All You Need Is…Faith

Writing is an activity that, if one harbors aspirations of publishing, is fraught with rejection and disappointment. To be a writer is to cultivate and maintain a tough skin. Behind every poem, essay, or article I’ve had published, stand several dozen orphaned pieces of writing still searching for their publishing home. So why do we keep trying? We keep writing, of course, because we love it or we are compelled to do it or both. But how do we maintain our enthusiasm about publishing anything, with the competition so stiff and the chances so low? The answer is simple: faith.

Behind every poem, essay, or article I’ve had published, stand several dozen orphaned pieces of writing still searching for their publishing home.

Recently, I had three different faith-full experiences that I can draw on during my moments of self-doubt.

The first occurred at a friend’s house over the summer. One of my friends mentioned in passing that I was writing a novel, and her mother, who was visiting from out-of-state, looked at me wide-eyed. “You’re writing a novel?” she said in awe.

Before I could answer, my other friend chimed in. “It’s gonna be so good,” he said, nodding and smiling where he sat on the couch.

That was all I needed–a vote of confidence from friends, even just in passing. Just writing about the memory, the experience of which lasted maybe fifteen seconds, produces a lasting sense of optimism.

“It’s all self-belief. That’s all it is. That’s all it takes.”

Several weeks before the incident at my friend’s house, I shared the first few chapters of my novel with my grandparents, both avid readers. When they called me with their critique, full of constructive criticism, my grandpa said he thought the book could inspire a cult following. Of course, grandparents should always have encouraging words for their grandchildren, but his praise was so specific, and his criticisms so insightful, that I believed in his belief in me–and my writing.

Finally, several instances that have occurred over the last year in my writing class at VisArts have also buoyed my spirits and summoned my muse.

One evening, as the instructor provided feedback on my week’s submission, I noticed he was using phrases like “When you get an agent”–“when,” not “if.” I tend to quantify my aspirations about publishing with “if,” implying I know it might never happen. But to hear someone else–someone who teaches creative writing at the university level–talk about “when” my novel gets published, was extremely reaffirming.

If you don’t believe in yourself, how can you expect others to believe in you?

Another week, my instructor said, “If I’m an agent, this is the chapter that makes me want your book.” In an even more recent class, our instructor gave the entire class this advice about finishing the first draft of our novels: “It’s all self-belief. That’s all it is. That’s all it takes.” He’s right. If you don’t believe in yourself, how can you expect others to believe in you? Still, it helps when others believe in you, too. Their belief buoys yours, whenever you start to have your doubts.

About two weeks ago, my writing instructor told me I could finish the first draft of my novel before the end of our class next month if I committed to writing 500 words a day from here on out. I told him I could do that, and I told myself the same story.

About two weeks ago, my writing instructor told me I could finish the first draft of my novel before the end of our class next month if I committed to writing 500 words a day from here on out. I told him I could do that, and I told myself the same story. September 27 was Day One of that promise to myself. I wrote 940 words that night. I haven’t missed a day yet, and today will mark Day Twelve.

 

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Found Time: 5 Tips to Find Time for Writing (and Reading)

You might be familiar with the term “found time,” which refers to time that unexpectedly opens up in our schedules–when a flight is delayed, when an appointment is canceled, when we miraculously finish the to-do’s on our list before we thought we would. Because one of the greatest obstacles to writing (and for me, to reading) seems to be finding time for it, it’s imperative that we A) find time and B) use found time to its fullest potential. While we’re all always incredibly busy, we might have more found time in our schedules than we realize, and we can use this time to support our literary lives, even with the rest of life seems to be getting in the way.

Make the Most of Mealtimes

If you find yourself eating a meal unaccompanied, write or read while you eat. You have to sit down and be still anyway–you can’t clean the house or go for a run while you eat–so it’s a great time to get out your laptop, journal, diary, or book and write or read. Plus, it makes you eat more slowly, which I’ve read is good for your health.

Be Prepared

In order to use found time, you have to be prepared to use found time. If time opens up in your day, but you don’t have the tools you need to use it (your book, pen, notebook, laptop–whatever), you’re going to be hard-pressed to be productive. For this reason, bring a notebook and writing utensil or your latest read with you everywhere. Then, when unexpected time arises, you can use it to write or read.

Use the Bathroom

Read or write when you use the bathroom. It might sound crass and it’s probably not hygienic, but it works. No one is going to bother you while you’re in there and, as with eating, you’re sitting down and being still, anyway. Take advantage of the time! What else are you gonna do with it (I mean, besides a No. 1 or a No. 2)?

Go to Bed

Or at least say you’re going to bed. Then, spend 15 to 30 minutes writing or reading before you turn out the lights for the night.

Keep a List Handy

For writing, make a list of topics, experiences, ideas, or memories you know you want to write about. That way, when you end up with a little unexpected time, you won’t have to waste any of it wondering what to write about–you can just pull out your list and pick from it.

While our lives are inevitably busy and sometimes chaotic, little pockets of time unexpectedly open up in our schedules now and again. When they do, be ready to use them to nurture your love of writing and reading!

