Category / authors

by Cila Warncke

On Primary Sources with Katherine Cottle

Welcome to ‘Between the Lines’ – interviews with teachers, writers and writing teachers on specific aspects of their craft.

Photo courtesy Katherine Cottle

In this week’s interview, author and Goucher College writing professor Katherine Cottle discusses the practice and possibilities of primary source research in creative and critical projects, which is embodied in several of her five books, including The Hidden Heart of Charm City: Baltimore Letters and Lives, I Remain Yours: Secret Mission Love Letters of My Mormon Great-Grandparents: 1900-1903, and Baltimore Side Show.

According to her bio, she two “feisty” children and a propensity for burning dinner (“I’m a horrible cook,” she assures me cheerfully). Cottle also writes poetry, non-fiction, cultural criticism, essays and reviews.

An Expanding World of Words

Growing up in a “farm-like” conservancy area of Baltimore County, Maryland, Cottle – the eldest of three children – sought out nooks behind rose bushes or slices of space between buildings where she could spin yarns in peace. “I was very quiet, externally. More of a listener,” she recalls. “But I was wordy internally: talking to myself, making observations, telling stories. I was writing, mentally.”

Cottle had the good fortune to attend a public high school which offered creative writing courses (“now, you’re lucky to get a unit, much less a whole class”). Her creative writing teacher, with whom she is still in touch, encouraged students to enter competitions and submit work for publication. This was important for Cottle, who was 14 years old when her first piece appeared in the local paper: “It was a big deal to have readers outside my ninth grade classroom.”

Building on her positive high school experience, Cottle went on to earn a B.A. in English from Goucher College, an M.F.A. in creative writing from the University of Maryland at College Park, and a Ph.D. in English/Professional Writing and American Literature from Morgan State University.

Paths and Possibilities

Asked what steered her toward teaching writing, Cottle chuckles: “It wasn’t, ‘this is what I’m going to do with the rest of my life’. I still don’t know that. But no matter what I’ve done, writing has pulled me in its direction.”

Although she has not always, or exclusively, taught, Cottle has educated writers from early teens to adulthood, in settings ranging from intensive summer programs, to tutoring, to middle and high schools, to her current full-time role at Goucher.

There, she teaches courses including first-year writing, poetry, professional writing and senior capstone courses, allowing Cottle guide students from the beginning to the end of their undergraduate studies. “Every class, every semester is a new experience,” she says. “You are starting a new adventure every time – every class, every day. That requires strength, enthusiasm and a positive attitude.”

Strength, enthusiasm and a positive attitude are rewarded by reciprocal learning. Cottle cherishes interaction with students and colleagues as means to cultivate her own practice. “It allows me to reflect on my own work [at] a helpful disconnect. I have to step back and recognise where I am in that picture.”

Her goal as an educator is to pay forward the “gifts I got from my mentors… to inspire others to develop the command and craft of their work so they feel confident as writers. Whether first year or senior capstone, [I want them] to feel that what they’re learning will help them beyond the classroom. Hopefully they see how writing will play a role in their life, how communication will help them going forward.”

Photo by Catarina Carvalho on Unsplash

On Primary Source Research in Creative and Critical Projects

Q: What is primary source research in this context?

A: Opening your research lens beyond the standard scholarly essay. It means looking for non-traditional sources, things you won’t find in Google. Some might not be valued by the academy, but provide scope for humanities documentation. For example, my dissertation focused on intimate letters from 1850-1950 in Baltimore. Some [were] online, some I had to go to a physical place to see. Others cannot be found, because they were hidden or destroyed.

Q: Why is this type of research significant in critical and creative contexts?

A: It adds unfiltered content. It allows voices which might not typically be found in public settings to be brought to the surface and validates genres beyond the scope of traditional research.

Q: How does one begin?

A: Think of yourself as your own search engine, and create an algorithm. You can start on the internet, but usually you have to go to physical locations, or call or write people to find out if something is in an archive; you might open your research to living sources.

Q: How did you approach researching the intimate letters?

A: My focus was on historical figures. I asked mentors at my university, then cast a wide net to see what I could find. After that, I decided to focus on a particular time period. There were a variety of ways to go about finding letters. Some were available online. Some were in archives. Others were archived but not accessible to the public. I contacted writers who’d been immersed in particular figures and asked them. Part of the excitement of doing a primary source search is that the process becomes part of the journey. You document the search as much as what you find. I wound up with a chapter on letters that we’ll never find, even if they exist.

Q: How do you avoid drowning in details?

A: Set parameters as you go along: here’s where I am, here’s what I found, here’s what I’m going to continue, here’s what I’m going to put off for another time.

Staying within those parameters is useful, but you need to start the process first. It’s a little messy in the beginning, but human beings are messy.

Q: How might a teacher structure a primary source research assignment?

A: I teach a 200-level writing course with units on sources such as diaries, photographs, maps, children’s books, recipes, oral histories, etc. We focus on one genre a week, look at examples, do some practice.

We usually start with photographs. First, students observe exactly what is in the frame. Next is the reflective lens when the student considers what they bring to the image as a viewer. Then they apply an analytical lens to think about the picture’s social significance.

We apply this metaphorical frame to other types of sources, asking: What’s there? What [do I] bring? Why is this important to our world?

Cottle Recommends

Q: An author who does primary source research well?

A: Rebecca Skloot, author of The Immortal Life of Henrietta Lacks. There’s a set of photographs in the middle, you can start the framing there; but the whole book is full of primary sources, [Skloot] pieces together Lacks’ life through research. Plus [she] has such a connection to Baltimore. I like to use articles or examples connected to place, so if students are local it gives them another perspective.

Q: A piece of writing that changed your life?

A: Good Woman: Poems and a Memoir 1969-1980 by Lucille Clifton. Hers was one of the first readings I went to; she had such humor, her work was so in-depth and thoughtful. But she was also unapologetic about loving The Price is Right. It showed me you could be a writer and be real, you could bring your strengths to writing in a way that was unique to you.

Q: A classic you love to teach?

A: Poets like Lucille Clifton, Anne Sexton, Tyehimba Jess – I’m not sure I could pick just one. A collection of women’s poetry from the late 20th century would be perfect.

Q: A contemporary work you love to teach?

