us a set aside time to look at revision strategies—whatever the genre—and to consider ways to simplify tackling work again with the same kind of editorial eye and engaged reading that students utilize in workshopping their peers and in discussing published authors.

In poetry, for example, I provide a handout which begins with quotes from acclaimed authors about their own revision process. Then I have various questions for elements of poetic craft for them to help guide rewrites. With point of view, for instance, I ask students if they have tried the poem in first or third person if it’s written in second, or second if they write a lot of their work in third person. Questions like these urge students not to just copy edit their work but to really think about how to make a piece the best piece it can be.

“Preoccupations” is related to “Revisions.” Perusing their work over the semester, students begin to recognize what themes or concepts they return to again and again. That in itself is helpful and often compelling. But recognizing their preoccupations can also provide a lens through which to think about revision. For example, J— realizes in looking through her semester’s collection of writing that she writes a lot of poems with speakers yearning to return home. Using that yearning to return home as a lens through which to study a particular draft helps her think about how she can enrich the description in her piece about the speaker’s beautiful island home, or what is truly at stake in a sense of loss or displacement and if what’s at stake is coming through, or about how changing diction might better serve the tone or mood of the piece.

[Renée asks] In what ways do these “Revisions and Preoccupations” impact your own writing practice?

[Deborah answers] I am highly creative and analytical and am fairly systematic in my approach to revision. I use very similar ones myself in the rewriting phase to the poetry strategies I mention above.

[Renée asks] Would you name a teacher who had a particular impact on your writing practice and your teaching methods? Why was that influence unique? How do you bring that influence into how you teach in your creative writing classrooms?

[Deborah answers] Dr. Bruce Beasley, my professor at Western Washington University during my first two years of graduate school, is the best teacher I ever had. He always took the time with my work. That enabled him to provide suggestions for readings and tools to deepen my particular strengths and challenge my weaknesses. He did not try to impose his own aesthetic on me either. (I am vehemently opposed to teaching that does so.) I endeavor to bring that openness to work, to take the time with students’ work for thoughtful feedback, and to suggest writers they read whenever I think it fitting.

Thank you for your time and answers and body of work! We so appreciate you visiting Assay’s “In the Classroom” series.

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Deborah Poe is the author of the poetry collections keep (forthcoming from Dusie Press), the last will be stone, too (Stockport Flats), Elements (Stockport Flats), and Our Parenthetical Ontology (CustomWords), as well as a novella in verse, Hélène (Furniture Press). Associate professor of English at Pace University, Pleasantville, Deborah directs the creative writing program and founded and curates the annual Handmade/Homemade Exhibit. She has also taught at Western Washington University, Binghamton University, SUNY, the Port Townsend Writer’s Workshop, Richard Hugo House, and Casa Libre en La Solana in Tucson. Deborah served as Distinguished Visiting Writer for Seattle University during Winter Term 2016.

Assay Interviews Marcia Aldrich, editor of Waveform: Twenty-First-Century Essays by Women

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Edited by Marcia Aldrich, Waveform: Twenty-First-Century Essays by Women is now available from the University of Georgia Press. At Assay, we were delighted to have the opportunity to ask Aldrich questions about the anthology.

Waveform has a Wednesday reading at KramerBooks in D.C. and a Saturday panel as part of #AWP17. Learn more, here.

Marcia, thank you so much for agreeing to be interviewed for our “In the Classroom” series at Assay. Congratulations on the publication of Waveform: Twenty-First-Century Essays by Women (University of Georgia Press).

The essay selections in Waveform have diverse and surprising forms. It’s a contemporary anthology, in the best sense of our current moment, and it’s long past time that we have a contemporary creative nonfiction anthology filled with essays by women writers. Gender is not a theme, per se, though all the essays included are written by women and, as such, feminism is very much part of the project. The essays have such a wide-ranging take on multiple topics that I see the anthology working for courses from Composition to Creative Nonfiction Writing to Literature. You’ve built an accessible blog to assist teachers who use the book in the classroom, and I imagine contributors, including yourself, would be happy to Skype into courses.

Question from Assay (Renée E. D’Aoust): Is there an ideal course that you envision for this anthology? Multiple courses? (As a follow-up, I don’t want to imply that the book is only for the classroom, because it is also a super read.)