The Effect of Recent Success: More Drive

If you’re a writer and you submit your work for publication with any sort of regularity, you’re probably pretty familiar with rejection. In fact, sometimes it feels like being a writer is synonymous with being really, really good at handling rejection. Our resiliency may make us seem like gluttons for punishment, constantly risking our art and our hearts only to be told it’s just not good enough–if not in kinder, more professional words. Fending off discouragement can be daunting, but if we’re lucky, our well-practiced resiliency allows us to persevere with a kind of cultivated optimism–that shoot- for-the-moon-even-if-you-miss-you’ll-land-among-the-stars hope we read on inspirational posters in our high school classrooms.

This spring, my perseverance paid off (as it does, every now and again–though not as often as I’d like). Typically, really exciting successes spread themselves out over rather vast expanses of time, but this spring, I experienced two back-to-back successes, one in March and one in April.

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I accept my award at the Virginia Outdoor Writers Association’s Annual Conference in Charlottesville, Virginia.

In March, I was thrilled when the Virginia Outdoor Writers Association (VOWA), a professional writing group I recently joined, recognized my piece, “Rescued bird teaches lesson on where to find home,” originally published in The Richmond Times-Dispatch, with second place in the Outstanding Column category of the Excellence in Craft Contest. My parents and husband were able to celebrate with me on March 24, joining me at a lovely awards ceremony held at the DoubleTree Hotel in Charlottesville, Virginia, where we were treated to a delicious lunch and several writing and photography presentations.

On April 28, two of my close friends, my parents, and I (my husband had to work) made the trip to Somerset, Virginia, to savor the beautiful scenery at The Market at Grenlen, the perfect setting for the Poetry Society of Virginia‘s Annual Contest Award Ceremony and Poetry Reading. I was so excited for my poem, “Salem’s Indifferent Ox,” to receive second place in the Nancy Byrd category of the contest. I was honored to be given the opportunity to share my poem with fellow poets, winners, and their families and friends, as well as breathtakingly impressed by the other winners’ poems. It was truly an inspirational, enlightening event, and I will be thrilled if I am ever invited back again, not only because it will mean another of my poems will have been recognized, but also because it will expose me to the stellar work of some of the most talented poets in the state.

Salem’s Indifferent Ox

I’ve stood in my pasture watching for days

as the townsmen with hammers, they pounded,

until from the ground a wooden platform was raised

and the drumroll, through the village sounded.

Then they fetched me—how could I be involved

in this mysterious venture of theirs?

But I plod through the town, no question resolved,

Wondering at their strange mumbled prayers.

The wagon is heavy, my cargo, it weeps

with the people standing by in the crowd.

I watch as they climb the handcrafted steps,

clinging to dignity, proud.

Then they clutch at the ropes—tighter and tighter—

and on my way home, my cargo is lighter.

To view the reading of my poem on April 28, 2018, click here.

So, why am I telling you all this? Well, I’ll admit it’s in part because I’m proud and excited and I wanted to brag. I mean share. But it’s more so because these two consecutive successes with mere weeks between them had an unexpected effect on me. Instead of

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I read my second-place poem at the Poetry Society of Virginia’s Award Luncheon.

stopping at pride and ecstasy and validation, these two experiences made me feel like I can’t just sit back and rest on my laurels;  I have to keep going. Instead of just basking in the warm sunshine of success, I feel the need to pursue more opportunities to achieve it. I think the only achievement that might satiate my hunger for further writing success would be holding my two manuscripts after they have been reborn as books.  Yes, the pressure is on to continue to perform at this level–even though I know what I am really asking for is more rejection with a few successes sprinkled in between.

 

Writing Activities for Your Classroom

One reason I find my job as an English teacher meaningful is because I truly believe that a person’s ability to clearly communicate, both in person and in writing, is key to success in almost every field. Even a math major in college is going to have to write a handful of papers. Even a science major will be required to compose lab reports. My aunt, an interior design major who has successfully worked in that field for decades, wrote more papers than she ever imagined she would during her time studying the field in college.

Similarly, in their careers, most of my students are going to be asked to write at some point, whether it be e-mails, memos, letters, blog posts, social media updates, or newsletters. Very few professional jobs that don’t require a strong ability to communicate exist.  For this reason, my students and I complete what I am sure they feel is an exorbitant amount of writing. Below are some of the activities we (or at least I!) enjoy and find beneficial.

For Journals

Every Friday, my students spend ten minutes at the beginning of the class period composing an informal journal-writing assignment. I provide a prompt, but it is a suggestion; they can write about whatever they want. I read and respond to every student’s entry. While I do correct writing errors I might come across, mostly, my responses are personal in nature, and relate largely to the content. The Friday journal entries are an informal, fun way for my students to practice their writing without the pressure of a grade, and for us to get to know each other. Almost all my students enjoy writing in the Friday journals–and I enjoy reading them. Below are a few of my staple prompts.