A: I enjoy Billy Collins work. There is a simplicity about it, with a deep foundation, but also wit. He takes the human experience seriously and not seriously at the same time.

Q: A book about writing every writing student should read?

A: Bird by Bird: Some Notes on Writing and Life by Anne Lamott. Students connect with it.

Q: A living writer you’d love to hang out with?

A: Jeanette Winterson. I’ve only read two or three of her books, including Written on the Body and The Passion, but they left a physical feeling. The impact lingers, they are so powerful. She and Toni Morrison have that – they are in a whole ‘nother category. It is hard to find the language to describe, but you feel it at a cellular level.

Q: Your perfect writing space?

A: After going through the pandemic, it’s definitely not being home all the time. I work well in an outside environment, like a coffee shop, where there is human movement or discussion, but in the background. And a comfortable spot to sit.

Q: If you could publish anything, what would it be?

A: Right now, I’m working on [a book of] recipe poems. My brother-in-law is an incredible cook and has everyone over for dinner once a week. But during the pandemic, he couldn’t. We talked about writing a cookbook, but quickly realised it wouldn’t be typical. Each recipe is a tribute to a friend or family member who attends his dinners, so different people, different types of food; each will include a narrative about the person who makes, brings or requests the food.

I like blending genres. For example, my friend and I self-published a book of illustrated poetry. Even my memoir and nonfiction include other genres.

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by Cila Warncke

Journalism’s Role in Teaching Critical Thinking

This week I’m going to share a podcast recorded last summer (on one very HOT afternoon) for Le Sallay Academy. It features a conversation between myself and the wise, incisive author/journalist/memoirist Kat Lister.

It is shared with the kind permission of Le Sallay, which facilitated and hosted the podcast as part of its Le Sallay Talks series.

Reach Kat Lister on LinkedIn or via Blake Friedmann Literary Agency

***

Here are some highlights from the conversation:

Kat Lister on navigating the media of today

It’s very hard even for those working in the industry to navigate such a fast-changing landscape, and I don’t think there is any one person who is doing it perfectly. And the way that we learn and grow, and familiarize ourselves is by having conversations like this, which have to be very open about the downfalls of social media, but also about what the positives are, and what we can gain from it.

It’s not going anywhere. None of these platforms is going anywhere. The only thing that can change is our relationship with it and that can seem quite chaotic nowadays: it can be a hard place to navigate, it can be a hard place to verify. What is news? What is fake news?

The best way to make our way through this is to think about the original source. You see a video shared a gazillion times on Twitter, and that almost immediately verifies it in your mind, but actually, that’s not the asset to look at. I often have to double-check myself, because I will be almost hitting retweet, and then I’ll be like, hang on a second, where was the video filmed, who filmed it, where was it filmed, are the details correct? Is the date right?
Contextualizing tweets or videos on TikTok or wherever you happen to find yourself, is tremendously important. We’ve all become fact-checkers in a way, and that’s an incredible responsibility not only on the content creators but also the responsibility of the readers, on the audience. As we are saying, look at things more critically, and now, more than ever that’s become quite urgent. And it’s not something any of us are doing in a perfect way, I don’t think.

Cila Warncke on teaching

Yes, these are the traditional 5 W-s: When, Where, When, Who, and Why. And this is something that as a Literature teacher I really emphasize, continually asking students: “Okay, what’s the context of this? Whether it’s an article or a short story, make sure you understand where this is coming from. There is a direct relationship between that kind of critical reading of anything and the ability to navigate the news.”

Click here to listen to the full podcast

by Cila Warncke

On Revision with Elisabeth Dahl

Welcome to ‘Between the Lines’ – interviews with teachers, writers and writing teachers on specific aspects of their craft.

In this week’s conversation, Elisabeth Dahl (no, no relation) discusses the transformative power of words, with a special focus on teaching revision.

Photo courtesy Elisabeth Dahl

‘I worry for people who don’t write’

Author, illustrator, editor, educator: Elisabeth Dahl’s writing experience spans genres and professions. The through line quickly emerges in conversation – a deftness with, and delight in, words that is as contagious as a yawn. And a knack for detail that brimfills anecdotes with life and color.

The Baltimore, Maryland native grew up near Johns Hopkins’ main campus, where she completed her undergraduate degree. She returned to the city as an adult, and lives a few miles from the hospital where she was born.

“As a child, I loved school right from the start,” she writes in her online bio. “By the time I was in ninth or tenth grade, one thing had become clear: Analyzing stories and crafting sentences lit me up in a way that history, math, and the rest did not.”

Speaking on the phone, Dahl credits this to her high school teacher Joyce Brown (with whom she still exchanges emails). “She approached us as if we were college students. When we started [James] Joyce’s Portrait of the Artist as a Young Man, we spent 20-30 minutes talking about his decision to use ‘the artist’ instead of ‘an artist’. To think this was even a question! It would have been one thing to debate writer versus artist, but to look at the article – the versus an – was incredible. As it turns out, [Ms Brown] led us to understand it made quite a big difference.”

Understanding the big differences a small lexical choice can makes is a sine qua non for a writer-educator. “I’m a better writer because I’ve taught writing,” says Dahl, who worked for Johns Hopkins’ Center for Talented Youth for the better part of a decade. “I was still making the same mistakes emerging writers were making: the stakes weren’t high enough, or I was padding the stories. Seeing these problems [as a teacher] was sort of teaching myself at the same time. It helped me incorporate the lessons into my own writing.”

Textures of language

For Dahl, a reciprocal relationship between teaching and literature was established early; her mother and grandmother (with whom they lived until Dahl was eight) were elementary school teachers who made reading a central part of her young life. They also gifted her with a fascination for the stories embedded in artifacts and moments. Her favorite space, as a child, was her grandmother’s walk-in closet. “It smelled like mothballs but had its own, not just aroma – aura. It had a history. It was a special occasion if I got to try on old dresses, like the one my mother wore to her junior prom. There was a scarlet red [dress], like what a Spanish dancer would wear, with tiers, strapless. It didn’t look like any of the other clothes in there. Jane Eyre had her red room; I had this red dress.”