Answer from Marcia Aldrich:

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I am a fan of miscellanies and collections, those books that can’t be reduced to a theme. I always read The Best American Essays with pleasure because I can dip into the idiosyncratic mind and style of one essayist and then move onto another. Waveform provides those kinds of pleasures and surprises for the general reader of essays. Built into the anthology is the idea of classroom use. The book’s place in the classroom has been in my thinking from the book’s inception. Waveform grew out of my being a writer in the field, an editor impressed by the growing achievement of women essayists, and as a teacher who designed nonfiction writing courses. From all those positions, I became aware of an omission, a lack, an absence, if you will, of an anthology of contemporary women essayists that reflected the range and depth of the writing women were publishing. I had conversations with other women writers about the frustration we felt at the limited presence of diverse women in the collections we were using in the classroom—for example The Touchstone Anthology of Contemporary Creative Nonfiction. Despite loving the selections, it fell short in offering us sufficient diversity for the contemporary classroom.

At Michigan State University, if Waveform had been available, I would have used it in many of the classes I taught. I teach different levels of creative nonfiction workshops and I include a range of reading materials to accompany our own writing. The give and take between reading and writing is an essential component to the way I teach. Waveform offers examples of the types of essays being written today—it covers the spectrum from flash essays, lyric essays, list essays, found material being shaped into essays, narrative essays, memoir essays, epistolary essays, immersive essays, speculative essays. The formal innovation is a gold mine for the nonfiction classroom. The wide range of style and subject was carefully curated to offer students an introduction to the multiplicity of forms the essay is taking. Most students enter the nonfiction classroom with a narrow idea of what the essay is based on the kinds of composition courses they had in high school or freshman writing classes. They are genuinely surprised, and happily so, to find the essay to be a site of invention and personal expression.

I’ve taught literature classes focusing on contemporary nonfiction under the rubrics of Women and Literature, Readings in Nonfiction, Special Topic: The Essay and so on. In my teaching rotation, I move between reading courses and writing courses built around different topics in the field of nonfiction and in each case Waveform was the book I was missing. I created the book I wanted to read, the book I needed to exist for the purposes of filling out the creative nonfiction landscape, and the book I needed in the classroom. I didn’t imagine one ideal course where Waveform would best fit. I imagined Waveform as filling the gap that exists in any number of different kinds of courses in which contemporary nonfiction is being studied and written.

Question from Assay (Renée): There is a Waveform panel coming up at the 2017 AWP conference in D.C., and I’d love to have Jocelyn Bartkevicius, a panelist and contributor to Waveform, answer the following question. But, first, a little background.

I first learned about Waveform when I attended your panel introducing it at the 2015 NFNOW conference in Flagstaff, Arizona. That panel was called (and asked the question), “Is This the Golden Age for Women Essayists?” From the audience, during the q&a, Jen Palmares Meadows, who has contributed to Assay, asked “What, if anything, do your publications do to seek out or include women of color essayists in your publication, and was/is it enough?” You, Marcia, answered that you worked very hard to include diverse voices in the anthology. Brenda Miller was on that NFNOW panel and said she felt she had not done enough to include diverse voices during her time as editor of The Bellingham Review. There was a general consensus that more work needed to be done. There was a discussion about the need for women of color to submit to journals, but less about the advocacy editors must do. So we have the AWP panel coming up, and both you and Jocelyn Bartkevicius are on the AWP panel. (Jocelyn’s fantastic essay, “Gun Shy” is included in Waveform).

You were each in previous positions of power at literary magazines, Fourth Genre and The Florida Review, respectively, and now you’re not. So how do you see your work advocating for women of color changing with this anthology and the forthcoming panel? What can this anthology—and those like it—do, that cannot by done by literary journals? And since we’ll have Jocelyn Bartkevicius answer this question, she is welcome to tailor the answer to the upcoming AWP panel.

Answer from Marcia Aldrich:

This is mainly Jocelyn’s to answer, but I’d like to say something as well.

As editor of Fourth Genre, I built issues from the submissions that came in the mail. I was reluctant to depart from that tradition by aggressively recruiting essays. It was a depressing fact that Fourth Genre did not receive many submissions from writers of color, male or female. This was troubling and I became cognizant of the need to rectify the imbalance.