Right Now I am…

Over the course of the last two years, I have participated in several Life in 10 Minutes workshops. Each session begins with a “Right now I am.” Essentially, writers/students write the phrase “Right now I am…” and roll with whatever comes next. It proves a good way to get any distractions, stressors, etc. off our minds so we can focus and be productive.

What I Wish My Teacher Knew About Me

I often use this prompt fairly early in the year as a way to learn important information about my students–information that could help me understand them better, teach them better, and motivate them better. I simply ask them to answer the question: “What do you wish your teachers knew about you?” I have learned which students’ parents are suffering from cancer, which students help financially support their families, which students believe they are visual learners, which students struggle with English but love science, etc. I believe this also fosters a sense of trust and openness between each individual student and me, and that helps build rapport in the class as a whole.

20 Questions

This prompt also provides a way for me to learn about my students–but also allows them to learn a bit about me. I instruct them to write 20 (school appropriate) questions for me to answer–but they must also provide their own answer. For example, they might set it up like this:

What’s your favorite color?

Me: Red

Mrs. Creasey:

They can also ask questions to which they would not yet have answers, and simply provide an explanation. For example:

Where did you go to college?

Me: I hope to apply to JMU, UVA, and GMU.

Mrs. Creasey:

In each case, when I read the journal entries, I answer all students’ questions and comment on some of their answers.

Evaluate this Course

Admittedly, this can be a scary one, because ‘ya can’t please ’em all,’ but despite the barrage of complaints and criticisms it can sometimes open you up to, it is more often extremely valuable and helpful. Near the middle of the course and sometimes again at the end of the course, I ask students to evaluate the class. I tell them to consider elements such as amount of homework, rigor, usefulness of various assignments, meaningfulness of various assignments, group work, projects, classroom atmosphere, etc. I also ask them to provide any suggestions they might have. Sometimes, they have really good ideas that I can incorporate for future students.

Advice for Future Students

One of our last journal topics of the year requests that students, having survived the semester, write a letter to future students giving them advice on how to succeed and get the most out of our class. I tell them ahead of time that I plan to anonymously incorporate their advice into a Power Point to show to the following year’s students during their first week of class (which I do). This can be a very enlightening entry to read, as it reveals what was most challenging, difficult, and meaningful to the students. Students also enjoy the authenticity of the assignment.

For Revising/Self-Awareness

Sometimes it seems students think every writer magically wrote the perfect draft the first-time around and never had to proofread, revise, or struggle. They fail to see that writing is often a messy process, and that just because you wrote something, doesn’t mean you’re done writing it. Often, there is a lot of rewriting to be done before a product can be called complete–or at least complete enough. Below are some activities to help students understand the value of the process, as well as how to engage in it.

W.O.W Writing

W.O.W is an acronym for “Watching Our Writing,” and it’s an activity designed to help students become more self-aware writers, as well as more adept revisers. You can tailor it to focus on any area(s) you wish, depending on the needs of your students. For example, maybe you are trying to teach them to replace adverbs with strong, precise verbs. Maybe you are trying to teach them to avoid to-be verbs in favor of more specific verbs. Maybe you want them to make sure they have included enough credible research in a paper, as shown in the sample chart I created and share below.

W.O.W Sheet for Research Paper

Writer’s Memo

A Writer’s Memo is an excellent way to help students identify their own purpose when they write, as well as to write deliberately and thoughtfully. When my honors students write their Gothic short stories (see below), they are instructed to attempt to emulate the works we read by either Poe, Faulkner, or Gilman, and to identify at least three Gothic elements they will incorporate into their story. In conjunction with writing this story, they are required to write a Writer’s Memo. In their memo, they have to explain, with textual support from their original stories, which author and work they emulated and in what ways, as well as what three Gothic elements they included and how. This forces them to thoughtfully engage with their own creative process, and analyze their own writing–not to mention hopefully write with a greater sense of purpose and direction.

Thank-You Letter

One way to teach the proper formatting of a letter, as well as to help students become more aware of the many people in your building who go above and beyond to help, is to assign them a thank-you letter. Each year before Thanksgiving, my students pick a teacher, coach, administrator, or other school employee to whom to write their letter. The day before our Thanksgiving break, they turn the letters in to me, and I deliver them to the designated recipients chosen by my students. The students appreciate the authenticity of this assignment (someone is actually going to read their writing other than me!), and I enjoy delivering the letters. This would also be well timed during Teacher Appreciation Week.

For Comprehension, Connection, and Application

Three purposes writing can serve in the classroom, regardless of discipline, is checking for and supporting comprehension, fostering retention, and applying concepts learned. Below are some assignments that can help achieve those goals.

R.A.F.T writing

R.A.F.T is an acronym for Role Audience Format Type, and the activity can work well for any subject area or discipline. It allows students to engage with class material, exercise creatively, and show understanding (or lack thereof, letting you know what to remediate), as well as provides an outlet for supported peer evaluation. An example is below.