The aural and visual qualities of words beguiled her: “I liked that if you said a word like ‘fork’ or ‘salad’ 25 times to yourself, it became nonsense, weird, you could almost hallucinate about it”. Another female relative, an aunt, was a graphic designer. Tracing pages in her books on hand-lettering introduced Dahl to the “tactile aspect” of language.

These formative experiences of words and stories as real and imaginative, concrete and abstract, primed Dahl to thrill to the challenge when Ms Brown assigned Herman Melville’s Bartleby, the Scrivener. “A light had turned on. I remember standing in her empty classroom, during a free period, talking about it with her, totally energized. I [still] don’t know if I know what the story means,” she says cheerfully. “But I love it. It’s like a Rorschach test.”

Inspired by Ms Brown’s example, Dahl prioritizes space for students to encounter epiphanies by “helping them get a new perspective, become a better observer, or express themselves better. As a teacher, you’re another voice in this person’s head. You have to take it seriously. You don’t know the other voices in their lives, all you can do is be respectful and help them grow.”

But why learn to write any more – aren’t there machines for that?

“Because to have a good relationship with writing is to have a good relationship with your own mind, your history, the world around you,” Dahl responds. “I worry about people who don’t write regularly. The memoir I’m working on has taught me so much about things I’ve been thinking about for 54 years. By laying out the words, revising the words, reconsidering the words, I’ve developed new attitudes towards certain moments, and people. It’s wonderful to be able to do that.”

Photo by Annie Spratt on Unsplash

On Revision

How do you create an open, accepting environment where students think beyond the binary of right/wrong?

One assignment I designed is based on Amelia Gray’s short story ‘Monument’. In it, the people of a town came to clean up a graveyard, then something changes, and they start destroying the graveyard, almost like Shirley Jackson’s ‘The Lottery’. I had students pick a character and rewrite the [third-person] story in the first person. We talked about what that changed, what opportunities it created, what it shut down.

This helped them realize that a piece of writing is many, many choices. It loosened students up. It was an act of playing around, like they might approach improv.

How do you push students beyond ‘good enough’?

Try to present revision as an opportunity. What if you wrote in a different point of view? What if you sprinkled some of these details throughout the story?

For students who are good but could be better, I call upon their sense of a challenge, their curiosity, intrigue. If a student is a tennis player, or pianist, say, I remind them how many hours they spend on the court or at the keyboard. Writing requires the same. It’s a lot of time, a lot of effort, yes.

I always tried to teach that we’re all on the same continuum. We’re writing. We’re writers. Getting started, revising, these things are always challenging.

How can students develop a feel for revision?

They need to be reading, copying out passages as a way of internalizing what good writing is. I encounter people who say, ‘I know I could write a novel’, then you ask what they are reading and they ‘don’t really read’. That’s never going to work.

How does revision differ between fiction and non-fiction?

With non-fiction you have to think about fact checking, accuracy, but the process is not all that different. You’re still asking about tone, voice, consistency, how the narrative is laid out, what is the best way to tell the story, whether you’ve grabbed the reader…

How do you approach teaching revision with different age groups?

With younger students, don’t talk down to them. With all ages, nurture their curiosity about where a piece of writing might go. Again, trying to relate writing to other endeavors, whether playing sports, or working at a grocery story. Remind people that revision isn’t just something we do in writing. We’re always revising things, always being asked to spend more time perfecting or altering, it’s part of being human.

What is a sign that the process is working?

When students say, this went a different direction, or, the character surprised me by doing this. That is exciting. It shows they are engaging on another level, not just trying to bang out the essay or the story.

​Dahl recommends:

The piece of writing that changed your life as an adult?

Fun Home: A Family Tragicomic by Alison Bechdel. She explores, in a graphic novel, growing up, the truths that were presented to her and the truths she had to discover later. It was fascinating, her level of honesty. I get most of my books out of the library, but I went straight to the book store and bought that one for full price.

A classic you love to teach?

‘Why I Live at the PO’ by Eudora Welty. It’s an unreliable narrator story, very subtle, hard to pull off. Every time I read it, I see new things.

A book about writing every writing student should read?

On Writing by Stephen King. Although I’m not a King fan, this book is so good, especially if students are interested in writing books and getting into publishing. It is full of good advice, very practical.

A book + film adaptation combo you love?

Ian McEwan’s Atonement – that was a great movie and a very good book.

A living writer you’d love to hang out with?

Ann Patchett. She co-owns a book store called Parnassus Books in Nashville; she has a wonderful personality, she’s smart, she’s a good writer.

Your perfect writing space?

My house, where I live and write, is suburban, there are beautiful trees but always people walking past. I like to have people around.

If you could publish anything, what would it be and why?

It would be nice if the memoir I’m writing eventually becomes a book. What got me started was realizing how much I loved reading memoir. There is something about a well-crafted, honest memoir that stands out; they are always engaging.

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by Cila Warncke

On Ungrading with Anthony Lince

This is the debut post of ‘Between the Lines’ – interviews with teachers, writers and writing teachers on specific aspects of their craft.

This week’s interview is with Anthony Lince, per his online bio ‘a Latinx educator and scholar who teaches first-year writing courses at UC San Diego and local community colleges.’

Photo courtesy Anthony Lince

Writing: From ‘terrified’ to teacher

In conversation, Lince has a ready beam and belies several notions of what a scholar of writing looks like. Figuratively, anyway. The dun-colored, round-neck sweater is classic English teacher chic, but he is quick to undercut the notion that he is a born wordsmith.

Growing up, San Diego, California Lince was happiest on the basketball court, running plays as a point guard through his high school years.

‘I was terrified of writing,’ he confesses, still smiling. ‘I loved to read, but as far as writing went, I never felt confident.’

Writing at all, much less teaching writing was so far out of mind as to be out of sight. After high school, Lince joined the Army and served as a military police officer. When he enrolled in college, aged 25, he planned to study criminal justice.

So where did writing come in?

‘Professor Bustos, who taught my first-year writing course. There were texts by Mexican-American writers like Pat Mora and Sandra Cisneros, which I connected with as a Mexican-American. And the Professor let me know he enjoyed my work.’

Despite struggling with imposter syndrome at the unexpected praise, Lince trusted his teacher enough to take a job at the writing center, at Bustos’ recommendation. There, he discovered he liked helping peers. His confidence in his own writing grew; he became an English major.