As the editor of Waveform my role was different and I had the opportunity to create a more balanced portrait. I felt a responsibility to construct an anthology that wasn’t just stylistically diverse but included a more representative range of voices. I was adamant about delivering on the promises of diversity and in Lisa Bayer, the director of the University of Georgia Press, I found someone who shared that commitment. In the case of Waveform, I actively recruited essays.

j_toothy_dogs_3Answer from Jocelyn Bartkevicius:

When I was editor of The Florida Review, with some regrets, I upheld the long tradition of considering work that was sent to us, rather than reaching out to writers to submit work. There was one exception: Sometimes, if I was at AWP or another conference, and I heard a compelling talk, one that worked as an essay as well as a more standard conference paper, I would ask the writer if I could have it for TFR. In that way, one two or three occasions, I was able to add some more diverse voices to an upcoming issue.

Reading over-the-transom submissions, the ethnicity of the writer wasn’t always evident. For example, one of the essays that was a finalist in our annual contest was about politics, being part of the team that traveled in advance of the President of the USA on his international trips. It was a brilliant essay. Only near the end did the writer reveal that she was a black woman. Her essay is still one of my favorites that we’ve published.

As for Waveform, I think Marcia did an excellent job of reaching out to women of color and LGBT women. The voices, topics, and forms of the essays in the book are compelling in themselves, and also reveal the complexity and diversity of women’s esthetics and concerns. My MFA students are about to discuss the book in a graduate class on craft, and I’m looking forward to their responses.

When I pitched the panel to AWP, I emphasized something that Marcia points out in her writing about the book: That in her New York Times piece on whether or not this is a golden age for women essayists, Cheryl Strayed, while answering yes, qualified that yes. Writing by women–of all ethnicities and gender identities–are underrepresented (as Marcia has reported).

My proposal emphasizes what I call the literary fallout from that paradox–getting published more than ever in literary journals, but then not reprinted in Best American Essays. So women get read, but as is the nature of literary journals, those pieces are in a sense, just a flash in the pan. Read and then recycled. I promised that our panel would explore the complications of that resulting invisibility.

There’s another angle that some of us on the panel will consider. Most of us wrote the essays included in the anthology expressly for that anthology. My contribution, “Gun Shy,” is one such example. I’d never consciously written an essay “as a woman.” That is, of course I’m a woman writing, but I’ve never thought about the ways I was creating a gendered self in my voice or style or choice of topic. So, on the panel we’ll reflect a bit on how our work is affected when we are specifically asked to write as women, and whether identifying as a woman–putting our work out there as women’s writing–is tricky, even maybe dangerous.

One aspect of the panel proposal that is invisible in the conference schedule, is the way I argued that a panel on women’s voices would be essential in Post-Inauguration Washington, DC. When proposals were due, Trump had just accused Hillary Clinton of “playing the women’s card,” and she’d taken that attack and turned it into a call for action. She listed all the issues important to women, and said, “If that’s playing the women’s card, deal me in.” In my proposal, I said that the talk of the town in DC during AWP’s conference was going to be the impact of having our first woman president, or–and at the time I thought this was a longshot–how playing the women’s card meant women would be silenced once again.

Last week, I attended the Women’s March on Washington and discovered that I was right and wrong in that proposal. The new administration strikes me as one that is working hard to destroy rights that women have fought for over the last few decades. I actually read a Facebook post I found not just offensive, but terrifying, written by a man in in my town whom I’d thought was just an ordinary Republican. He said that electing Trump was going to allow us to deport all the “brown women” [his term] because now we’d get the white women out of the board room and back into the bedroom where they belonged. At the Women’s March, hundreds of thousands of us spoke out and resisted. We screamed resistance. So here’s another paradox for our AWP panel to consider: As the elected officials erode our rights, and hack away at free speech, will women’s voices become silenced or louder? And how will we, as women of all races, ethnicities, gender identities, and political priorities, join together to make sure the voices that are heard are multiphonic.

Question from Assay (Renée):

Back to Waveform, specifically. Many of the essays are thought-provoking and heart-wrenching, and I would like to highlight Torrey Peters’s memorial to trans people killed around the world in “Transgender Day of Remembrance: A Found Essay.” Peters created the essay from a document that listed all the deaths of transgender people from 2013 to 2014, which is why it is called a “found” form. I wondered how you found this particular essay—how it came to your attention.