RAFT writing assignment

Gothic Short Stories

This assignment allows students to demonstrate an understanding of Gothic elements and the Gothic genre, an awareness of author’s style and technique, and their purpose as an author. It also allows them to write creatively, which most find enjoyable. After we read and study a poem and story by Poe, a story by Gilman, and a story by Faulkner, students are assigned to pick one of the pieces and authors we read to emulate in their own, original short story. They are to use some of the same Gothic elements, as well as some of the same literary techniques, but to craft their own original setting, plot, characters, and theme. The Writer’s Memo, explained above, works in conjunction with this assignment.

Vocabulary Stories

After assigning new vocabulary terms to study, assign students to write an original short story, mandating that they correctly use each of their new vocabulary words in the story.

Literature Portfolios

This assignment requires students to actively engage with their reading material, as well as to draw connections between assign texts and the world at large.

For the former goal, students must keep a Reader’s Journal that consists of the author’s use of motifs, symbolism, theme, and indirect characterization. They must also choose what they believe is a quintessential passage from the text and explain its literary significance.

For the latter goal, they must write four connection pieces over the course of the semester:

  • Connect to World
  • Connect to Art
  • Connect to Literature
  • Connect to Life.

The Connect to World assignment requires that they connect the assigned text to a current event, and explain the connection. Connect to Art requires students to explain how the assigned text connects to a work of art, which could be a painting, photograph, sculpture, statue, digital artwork, etc. Connect to Literature asks students to elaborate on a parallel they see between the assign text and another novel, or a memoir, autobiography, song, poem, biography, etc. Finally, Connect to Life asks students to relate the assigned reading to their own experiences.

For Creative Writing

In my twelve years of teaching high school English, one resounding request I hear from students is the desire to do more creative writing. Below are some ways to incorporate it (preferably after students are already comfortable with poetic devices).

Recipe Poetry

Recipe poetry is a great way to work on deciphering a nonfiction text, completing math (such as fractions), and thinking creatively. To see the step-by-step plans for teaching a recipe poetry lesson, click on “Recipe Poetry” above.

Ligne Donne and Kasen Renku

Writing ligne donne (shared line) poems and Kasen Renku poems are a great way to foster cooperative learning and get your entire class involved in the writing process. To see lesson plans for these poems, click “Ligne Donne and Kasen Renku” above.

Perspective Poem

For this assignment, students look at a photograph. Instruct them to pick one item in the photograph and write a poem from its perspective. Then, have students read their poems to each other and guess what item in the photograph the poem told from.

Story Circle

This is another great way to get the entire class involved in the writing process. Tell students to put their desks in a circle, and get out a piece of paper and a writing utensil. Instruct them all to write “It was a dark and stormy night” or “It was the first day of summer break” or some other opening line of your choice on the first line. Then, set the timer for five minutes and tell them to write until the timer goes off, when they must drop their pencils–even if they are mid-sentence. Tell them to pass their papers to the left. Give them a minute or two to read what the student before them wrote. Then, set the timer for five minutes, during which they should add to the story.  Continue this process for as many cycles as you left, warning students before the end so they know they need to write the ending. At the end, return the stories to the originator, and allow students to share with the class on a volunteer basis.

 

 

Book Review: Yellowstone Has Teeth, by Marjane Ambler

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My husband, sister, brother-in-law, several friends, and I were fortunate enough to spend an entire day in Yellowstone in February.

I picked up Marjane Ambler‘s memoir Yellowstone Has Teeth at the Yellowstone National Park Store in the Bozeman Airport in Bozeman, Montana, back in February when my husband and I made the trip out west with my sister, her husband, and a few friends. Though my aim was to read it before our day-long winter tour of Yellowstone, I kept so busy hiking, snowshoeing, site-seeing, and socializing, that I didn’t begin the book until my husband and I were back home in Virginia. In at least one way, it worked out for the best: Reading this book after my return home allowed me to seemingly extend the trip. Each time I opened its pages, I found myself transported back to the wintry clime of Yellowstone in the snow.

One mark of a really good book is that upon finishing it, you feel a sort of sorrow. Some irrational part of your being hoped you’d be able to go on reading the book indefinitely, despite the dwindling pages behind your bookmark. This was the way I felt when I finished Yellowstone Has Teeth. Luckily, I have a whole cache of books waiting for me to read them, but that was my only consolation. I felt a nagging sadness when I closed the book for the final time. But this was not just because the book was behind me; it was also because (spoiler alert!), as I was finishing the book, Ambler was finishing the cherished chapter of her life that was living in the park. Ending the book this way of course made logical sense, but it was also artful and purposeful. Reading about the end of her time in Yellowstone as I approached the end of my time reading the book resulted in an emotional impact that could not have been achieved had she ended it some other way. Our feelings ran parallel: She was loathe for that chapter of her life to end, and while I commiserated with that sentiment, I also experienced my own grief about ending the book.

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At the base of a mountain and on the banks of the Madison River, bison use their noses to shove snow out of the way in an attempt to reach the grass underneath.