Lince didn’t set aside his thirst for justice, though: ‘As I started to get an education in the humanities, I saw a lot of injustices that needed work.’

Towards more equitable education

Lince is passionate about opening doors. One of the reasons he practices ungrading is to ‘create a positive, less-anxious, equitable, and antiracist learning environment’ (more on all that in a moment).

Lince was the first in his family to complete college. He understands the challenges and subtle (or blatant) inequities that non-traditional students, or those from marginalized communities, face. ‘It was unfamiliar terrain,’ he recalls of undergraduate study. ‘Take office hours – I had no idea you could go talk to professors. Things like figuring out a financial aid are hard if you don’t know anyone who’s done it before.’

After finishing his BA in English with an emphasis on Teaching, Lince qualified as a teacher and spent a year working in a high school before completing an MA in English with an emphasis on Rhetoric and Writing Studies. He graduated in 2022 with a thesis on labor-based grading.

Though peer-reviewed articles and conference proceedings sprout like kudzu on Lince’s academic CV, his primary goal is to lead by example. ‘I try teach from the perspective of authentic writing practices and share with students from the point of authorial expertise. If someone were a dance teacher, you’d expect them to be a dancer, right? So when I go into a classroom, I let them know I write academic articles, book chapters, blog posts, that I’m working on a book. By bringing this into the classroom, they see how writing works outside the classroom.’

Though he doesn’t use the word, Lince’s teaching practice is grounded in respect. Addressing students as fellow-practitioners of the craft is mark of respect. Seeking to ‘be equitable in my assessment and grading practices so students know they are having a fair education,’ is another mark of respect.

‘I want students to see that they are important. That they matter,’ he says. ‘I want them to be confident at writing. And to be able to spot potential injustices or biases that play out in writing.’

On Ungrading

  1. What is ‘ungrading’?

Moving away from traditional numbers and letters and moving towards authentic ways of assessment. Take my own experiences as reference points; when I write for publication, or even for fun, I don’t receive numbers or letter grades, assessment happens through feedback.

  1. Your Master’s thesis is on ‘labor-based grading’ – what is that?

There are a lot of sections under the umbrella of ungrading, one of which is labor-based grading. This method only uses a student’s labor to calculate their final course grade.

At the start of the course, students sign up for the grade they want. I tell them, you want a B, you need to do these things. If you want an A, you have to do all the B labor, plus more, to get the A.

All the activities [they complete] are based on the writing process: peer review, conferencing, visiting the writing center, drafting, revision. Students can complete more elements, or go more in depth, to get a higher grade.

  1. How did you become interested in ungrading?

When I taught high school, students were primarily focused the grade. I’d give feedback and they would just ask for a grade. During my Master’s, when I was teaching first-year students, I didn’t want them to be so focused on grades so started looking for an alternative. I was the first at San Diego State to implement ungrading, but it’s started to spread. It was great to see students come to conferences and listen to feedback, not just ask for a grade.

  1. Which student demographics does this technique best suit?

If the conditions are right, it could work for high school students. College [university], for sure.

Photo by Unseen Studio on Unsplash
  1. How do students respond to ungrading?

Sometimes there is confusion in terms of not seeing a grade, they’ll ask ‘how do I know how I’m really doing?’

But most students don’t like grades, so we discuss it. They start to see how this can work for them. And I check in throughout the term to see how they’re doing.

  1. How does ungrading promote an antiracist environment?

Biases can enter into grading practices and, even if unconscious, negatively impact students. A study was done of two students in 2nd grade, one called Johnny and the other Malik. Their papers were given to various teachers and Malik’s paper was consistently marked lower. The twist was the papers were identical; the only difference was the name.

If this happens in second grade, third, fifth, high school and into college it can negatively impact that student. With labor-based grading, that sort of judgement goes away because if the student does the work, they get the credit. The classroom becomes a space where students don’t have to worry about biases or subjectivities.

  1. What other benefits do you see in the classroom?

The hierarchy of A student/C student breaks down, it becomes a place of collaboration. When students ask for feedback, they’ll ask about specific parts of the writing, which is a very different conversation from talking about a grade.

  1. How do students get a grade for their GPA?

They get a letter grade at the end of the semester, per college rules. If someone signs up for a B, I’m checking throughout the term to see if they complete the agreed work. If they do, they get the grade they signed up for.

​Lince recommends

  1. The piece of writing that changed your life before age 18?

The Fellowship of the Ring. I read it when I was nine and was so taken by the way the world was created, the multitude of characters, the important quest. It ignited my love of reading.

  1. The piece of writing that changed your life as an adult?

Anne Lamott on first drafts [in Bird by Bird: Some Notes on Writing and Life]. It let me know that all writers struggle, and that struggle is perfectly normal. I assign it to my students to show that they aren’t alone.

  1. A classic you love to teach?

George Orwell’s 1984. I teach a unit on surveillance and I like showing students this idea of a surveillance state.

  1. A contemporary work you love to teach?

I bring poetry into my classes, just to share. Shel Silverstein has some fantastic poems that are applicable to the writing classroom. Also, Percival Everett [a novelist The New Yorker describes as having ‘one of the best poker faces in contemporary American literature’]. He just won the PEN/Jean Stein Award for Doctor No, a satire on the James Bond trope.

  1. A book about writing every writing student should read?

Writing With Style by John R Trimble. It isn’t really well-known but he writes in a conversational tone students can relate to it.

  1. A book + film adaptation combo you love?

Peter Jackson’s Lord of the Rings trilogy was phenomenal. It was true to the essence of the books.

  1. A living writer you’d love to hang out with?

Percival Everett. I’d love to pick his brain, get a sense of his process and writing style. It also seems, from interviews, we have somewhat similar personalities.

  1. A writing tool?

Scrivener. It takes everything away from the screen so you’re only focused on the text. With so many distractions, its cool to have everything fade in the background.

Looking forward

Lince is at work on his first book, a writing guide tentative titled Questions to Ask for Becoming a Better Writer. Look for it in autumn 2024.

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by Cila Warncke

36 – Audre Lorde

This brief tribute to poet and activist Audre Lord was originally published on Medium.