Answer from Marcia Aldrich:

I discovered Torrey Peters’s essay “Transgender Day of Remembrance: A Found Essay” in Brevity’s special issue on gender, published in May 2015. This was one of the first times Brevity devoted an issue to a special topic with guest editors and I had been looking forward to its arrival. I found Torrey’s essay to be the standout of the issue. It did not escape my notice that the essay fell way outside Brevity’s word limit which suggested the editors believed sufficiently in the work to waive the word length requirements. There are several things to say about this essay and why I selected it. First I had been following Torrey’s evolution as a person and a writer. When Torrey was David and a graduate student in Iowa’s Nonfiction Graduate program, he had submitted the essay, “The Dressing Room” to Fourth Genre in my first year as its editor. The interns and I had collectively been reading submissions for weeks and were disappointed in the quality. And then “The Dressing Room” arrived. I remember one of the interns shrieking as he was reading the essay: “Yes, yes, this is it. This is what we’ve been looking for.” We passed the essay from one to another, reading with genuine excitement. It was the first submission we all agreed was a clear acceptance and an example of the kind of essay we were hoping to receive. For the rest of the submission period, we compared every other essay to “The Dressing Room,” which may have been unfair, but it was our way of asking whether this essay deserved to be published alongside the essay we all considered exemplary.

So when I saw Torrey had contributed an essay to the special issue, I was excited to read it. “Transgender Day of Remembrance: A Found Essay” couldn’t be more different than “The Dressing Room” except that they are both searing and brilliant. Perhaps my training in poetry makes me especially appreciative of “the found” in art, that is the way art can take found materials and shape them in such a way that their inherent power is revealed. I’ve taught Torrey’s essay twice, both in introductory level nonfiction writing classes, and in both instances students chose it as their favorite essay read in the semester. The student presentations on this essay were both outstanding, followed up by the best discussions we had in either class about the relationship between form and content. Why does this form work so powerfully to memorialize and haunt readers?

I am particularly happy to have two mini essays about “Transgender Day of Remembrance: A Found Essay” on the Waveform blog, one by Torrey herself who speaks candidly about how she feels about the essay now and a reader response by one of the students who “taught” the essay to our introduction to creative nonfiction class in the fall of 2015. These materials on Torrey’s essay were just what I envisioned including when I had the idea to create a blog that might be a teaching resource.

Question from Assay (Renée):

There is an excellent interview conducted by Zoë Bossiere (with you) about Waveform at Essay Daily, and I’d like to direct readers to that interview (see link below), if they haven’t seen it yet. I’m also mindful that there’s no need to repeat what you cover in that thorough interview. But I would like to follow up on one of your answers. You note that in Waveform you “wanted to depart from a thematic or subject driven approach and instead highlight the way writers interact with subject through elements such as style, voice, tone, and structure, and allow the subjects to fall where they fall.” Along these lines, what effect do you hope Waveform has on the genre, on the way women write nonfiction?

Answer from Marcia Aldrich:

This is the most difficult question you have posed to answer concisely. Historically women writers have struggled with cultural tendencies to pigeon-hole their work along thematic lines. Modernist poets like Louise Bogan and Edna St. Vincent Millay, for example, chafed against labeling them as poets who wrote about love. While both poets did write about love, this characterization reduced their accomplishments and pushed them into the sentimental or domestic tradition of women’s writing rather than placing them in the modern poetry stream. There is a place for the thematically organized collection and I have used them in the classroom–often students come to read women’s writing through a thematic lens. In 1996 Wendy Martin edited The Beacon Book of Essays by Contemporary American Women. I happened to have an essay included in the book under the heading Essays on Self-Identity. It’s a wonderful collection and historically important but Martin had a different intention than I had with Waveform. Martin was interested in the essay as a map of the territory of women’s lives in the second half of the twentieth century. She was much more attuned to the experiences represented than the form or development of the essay itself. Twenty years later, I wondered what would happen if I put together a collection of women’s essays that weren’t packaged thematically and weren’t chosen because of their thematic content. It’s quite freeing to not assemble a book of essays based on content and not have to select material based on a principle of thematic coherency. It almost feels as if it is a subversive act.

I remember working with Charlie Altieri, a modern poetry scholar, in graduate school in an independent study where I read various theorists and the assignment was this: what does this method of analysis make possible in your reading of this poem and what doesn’t it make possible. He was interested in my discovering how different ways of reading literature are made possible through different methodologies. With a thematically organized collection, the reader immerses herself in how different writers approach a common theme, all the while deepening her overall experience of the theme. A worthwhile experience: coming at a theme from a variety of angles and voices. The theme provides a scaffolding.

On the other hand, if you take away the thematic organizing principle, I asked what do you get instead? In a sense, you take away a crutch. You must discover what the essay is concerned with—you must be more active in figuring out how the essay works. And by interacting more actively with the essay, you immerse yourself more in the form of the essay to discover its content.