If the book’s ending made an impact, its pages did as well. The book explores many intriguing and important issues, including man’s relationship to the natural world, women’s changing role in a male-dominated profession, rugged individualism and independence versus the need for community and interdependence, and man’s futile attempts to control nature, to name a few.

Ambler also does a superb job of illustrating the juxtaposition between the “civilized world,” and life in the park, in statements such as this one: “I read the animal tracks in the snow instead of a newspaper to discover the news of the day” (30). A page later, she describes the way her husband, Terry, would listen to the traffic report in Los Angeles as he drove his groomer down the snow-covered and deserted park roadways. As he heard the radio announcer advise LA motorists to find an alternate route because “‘An accident has stopped all westbound traffic on the Santa Monica Freeway,'” her husband “smiled at the contrast on his roadway. His headlights illumined only bison tracks breaking the surface of the newly fallen snow” (31).

The book explores many intriguing and important issues, including man’s relationship to the natural world, women’s changing role in a male-dominated profession, rugged individualism and independence versus the need for community and interdependence, and man’s futile attempts to control nature, to name a few.

In addition, Ambler’s imagery sticks with you. When writing about the historic fires of 1988, she describes the sky in the following way: “…huge cumulous clouds…boiled over Two Ocean Plateau, the clouds stained red from the fires below, like cauliflower boiled in blood” (148).

In short, I am so glad Ambler sat down and wrote this book. It provided so much food for thought, and so many insights. I can only imagine what a gift it must be to so well–so intimately–know a place so well-known and infamous. Ambler helped me imagine it a little bit better. Now, there are so many people to whom I want to recommend this book. This week, it will be in the mail on its way to Rocky Mountain National Park, where I hope one of my best friend’s best friends, a female ranger in the park, will enjoy it.

 

Readers vs. Monsters: Read Like a Writer

When I was working on my capstone project for my graduate degree back in 2013, my husband came home from work one day to find me surrounded by books, index cards, highlighters, and notebook paper. I was scribbling away–in pencil–in one of the books. My potty-mouthed, inked-up, motorcycle-riding husband was horrified.

“Are you writing in that book?”

I looked up from my pile of research materials. “Yeah,” I said matter-of-factly.

“You can’t write in books!”

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The note “animals don’t know they take ppl to hang,” hastily jotted down in my copy of The Crucible as I read with a group of students one day, ultimately inspired my sonnet, “Salem’s Indifferent Ox,” which will be honored with a second place award in the Nancy Byrd category of the Poetry Society of Virginia‘s Annual Awards Luncheon later this month.

At that point in his life, my husband had yet to read a single book all the way through, so I struggled to imagine the reason behind his disgust. That he, of all people, should care whether or not I wrote in my books was a bit perplexing. I shrugged. “I mean, I’ll erase it later–since they’re library books.”

“They’re library books?! You can’t write in library books!”

I don’t see writing in books as delinquent or destructive. I see it as proof of engagement with the text.

But I can, and I do–all the time. I write in almost every book I read. You’ll never find me reading a book without a pen in my hand.

All of my books look like they’ve been through the wars. Their pages are dog-eared (I use bookmarks to mark my spot, but I dog-ear pages to mark spots I want to revisit). Their margins are full of scribbled questions, ideas, inspirations, criticisms, and exclamations. Words are underlined. Typos are corrected in blue or black pen. If they’re paperbacks, their spines are cracked and broken. They are well-loved, if not ratty.

I specifically remember the very cynical notes I read in my used copy of Vivian Gornick’s The Situation and the Story: The Art of Personal Narrative.  It was as if the reader who read the book before me were quipping back at Gornick’s every idea or assertion–a disgruntled child talking back to his mother under his breath.

For years, I figured everyone read like this–pen in hand. How could it be otherwise? How could anyone resist scratching down an idea inspired by a passage, or underlining a particularly delicious turn of phrase? How could anyone not circle an unfamiliar word for later exploration? How could anyone read actively, critically, or analytically without writing in her books? Impossible.

It was only recently I found out I was wrong–and that a group of readers very unlike me exists. My fellow blogger, Charlene Jimenez, of Write. Revise. Repeat., is one of them. These readers refer to readers like me as “monsters.” Readers like me destroy our books as we devour them. We can’t help it; it’s how we read.

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If monsters only dog-ear pages, I am absolutely the most villainous ogre imaginable.

In addition, I actually enjoy reading books fellow monster-readers have written in. I like reading their notes almost as much as the book they pertain to. I feel like I am having a conversation not only with the author, narrator, and characters–but also a like-minded friend, one who writes in her books–just like I do. Sometimes I agree with the previous reader’s assessment; sometimes, I don’t. Oftentimes, I feel like I get a sense of who the person behind the notes is–her outlook on life, her general mood, her beliefs and questions and insecurities. I specifically remember the very cynical notes I read in my used copy of Vivian Gornick’s The Situation and the Story: The Art of Personal Narrative.  It was as if the reader who read the book before me were quipping back at Gornick’s every idea or assertion–a disgruntled child talking back to his mother under his breath. While I agreed with very few of the marginal notes that graced the pages in a fading, gray pencil scrawl, I found them amusing–and they told me a lot about the previous reader.