Image for post
Lorde’s essays and non-fiction

Bio:

Audre Lorde blazed into my consciousness, a star whose light reached my world after she was dead. Only, she’s not dead. Lorde lives in her resounding words; lives in her multiple consciousnesses as a “black, lesbian, mother, warrior, poet”; lives as an embodiment of unflinching personal and political courage.

My first approach to her was slant — the final line Ta-Nehisi Coates’ “Acting French” in which he declared “Sometimes you do need the master’s tools to dismantle his house.” I scribbled it down, the pearl amidst the sludge of half-developed ideas.

Months later, when I realise he’d cribbed Lorde’s “the master’s tools will never dismantle the master’s house” I was ashamed of my ignorance, ashamed I had accidentally attributed to a man the words of a wiser and more powerful woman. I was angry, too. He should have acknowledged her, not assumed (or pretended to assume) that a white audience would recognise the words of a black, lesbian, mother, warrior, poet.

It’s the kind of slight (mine, his) that Lorde knew all too well. The kind of diminishing by accident or design that she wrote about with immaculate precision and righteous anger.

Lorde knew all about injustice but never let herself accept or become accustomed to it. This shines in her writing and the boldness of her life. She refused categories, as an artist or a human being. She married a (white) man, had two children, left her marriage and had a long-term partnership with a (white) woman. Her poetry can be excoriating, her prose comforting, her voice demanding.

What remains, along with her words, is the sense that she was a whole woman — undivided from herself, despite the complexities that other, less aware (less courageous?) people compartmentalize. Humming like a live wire through her work is this message: live your life, as yourself.

Image for post
Lorde’s poems

In her own words:

“Those of us who stand outside the circle of this society’s definition of acceptable women; those of us who have been forged in the crucibles of difference — those of us who are poor, who are lesbians, who are Black, who are older — know that survival is not an academic skill. It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master’s house as their only source of support.” — “The Master’s Tools Will Never Dismantle the Master’s House”

“A policeman who shot down a ten year old in Queens
stood over the boy with his cop shoes in childish blood
and a voice said “Die you little motherfucker” and
there are tapes to prove it. At his trial
this policeman said in his own defense
“I didn’t notice the size nor nothing else
only the color”. And
there are tapes to prove that, too.

Today that 37 year old white man
with 13 years of police forcing
was set free
by eleven white men who said they were satisfied
justice had been done”
– from “Power”

“The quality of light by which we scrutinize our lives has direct bearing upon the product which we live, and upon the changes we hope to bring about in those lives… As we learn to bear the intimacy of scrutiny and to flourish within it, as we learn to use the products of that scrutiny for power within our living, those fears which rule our lives and form our silences begin to lose their control over us.” — from Sister Outsider

“I have been woman
for a long time
beware my smile
I am treacherous with old magic
and the noon’s new fury
with all your wide futures
promised
I am
woman
and not white.”
– from “A Woman Speaks”

Further reading:

The Collected Poems of Audre Lorde
Sister Outsider: Essays and Speeches
The Cancer Journals

by Cila Warncke

26- Portland Women Writers

This was a piece for Frugal Portland.

Photo by Green Chameleon on Unsplash

In an era where you can read yourself blind online without spending a penny, buying books is an act of enlightened frugality. Magazines and newspapers get tossed; websites morph. Books stick around. What’s more, books slow us down. There are no hyperlinks or banner ads, nothing to whisk our mind into the ugly spin cycle of the so-called “post-truth” world.

Truth exists as it ever has but powerful interests want to drown it. Books are an antidote to the noise. Portland is fortunate to have a thriving community of writers whose clear voices remind us of life’s possibilities and responsibilities. These five women share a powerful sense of purpose, justice, and urgency. Their books will open your mind and break your heart.

Lidia Yuknavitch

Yuknavitch writes like we’re all together in a car stalled on the track as the train bears down. Her fearlessness shines in her bold novels like The Small Backs of Children and Dora: A Headcase, as much as in her searing memoir The Chronology of Water. A former competitive swimmer, Yuknavitch always returns to water, preferring to write “anywhere you can see the river.” She’s busy penning a new work of “short fictions” called This is Not a Flag and a novel, Thrust, but found time to share this advice: “If you have money you can move it toward change. if you don’t have money you can use your voice and body.” Or, of course, your pen.

  • Read: The Chronology of Water (Hawthorne Books, 2011)
  • Recommended: The Child Finder, Rene Denfeld (Weidenfeld & Nicolson, Sept. 5, 2017)
  • Website: https://lidiayuknavitch.net Twitter: @LidiaYuknavitch

Karen Karbo

Karbo waltzes between styles and genres, investing them all with wit and the wisdom of experience. Her work includes the superbly titled Kick-Ass Women series featuring Coco Chanel, Katherine Hepburn, Julia Child and Georgia O’Keeffe; fiction like The Diamond Lane and Motherhood Made a Man out of Me, and her memoir The Stuff of Life.

The secret to keeping the words flowing? Write in hospital lobbies. “There are no distractions,” she says. “No roar of the coffee bean grinder, or whoosh of the milk foamer. No other writers tapping out their award-winning novels. People come and go, and they pay no attention to you, because they’re there for more important reasons. There’s nothing to do but write.”

  • Read: In Praise of Difficult Women (National Geographic, Feb 27, 2018)
  • Recommends: The Book of Joan, Lidia Yuknavitch (Canongate, Jan 18, 2018)
  • Website: http://www.karenkarbo.com Twitter: @Karbohemia

Cheryl Strayed

Strayed’s beloved-by-Oprah breakthrough, Wild, her account of solo hiking the Pacific Crest Trail is an archetypal hero’s journey with a twist: the hero is a woman. Reading Wild, I realized how unfamiliar and thrilling it is to read a story of struggle and self discovery by and about a woman. Tiny, Beautiful Things was equally expectation-shattering in a different way. A compilation of advice columns she wrote for The Rumpus, it blends Strayed’s fearless, first-person stories with Stoic wisdom. It’s twin themes are courage + effort. “It didn’t just get better for them,” she writes. “They made it better.”

Here’s hoping a future generation can look back on these years and say the same of us.