I’ve reversed the ways of reading by depriving the reader a thematic hook or guidepost. They’re on their own to grapple with the essays. This grappling mirrors my own experience of reading essays in the last twenty years. The essay landscape has been broken wide open in the last twenty years; it has moved away from being predominantly a narrative or persuasive form and embraced wholesale innovation and unpredictability. Perhaps it was never an easy matter to say what an essay was or define how it operated, but today what we call an essay is a multi-splendored thing.

I don’t have an aesthetic agenda to push with Waveform—I’m not championing the lyric essay, for example, over the narrative essay or pitting one school of thought over another. Perhaps the book reflects my own mobility as a writer and teacher—to write and read all over the essay spectrum from flash to lyric to classic meditative forms. As a teacher, I offer my students a wide array of essay examples as well. I like to surprise myself; I like to be surprised. I’m hoping that in the great mix of the essays in Waveform, readers will find something to love, something that speaks to them and helps move them forward in their own lives and writing.

From Assay (Renée):

Thank you so much for your time—and for your long support of writers in our genre. We look forward to your panel and reading at #AWP17!

Useful links and further resources:

Find more information and to purchase Waveform from the University of Georgia Press, here.

Use Waveform in your courses. Teaching resources and much more information can be found at the Waveform site, here.

Read Aldrich’s excellent interview with Essay Daily, “Riding the Wave: Marcia Aldrich on Diversifying the CNF Anthology,” here.

The full list of contributors: Marcia Aldrich, Jocelyn Bartkevicius, Chelsea Biondolillo, Eula Biss, Barrie Jean Borich, Joy Castro, Meghan Daum, Jaquira Díaz, Laurie Lynn Drummond, Patricia Foster, Roxane Gay, Leslie Jamison, Margo Jefferson, Sonja Livingston, Alexandria Marzano-Lesnevich, Brenda Miller, Michele Morano, Kyoko Mori, Bich Minh Nguyen, Adriana Paramo, Jericho Parms, Torrey Peters, Kristen Radtke, Wendy Rawlings, Cheryl Strayed, Dana Tommasino, Sarah Valentine, Neela Vaswani, Nicole Walker, Amy Wright.

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Marcia Aldrich is a professor of English at Michigan State University. She is the author of Girl Rearing: Memoir of a Girlhood Gone Astray and Companion to an Untold Story (Georgia), winner of the Association of Writers & Writing Programs Award for Creative Nonfiction. She is the former editor of the journal Fourth Genre: Explorations in Nonfiction.

Jocelyn Bartkevicius has received the Missouri Review Essay Award, The Annie Dillard Award in Creative Nonfiction, the Iowa Woman Essay Prize, the Vogel Scholarship in Nonfiction at Bread Loaf, and the 2016 John Guyon Literary Nonfiction Prize. Her work has appeared in anthologies and in such journals as The Hudson Review, The Missouri Review, The Bellingham Review, The Iowa Review, Fourth Genre, TriQuarterly, Crab Orchard Review, Gulf Coast, Bridges, and Sweet, and has been selected for the “notables” list in The Best American Essays. Her essay “Gun Shy” is included in Waveform: Twenty-First Century Essays by Women, edited by Marcia Aldrich. She is working on a memoir about the Lithuanian diaspora and secret mass deportations in Soviet Lithuania. She teaches in the MFA program at the University of Central Florida and is the former editor of The Florida Review.

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Assay’s Managing Editor Renée E. D’Aoust’s book Body of a Dancer (Etruscan Press) was a Foreword Reviews “Book of the Year” finalist. Follow her on Twitter and visit her author page.

The Travel Writer-in-Process by Lauren Wilson

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I used to think that spending two weeks at home is more than enough time for a Christmas break—I’m usually more than ready to go back to school and my friends and enjoy the freedom that college allows.

That was before I had spent four months living in India though, and long before I had wrapped my head around the fact that I was about to leave for Ireland for another five months. With those facts looming over my head, two weeks was a terrifyingly short amount of time. Between the holiday celebrations, shopping trips I needed to make to get the necessary gear for Ireland (I somehow still managed to get to Galway without a rain jacket though…), and all of the different relatives I had to see, it felt like there wasn’t a whole lot of time for anything—much less writing.