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My copy of John Steinbeck’s Of Mice and Men is peppered with notes regarding things I want to make sure I address with my students–stylistic techniques, literary devices, etc.

Despite the disdain it apparently draws–from bibliophiles and bibliophobes alike–I won’t stop writing in my books. Not out of obstinacy or spite–but out of necessity. I don’t see writing in books as delinquent or destructive. I see it as proof of engagement with the text. I don’t read like a monster; I read like a writer.

Despite the disdain it apparently draws–from bibliophiles and bibliophobes alike–I won’t stop writing in my books. I don’t read like a monster; I read like a writer.

 

Social Media and the Write Life

“Comparison is the death of joy,” according to Mark Twain, and there’s something to that. You might be familiar with a more contemporary term for the truth Twain describes: FOMO. The acronym stands for “Fear Of Missing Out,” and refers to the phenomenon caused in part by social media platforms like Facebook, Instagram, Snapchat, and Twitter, which occurs when a social media user is exposed to, for example, the seemingly stellar Saturday night plans of his Fill-in-the-Social-Media-Platform friends, and compares those to his own evening plans–which inevitably seem lackluster by–you guessed it–comparison.

Today, more and more people experience FOMO–our own summer vacation at the beach paling in comparison to our colleague’s two-week trip to the Galapagos Islands, the long-stem rose our husband gave us for our birthday seeming somehow inadequate beside the two-dozen roses our neighbor’s husband gave her “just because,” our own career achievements seeming suddenly insignificant compared to our former college roommate’s successful medical practice or quick promotion.

“Comparison is the death of joy.”

–Mark Twain

I agree that comparing our own lives to the lives we see posted on social media–which are only the slices of life people want to display, usually the highlights–is both socially and societally problematic. I also agree that a pervasive use of social media is causing social degradation, as it decreases face-to-face communication and replaces precise, specific language capable of communicating complex emotions with (albeit cute and clever) emojis.

Recently, however, despite my tendency to see the downside of social media, I have come to believe that, if used deliberately, social media can produce positive effects, too, and in fact has yielded immediate positive impacts on my actual life–and this has been particularly true of my writing life.

Social media, used deliberately, has yielded positive impacts on my writing life.

This summer, I was invited to join the Virginia Outdoor Writers Association, and, shortly after I accepted, was asked to chair the VOWA Collegiate Undergraduate Writing and Photography Competition. One of my responsibilities within this role is to secure a new sponsor for the photography portion of the contest, a task on which I have been working since July or August. Recently, it occurred to me to put a call for a sponsor out on Instagram and Facebook–and within an hour, a fledgling photography company responded, interested in pursuing the sponsorship. Whether this pans out remains to be seen, but things are looking up.

 

In addition, several of the authors whose interviews have appeared on this blog, such as Luke P. Narlee, Brandi Kennedy, and Jill Breugem, I met via Instagram. I know that at least in the case of Narlee, the use of social media benefitted him, as well: One reader of this blog purchased and read his book as a direct result of having read our interview.

Some of my writing has even been published as a direct result of social media. My articles in writeHackr Magazine (unfortunately now defunct) were a direct result of social media. I found the magazine and its call for pitches and submissions on Instagram.

The good folks at My Trending Stories also found and contacted me through Instagram, having noticed my account. The same holds true for American Wordsmiths (though in that case, I found them).

My essays on sweatpantsandcoffee.com are also an excellent example. One of my colleagues follows the sweatpantsandcoffee Instagram account, and noticed a post advertising a call for submissions. She immediately shared the post with my account, and I pounced on the opportunity.

 

And, as strongly as I feel social media does anything but foster actual social interaction, my experience with Sweatpants and Coffee led to a real-life meeting with the website’s Operations Director, who happens to live less than hour away from me. We met up at a Starbucks (naturally–Sweatpants and Coffee) in downtown Richmond and spent a lovely couple of hours in the shade on the patio–having a real, face-to-face chat.

I had a similar experience with social media leading to actual socializing last fall at the James River Writers Annual Conference. A few fellow writers I had never met in person recognized me simply because we follow each other on Instagram. I got a little thrill of meeting the people behind the profiles, and our social media accounts gave us a sort of jumping off point as we got acquainted. In one case, I already knew she liked plants and painting; she already knew I was obsessed with my dogs.

It was thrilling to meet the people behind the profiles.

Finally, this blog, in its own right a form of social media, has provided a platform for people who read my work elsewhere, and want to reach out. On several occasions, people who have read my work in the Richmond Times-Dispatch have commented on this blog in response to what they’ve read–and each time, their personal, thoughtful comments have warmed my heart, and encouraged me to keep on keepin’ on. If I did not maintain this blog, these kind readers would have had no means of contacting me.

So, as I celebrate the fact that this weekend, my Instagram account reached over 500 followers (which, compared to the 5k followers some others might have could seem–oh, never mind…), and this post marks the 101st post on this blog, I acknowledge that social media, while it does pose its problems, can also prove a powerful and effective tool.