  • Read: Tiny, Beautiful Things (Vintage, 2012)
  • Recommends: The Dream of a Common Language, Adrienne Rich (W. W. Norton & Co., 2013)
  • Website: http://www.cherylstrayed.com Twitter: @CherylStrayed

Rene Denfeld

It’s axiomatic that not all writers make a living from writing. Some perform feats of double alchemy that give lustre to both their writing and their profession. Denfeld, a licensed investigator, is one of these alchemists (poet/doctor William Carlos Williams was another). “It’s exciting, fulfilling work,” she says of investigation. “I get to exonerate innocents and help victims of sex trafficking.”

When she’s not working, or “loving on my fantastic kids,” she slips away to Cathedral Park with her laptop to pour her hard-earned understanding of humanity into books like the multi-award-winning novel The Enchanted.

  • Read: The Enchanted (Harper, 2014)
  • Recommends: The Empathy Exams, Leslie Jamison (Greywolf Press, 2014)
  • Website: http://renedenfeld.com Twitter: @ReneDenfeld

Ursula K LeGuin

To call LeGuin, doyenne of the Portland literary scene, a sci-fi writer is reductive. She is an imaginative writer of dazzling talent who conjures new worlds and infuses familiar scenes with fresh possibilities. “In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she writes. “Poetry and plays have no relation to practical politics. Novels are for students, housewives, and other people who don’t work. Fantasy is for children and primitive peoples.” LeGuin has been cheerfully subverting this belief for her entire career –and shows no signs of stopping.

  • Read: Words Are My Matter (Small Beer Press, 2016)
  • Recommends: Tao Te Ching, Lao Tzu trans. Ursula K. LeGuin (Shambhala, 1998)
  • Website: http://www.ursulakleguin.com
Photo by Timothy L Brock on Unsplash
by Cila Warncke

18 – Reading Like a Writer

This was another Ideas Tap feature that was mostly an excuse to interview a handful of my favorite people — dear friend and mentor Paul Hendrickson, another beloved writing friend Nick Lezard, and the man who saved my life during my writing Master’s, course director and prolific author Michael Schmidt.

Photo by Eliott Reyna on Unsplash

Want to be a writer? The best way to start is by reading. But how can you make sure you reap the benefits in your own work? Cila Warncke asks writers Paul Hendrickson, Nick Lezard and Michael Schmidt for tips…

“It is impossible to become a writer without reading,” says Paul Hendrickson, writing professor at the University of Pennsylvania and award-winning author of numerous books including, most recently, Hemingway’s Boat.

There is a relationship between quality of reading and quality of writing. And a distinction between reading for pleasure and reading like a writer. The difference involves attitude, approach and appreciation. Michael Schmidt, poet, professor and author of the forthcoming The Novel: A Biography recommends reading, “with eyes wide open, full of anticipation.”

With this in mind, here are seven ways to read like a writer:

1. Compulsively

“You can’t be a writer unless you have a hunger for print,” says Nick Lezard, Guardian literary critic and author of Bitter Experience Has Taught Me. “I was the kid who sat at the table and read the side of the cereal packet.” In Nick’s case, the lust for literature paved the way for a career as a book reviewer. But regardless of the genre or field to which you aspire, all writers are readers first.  And “it doesn’t matter whether the medium is the side of the cereal packet or a screen,” Nick says.

2. Slowly

Cereal-packet readers tend to wolf words like they do breakfast. This is a trait writers should train themselves out of – at least sometimes. Paul defines reading like a writer as slowreading: dawdling on the page, delving, soaking in the style and rhythm. Don’t read everything this way, though. “I don’t read the newspaper ‘like a writer’,” he notes. “I don’t have time. Nobody does.”

3. Broadly

Time is of the essence for the reading writer, but that doesn’t mean you should ignore everything apart from the classics. There are, to borrow Orwell’s term, good bad books. Nick mentions Ian Fleming as an example of compelling though less-than-literary fiction. Paul gives a nod to Raymond Chandler, saying writers can learn from his “hardboiled, imagistic lines.”

4. Selectively

That said, don’t make the mistake of reading widely but not too well. “Reading crap is no good for the eye or ear,” says Michael. “Read only the best, and read it attentively. See how it relates to the world it depicts, or grows out of.”

Nick, who has read his share of bad books as a reviewer, concurs: “If you just read books like 50 Shades of Grey, or Dan Brown, you’re going to wind up spewing out a string of miserable clichés.”

5. Attentively

You get the most out of good writing by reading it with real attention. Michael advises writers to pay heed to metaphor, characters’ voices, how the author develops those voices and how they change. He recommends Christina Stead’s The Man Who Loved Children,” as a rewarding subject of attentive reading: “There is a strong sense of development, nothing static there. I can think of no better pattern book for a would-be writer.”    

6. Fearlessly

Reading like a writer means going out of your comfort zone. When Nick was in his teens he tackled James Joyce’s Ulysses. “It was a struggle,” he recalls. “It took me a year or two. But that’s how you [learn] – you find stuff that’s above your level.”

7. Imaginatively

Reading above your level is valuable, in part, because it challenges your imagination. Paul talks about savouring the terse beauty of poetry and imagining “everything that’s between the spaces of the words, the spaces of the lines.” By observing the work of your own imagination you gain insight into how writers evoke images and emotions.

You don’t have to read every book (or cereal box) like a writer. But the more you immerse yourself in words and cultivate these seven skills, the better your writing will be. “If you are writing a potboiler, imagine how wonderful it will be if the work you produce is actually a proper novel,” says Michael. “Read the best, and read the best in your elected genre.”

In Focus: Writers’ Recommended Reading:

  • Ulysses – James Joyce
  • To The Lighthouse –Virginia Woolf
  • A Farewell to Arms – Ernest Hemingway 
  • Three Lives – Gertrude Stein
  • New York Review of Books

by Cila Warncke

17 – Cheryl Strayed on Memoir

This was written for Ideas Tap, an organization (sadly now defunct) that supported young people pursuing the creative arts. Cheryl Strayed, whose Tiny Beautiful Things was my bible for several months, was as generous and gracious by phone as she is on the page. A case of meeting one’s heroes not going wrong.