I have now been in Ireland for a little less than a month and I haven’t written a single thing. Nothing about India, Ireland, or the holidays. I haven’t even done proper journaling. My poor little red moleskin journal who has followed me so faithfully around the world hasn’t seen more than a few quick scribbles here and there, much less any formulated notes on my experience. There are too many new things to see, too many bookshops to visit, pubs to try out, too many streets to wander down. The lure of Galway’s Latin Quarter with cobblestoned streets and musicians at every turn is one that I am unable to ignore. I have finally got a normal class schedule again (I’m back to lectures that take place twice a week, rather than four hours of the same class every morning), but none of my classes require writing until the end of the semester. Even then, none of it is creative writing. So it would seem as though I’m in the same situation as last semester—stuck with no incentive to write while I’m in Ireland. So I’ve had to come up with a few reasons of my own.

With stable access to Internet comes the ability to look for journals looking for student submissions. Some of them even pay, and Lord knows any college student could use that. So, to help give myself some incentive, most of my time spent on the computer is used looking for where I can send my next piece, and especially what topics editors are looking for submissions in. Even if nothing gets accepted, having a deadline to work with and a new topic that someone wants me to write about is enough of a challenge for my overly-competitive self to sit down and get to work. Even if nothing gets published, it’s still a good way to make myself write about new things and even look for new ways to do so. So far, I’ve found two that look like something I can do (if anyone has any ideas on others, I’d love to hear about them), and in addition to that, I’ve set a goal to fill the new journal I brought with. I might not specifically write about everything I’m experiencing here now, but if I can write it all down now, then I will be able to write about it all later. My journal has found itself a new home inside my purse, and if I have a few minutes between classes all start to catch up on things I haven’t jotted down yet. Also, I have no shame in pulling out my journal when sitting in a pub. I’m working on getting details of all of my favorite pubs and cafes while I’m sitting in them. Who knows, it could make an interesting essay someday.

So for now, I’m going to write what I can, read as much as possible (you have to read good writing to write good writing, according to Concordia’s English department), and have as many new experiences as I possibly can. I’m already planning adventures for the coming months (Greece for Easter break? Sounds good to me!) and my reading list for the classes I’m taking is long enough without adding my own books to the list. Between genre studies and a class on modernist/postmodernist writing, I’ve joined a sort of Book-a-Week club. AroundtheWorldcvrOn my shelf I currently have The Time Machine, Around the World in Eighty Days, Hamlet, The Driver’s Seat, Silas Marner, Mrs. Dalloway, Pale Fire, Herland, Ten Days in a Mad House, and Alice in Wonderland.

The list of my own books is a little shorter. The Good Girl’s Guide to Getting Lost by Rachel Friedman is there, along with Hemmingway’s A Farewell to Arms, The Loney by Andrew Michael Hurley, The Only Street in Paris by Elaine Sciolino, and I have my eye on Alone on the Wall by Alex Honnold, and a book on maps and how they affect our lives. It’s only a matter of time before I cave and pick those two up to add to my collection. With all of this going on, I’m going to focus on enjoying my time here, and I’ll write about it all eventually.

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LaurenWilsonEditorial Assistant Lauren Wilson is a junior at Concordia College, double-majoring in English writing and global studies. After study abroad experiences to Scotland, England, and France, she’s pursuing her interests in travel writing. She’s spending her junior year abroad: Fall 2015 in India, Spring 2016 in Ireland, and Summer 2016 in Australia. She will be posting monthly about being a writer-in-progress abroad.

Interview with Taylor Brorby

Taylor Brorby is the newest addition to the Assay staff, as a contributing editor to our blog. By happy coincidence, he visited Concordia this week, where our editorial assistant Nick Nelson sat down with him.


Nick Nelson: You described earlier that there will always be an importance of writing to an individual. What makes writing important to you?

Taylor Brorby: I think for me, writing is important because it allows me to see outside myself. When I’m reading, and in particularly reading as a writer, I’m thinking of how is this person is telling their story. What sort of ways are they structuring it? What might be new? What might be exciting, and highlighted to me as a reader? But for me, it’s also recognizing that in the importance of writing there’s also the importance of language and how words not only sound, but what they do on the page. That’s where humor comes in, when you look up the roots of the words to find where they come from, it allows you to do a great pun if you wanted. But I think it’s important because it allows me to see another story that is outside myself, but usually when you’re reading you find that story that seems so far away from you actually is holding a mirror up to you and then you see maybe your own biases, maybe your own desires, maybe your own hopes. So that is why I think writing for me is really important, especially encountering just other writers whose experience is far different from mine. Continue reading