 

 

Writing Goals: Reflecting on 2017 and the “Write” Now

At the end of 2016, I composed a post detailing my 2017 Writing Resolutions. Now that 2017 has given way to 2018, and I have had a little time to reflect on the literary accomplishments of the last year, I admit it seems last year’s goals may have been a bit ambitious for me. But, I mean, that’s sort of the point, right? That whole shoot for the moon and land among the stars thing? Anyway… Here they are, the resolutions and the realities, side by side:

2017 Writing Resolutions

2017 Writing Realities

Write a diary entry at least once a week.

I came close here, writing almost every Friday when my students wrote in their journals, and every other Wednesday when Creative Writing Club wrote. I probably averaged once a week.

Compose and publish a blog post at least twice a month (preferably, once a week).

That was clearly too ambitious…

Read at least one book on craft per quarter.

I failed pretty miserably at this. It’s hard for me to find time to read during the school year (unless the material is student papers), and I traveled a lot this summer. I read the first chapter or so of Mary Karr’s The Art of Memoir, and I’ll finish it eventually.

Submit writing to various publications at least once a month.

I did submit writing to lots of publications—but not once a month; instead, my submission habits were pretty sporadic.

Make a concerted effort to find representation for Goodbye for Now.

I queried about one agent per week from January through March and pitched to someone I thought was an agent, but who turned out to be an editor, at the James River Writers Annual Conference in October.

Research self-publishing.

I didn’t really do this, short of some cursory internet grazing.

Attend conferences, talks, and workshops as schedule allows.

I succeeded here, attending all three days of the James River Writers Annual Conference and two, six-week Life in 10 Minutes workshops.

So, as the chart makes plain, some of my resolutions were very successful, some…not as much–but I wouldn’t call any of them complete failures. Plus, a lot of support for my writing cropped up unexpectedly in 2017, and I was pretty darn good about jumping on those opportunities as they arose. In fact, taking advantage of those unexpected opportunities was sometimes the reason my resolutions went by the wayside.

2017’s Unexpected Writing Adventures and Successes

  1. A deluge of freelance writing jobs, some short-term, some still in effect today.
  2. A surprisingly large amount of work accepted for publication in magazines, newspapers, and anthologies, as well as on websites.
  3. An invitation to become a member of the Virginia Outdoor Writers Association (VOWA).
  4. An invitation to attend the VOWA summer celebration.
  5. Becoming the new chairperson for the VOWA Collegiate Undergraduate Writing/Photo Competition.
  6. Acceptance into Vitality Float Spa‘s Writing Program.

2018: What I’m Doing “Write” Now

The last week or so, I’ve been a little disappointed in myself for not having set any writing goals for 2018, but it occurs to me now that, without necessarily planning on it, I’ve already begun to nurture my writing for this year. Earlier this week, I submitted three short stories to two different literary magazines, wrote a diary entry, and renewed my James River Writers membership. Today, I entered six pieces of my writing in three different categories of the VOWA Excellence-in-Craft Contest and composed this blog post. Next week, I start a year-long novel-writing class at the Visual Arts Center of Richmond. That’s right–every Wednesday for an entire year, I will stay up way past my bedtime, all in the name of writing. Now, if that’s not dedication (you don’t know me after 9:00 pm…), I don’t know what is. In addition, I’m currently judging student writing for the Scholastic Art and Writing Awards, an experience I enjoy every year. I’ve even already spent some time looking for some fresh freelance projects.

Looking Ahead

While I don’t have any specific, measurable goals laid out for my writing in 2018, I do know my novel-writing class begins next week. And I do know I will continue to write at least four articles per month for ScoutKnows.com. I also plan to continue–dare I say finish?–revising Goodbye For Now; write in my diary somewhat regularly; submit my writing to various publications; and attend the 2018 James River Writers Annual Conference. Oh, and I’ll take advantage of any unexpected opportunities that come my way, too!

Happy New Year!

A Writer’s Gift: Community

The Christmas season is upon us, and while I recommend checking out my gift guide for the writerly types (and dog lovers) in your life, I want to take a moment to acknowledge one of the most meaningful gifts we writers can give to each other: the gift of community. I think we can all agree that a certain amount of solitude is necessary to craft an effective, satisfying piece of writing, but just as important as the gift of quiet time to write, is the gift of time spent with our fellow writers.

Gifts from Fellow Writers

I owe a lot to some of my fellow writers. Below is a list of just a few of the many gifts they have given me.

Mind the Dog Writing Blog

Believe it or not, this blog would not exist at all if it weren’t for Charlene Jimenez, a fellow blogger, writer, and writing instructor. Several years ago, Charlene and I were enrolled in a few graduate level writing courses together, and after we finished our degree programs, kept in touch. If she hadn’t suggested the idea of a blogging network, you wouldn’t be reading this right now. My gift to her: I invite you to pay her (excellent!) blog a visit.