Photo by Holly Mandarich on Unsplash

After writing her first novel, Cheryl Strayed turned to memoir and wrote her New York Times bestselling book Wild, about her 1,100-mile hike along the Pacific Crest Trail in the wake of her mother’s death. Here, Cheryl tells Cila Warncke about mining memory and sets us to work with a writing exercise…

How does the emotional experience differ between writing fiction and memoir?

It doesn’t. To write fiction well you have to inhabit the consciousness of the characters you’ve created. With non-fiction there’s an extra layer of intensity because the character you’re building is yourself.

When writing memoir, how do you build yourself as a character?

The only way you can build yourself is to dismantle yourself. To take apart who you are, what your assumptions have been, what you hope people think of you. You can’t write: “I’m pretty and cool and awesome and interesting” because everyone would hate you. You have to say: “I’m human. Here are positive things about me. Here are negative things about me. And here are things that don’t make sense, don’t add up, and I’m going to present them to you”. Writing is like the deep work you do in the course of therapy where you take yourself apart.

What memory aids do you use?

I naturally have a very good memory – I think a lot of writers do. I kept a journal through my 20s and 30s. That helped me a lot in writing Wild. I do research where I can, going back and looking at pictures for example. When most people imagine what a memoirist does they think: “I don’t remember anything from high school, from 20 years ago”. But they do remember – they just think they don’t.

How can writers elicit those memories?

The process of writing is re-conjuring memories. It’s doing things so more memories come to you. Even looking at a photo can allow you to remember something accurately. The process is like running into an old friend from back in the day, somebody you knew 20 years ago. When you first start talking you only know a few things about each other. But as you talk and go deeper into your lives you remember things you thought you had forgotten. Just because you haven’t thought of something for years doesn’t mean you don’t remember it, it just means it takes a little work to access it. When I was writing Wild I’d think, “I don’t remember, I just walked” but once I started writing my mind would open up to specific memories.

Do you draw heavily on your own life for your fiction?

You’ll see a lot of details from my life. My next novel is set in Portland [where I live]. None of the characters in the book are me but there are all these little tendrils of the story that you can trace back to me.

How do you deal with writer’s block?

I never call it “writer’s block” but I always have trouble beginning. Writing is hard. I resist writing. I run from it. If I am left alone with a laptop I flounder for an hour or two, then I sink in and I’m in the zone. When I get stuck I go for a walk, come back and try again. I don’t force it. If something isn’t coming, I move on; that’s a good strategy for me.

How long did it take to write your first book, Torch?

Your first book is so hard because you don’t know how to write a book and there is no way for anyone to tell you. It turns out the only way to learn how to write a book is to write a book. I avoided finishing [Torch] for fear of failure, until the point where the fear of failing to finish was bigger than the fear of finishing a book that was terrible. I worked on it for about ten years in total, three years really diligently.

How did you overcome that fear of failure?

Once I let go of the idea that I was going to write a great book, I was able to write a book. I let go of any ego or fear or shame. That was an important moment in my writing life. None of us really knows what kind of book we’re writing. A lot of people think they’re writing brilliant books and they’re terrible. And the reverse is true too. It isn’t up to us to judge our books; it’s up to the people who read them.

In Focus: Writing exercise using objects

I take random objects out of my handbag like lipstick, a ten-euro note, and a pair of sunglasses, and tell my students to pick one and write a story about it.

To begin writing you begin with an image. You begin with a feeling. I encourage people to start writing and not think about it too much. Even if you have a good idea, usually once you start writing it will become something else.

I could do that same exercise with the world’s Nobel Literature Prize winners and something would come of it. Perhaps what came of it would be better than what comes to my students, but that’s how the [Nobel Prize winners] do it too – they begin with something then they make something else.

by Cila Warncke

James Baldwin +Black Lives Matter

#BlackLivesMatter
Donate to Black Lives Matter

blm

Photo by Clay Banks on Unsplash

 

The late literary genius and humanist nonpareil James Baldwin spoke for Black Lives Matter decades before the movement gained a name. And as a gay black man, born poor, he understood intersectionality in a profound sense.

Baldwin’s gifts included the ability to study himself and report, however painful or unflattering the truths that emerged. This spawned an empathy as rare as wise. He didn’t excuse cruelty but he acknowledged and, as a writer, rendered in meticulous detail the pain that (often) underlies it.

The following quotes, from interviews and from his fiction, articulate truths that are as urgent and relevant today as when he uttered them.

 

“Look, we live in Harlem, let’s say, or we live in Watts. The mother who comes down there with his cap and his own gun in his holster, he doesn’t know what my day is like. He doesn’t know why I get drunk when I do. He doesn’t know anything about me at all. He’s scared shitless of me. Now, what the fuck is he doing there? All he can do is shoot me. He’s a hired concentration-camp keeper…. All you can do is bring in tanks and tear gas—and call the National Guard when it gets too tight. And think you can fight a civil war and a global war at the same time.”

Baldwin speaking to Esquire in 1968

“The black cat in the streets wants to protect his house, his wife and children. And if he is going to be able to do this he has to be given his autonomy, his own schools, a revision of the police force in a very radical way. It means, in short, that if the American Negro, the American black man, is going to become a free person in this country, the people of this country have to give up something. If they don’t give it up, it will be taken from them.”

Baldwin speaking to Esquire in 1968

“The country has got the police force it deserves, and of course if a policeman sees a black cat in what he considers a strange place he’s going to stop him—and you know of course the black cat is going to get angry. And then somebody may die. But it’s one of the results of the cultivation in this country of ignorance. Those cats in the Harlem street, those white cops; they are scared to death and they should be scared to death. But that’s how black boys die, because the police are scared.”

Baldwin speaking to Esquire in 1968

 

“I’d learned how to get by. I’d learned never to be belligerent with policemen, for instance. No matter who was right, I was certain to be wrong…. I only had one head and it was too easy to get it broken… I figured out what answers he wanted and I gave them to him. I never let him him think he wasn’t king.”

‘Previous Condition’ in Going to Meet the Man

“Those boys, now, were living as we’d been living then, they were growing up with a rush and their heads bumped abruptly against the low ceiling of their actual possibilities. They were filled with rage.”

‘Sonny’s Blues’ in Going to Meet the Man

“For everyone’s life begins on a level where races, armies, and churches stop. And yet everyone’s life is always shaped by races, churches, and armies; races, churches, armies menace, and have taken, many lives.”

‘This Morning, This Evening, So Soon’ in Going to Meet the Man

“To be forced to excavate a history is, also, to repudiate the concept of history, and the vocabulary in which history is written; for the written history is, and must be, merely the vocabulary of power, and power is history’s most seductively attired false witness…. One thing is absolutely certain: one can repudiate, or despise, no one’s history without repudiating or despising one’s own. Perhaps that is what the gospel singer is singing.”

Just Above My Head

“All the years that we spent in and out of the South, I always wanted to say to those poor white people, so busy turning themselves and their children into monsters: Look. It’s not we who can’t forget. You can’t forget. We don’t spend all our waking and sleeping hours tormented by your presence. We have other things to do: don’t you have anything else to do? Maybe you really don’t? Maybe the difference between us is that I never raped your mother, or your sister, or if and when I did, it was out of rage, it was not my way of life… Maybe the difference between us is that I’ve never been afraid of the prick you, like all men, carry between their legs and I never arranged picnics so that I could cut it off of you before large, cheering crowds.”

Just Above My Head

 

#BlackLivesMatter

Donate to Black Lives Matter

by Cila Warncke

Childless for Sleep’s Sake

There is a scene in J. D. Salinger’s Franny & Zooey where Zooey tells his mother that he doesn’t want to get married because he likes to sit by the window on the train, and once you’re married, you never get to sit by the window.

It expresses, rather beautifully, how my thoughts on children. To paraphrase, I don’t want to have a baby because I like to sleep, and once you have a baby you don’t sleep.

baby1

Photo by Michal Bar Haim on Unsplash

To have or not to have: the baby question

Throughout my adult life I vacillated between wanting and not wanting children. Aged 18 I started a list of baby names. In my early 20s, immersed in London’s club scene, I barely had time to sleep, much less think about kids. Then it kicked through my senses like a police battering-ram. One of our friends fell pregnant and a crazed, logic-free longing rushed through me: I want a baby.

The only problem was, as I said to my then boyfriend in so many words, was I didn’t want his baby. In my defense, I was skunk drunk; which is no defense at all. It was a terrible thing to say and he should have dumped me on the spot.

Whether to it’s his credit, he didn’t, and our relationship stumbled along for a few months. Then I gathered my courage, said what had to be said, and moved to out of the country. At the time, it seemed necessary; now, it suggests a penchant for self-dramatization that does me no credit.

Absorbed in a new life in Ibiza, I didn’t think much about getting into another relationship. The undertone hum of wanting a baby remained, though, reinforced by the Noughties cult of the yummy mummy, epitomized by Kate Moss. Ibiza’s beaches were dotted with plenty of stunning taut, topless mamas romping with catalog-cute toddlers. Even if I hadn’t wanted kids sheer lifestyle envy would have gotten me.

Still, with no potential baby daddy, and a freelance journalist’s intermittent wage, having a child remained an abstraction.

At 32, in a relationship, the baby name list I had been cultivating for over a decade took on new significance. I tried names out with my partner’s surname, and mine, and double-barreled. The only grain of sand in this oyster was my boyfriend’s horror of procreation. As a 30-year-old who lived on Fanta and pizza, and spent hours at a time playing Mario Kart, he felt their was enough youthful energy in the house.

Once again, a case of not your baby.

baby2

Photo by Ana Tablas on Unsplash

The allure of old wounds

For the next couple of years friends and I discussed, semi-seriously, having children as lone parents. One dear friend said she’d nearby and help out (unlike most of these offers, I think she meant it). Another, already a mother, promised me it would be worth it. My ever-supportive sister said she thought I’d be a good mother.

It was this idea, perhaps, more than anything, that kept me hooked – the chance to be a good mother. My sister and I were not blessed with good parents. We, and our brothers, had to find our way through a fog of repression and emotional abuse. In a practical sense, we were on our own from adolescence, working minimum wage jobs while going to school, trying to secure our escape.

Time, distance and my father’s death had helped me be a bit philosophical. Finally, I could see my parents as wounded souls whose sins of omission and commission were grounded in unhealed traumas. Part of wanting to have a baby was wanting to prove it is possible to overcome a crappy childhood. Being a good mother would give me license to keep a little of the familiar old anger.

Axiomatically, this is a poor motive, but no worse than any other reason to have a child.

The right man

When I met my now-husband, one of the first things he told me was he never wanted to have kids. This conversation unsettled me but I figured he would be persuadable.

As our relationship developed, it was me who was persuaded.

Strands wove together, revealing a pattern unseen in earlier years.

Having a child is marketed (particularly to women) as a shortcut to fulfillment, an elevator ride to realms of higher purpose. Having a child is a route to social approbation, as long as you’re a well-educated, middle-class (passing) white cis-woman, as I am. Having a child is supposed to buy entry to some Rockwellian fantasy of family harmony.

couple

Photo by Clem Onojeghuo on Unsplash

Why sleep matters

What I found in the affection, intimacy and adventure of our partnership is that these things thrive in the presence of freedom, resources and – above all – sleep.

The toughest moments of our relationship have been when work and travel schedules left us bone-tired. I learned the hard way that it is obscenely difficult to be a nice person when you’re exhausted. And when you can’t be nice to your partner, things get rough.

Going through relatively mild sleep disruption warned me, vividly, that I’m not built for protracted sleep deprivation. More than a night or two of curtailed sleep is a kick in the face of my mental health in the face. My moods start swinging like a clobbered piñata, my sense of humor vanishes, and my self-control withers – freeing the snider, sadder parts of my personality to wreck havoc. This is consistent with studies that show insomnia is a causal factor in mental health problems.

The idea of chronic sleep deprivation – recent research published in the journal Sleep shows that women’s quality and quantity of sleep suffer for six years after having their first child – is terrifying.

Perhaps choosing to not have children because I like to sleep sounds as petty as not marrying for the sake of sitting by the window. If so, I’m okay with that.

To be a good parent, you have to know yourself – and that includes knowing your limits and being realistic about your resources. It would be a disfavor to a hypothetical child, and to my real and cherished marriage, to do something that would irrevocably change the basis on which it operates.

***