Life in 10 Minutes Workshops and 9 Lives: A Life in 10 Minutes Anthology

Without my friend Lauren Brown, who you’ve read about in this blog before, I wouldn’t have participated in the three or four Life in 10 Minutes Workshops I have loved. These workshops are not only therapeutic and encouraging, but also productive, supportive, enjoyable, and inspiring.

Participation in this workshop has resulted not only in a sense of accomplishment and an exercise of creativity for me, but has also fostered a sense of community and resulted in a few of my works being published.

Vitality Float Spa

Like Life in 10 Minutes, Lauren told me about the Writing Program at Vitality Float Spa in Richmond. In addition to a program for writers, the spa offers programs for chefs and artists. I don’t know much about the programs for chefs and artists, but the program for writers entails two free, 90-minute float sessions in exchange for one original piece of writing. The idea is that the float is so inspiring and freeing, the experience enables you to create a brand new piece of writing, work of art, or recipe (respectively). In my case, the gift of the spa experience resulted in another gift: the satisfaction of composing a poem inspired by the experience. Ultimately, Vitality plans to compile all the writing they receive into a book.

Freelance Work

My sister, Anne, a freelance writer and blogger, has provided me with numerous opportunities to turn my talent and passion into lucrative projects. Without her, much of my published work would not exist at all, much less be published.

Contently

As with freelance work, it was my younger sister who introduced me to Contently, a platform that allows writers to create and maintain an online portfolio, as well as to look for freelance opportunities.

Feedback

Many kindhearted writers have invited me to be part of their critique groups, which have provided me with helpful feedback and the ability to better accept constructive criticism. In fact, the idea to restructure my novel-in-the-works was the result of a critique group discussion.

Gifts for Fellow Writers

While getting the gift of community is rewarding, giving it to others is just as heart-warming. I love the feeling I experience when I know I have helped another writer succeed.

Publication in The Richmond Times-Dispatch

Lauren has given me much in the way of both friendship and writing, but I have also returned the gift, telling her about the My Life and In My Shoes columns of the Richmond Times-Dispatch, and encouraging her to submit work. She did, and her work often appears in the newspaper. Similarly, I encouraged a man with whom I attend church, Frank Wentzel, to submit work. He met with similar success, his work having appeared at least twice already.

Writing Jobs

Shortly after I began regularly writing articles for ScoutKnows.com, a website tailored to pet parents (like me!), the then-editor asked me if I knew anyone else who might be a good fit for the site. I immediately sent her the names of three or four of my best writer friends, some of whom now also write for the site.

An Outlet for Stories

Recently, my sister sent me information about an anthology looking for stories about women’s ability to rise above challenges and obstacles in their lives. Her initial thought was that I might want to submit; instead, I passed the information along to three of my friends, two of whom told me it was perfect timing; they had been looking for either a reason to tell their story, or an audience for it. The latter two, I know, were accepted for publication in the anthology.

James River Writers Annual Conference

For the last several years, I have enjoyed attending the James River Writers Annual Conference. When I learned a colleague new to my school also loved writing, I encouraged him to attend. He attended every year until moving out of state, and each year, we both looked forward to the event.

While writing can sometimes feel a solitary activity, we writers are our greatest resources. This holiday season, make a point to give the gift of community to the writers you know.

National Day on Writing: #WhyIWrite

Today is already a good day. It’s Friday. The sun is shining. My honors students are going to write their own Gothic stories, modeled after Poe, Faulkner, or Gilman, later on this morning. In addition to all this–it’s also National Day on Writing, sponsored by the Why I write IIINational Council of Teachers of English. All week long on my Instagram account, I’ve participated in their #whyIwrite campaign, posting one reason each day for, well, why I write. This blog post is the culmination of my daily musings on why I write.

Reason 1: I love to write.

This one is probably pretty obvious, but I figured I’d elaborate, anyway. I have been compelled to write since the day I was physically able. Boxes and boxes of journals, begun when I was in just third grade, occupy a significant amount of the storage space in the eaves of my attic. I love to write articles, diary entries, poems, stories, narrative Why I Writeessays, novels, blog posts. There isn’t much I don’t like to write. The feeling I experience when I know I have written something just the way it needed to be expressed is the same satisfaction produced by the sound of a softball smacking a glove in a perfect catch. That sense of achievement and precision is priceless.

In addition to the simple satisfaction writing provides for me, I find the act of writing therapeutic. Writing provides a physical, mental, and emotional means to let go. It allows me to process my emotions and thoughts, and offers a form of catharsis.

It also reaffirms for me my place in the world, and my identity as “writer.”

Finally, I find flow through writing. There is nothing quite like the sense that the piece I am writing–the very words pouring from my pen or fingertips–stems from some secret source I have magically tapped into. I am just the conduit. It is effortless. Finding myself in this state is truly a spiritual experience, one I have not achieved through any other activity.

The feeling I experience when I know I have written something just the way it needed to be expressed is the same satisfaction produced by the sound of a softball smacking a glove in a perfect catch.

Reason 2: I write to remember.

One of my favorite things about writing is going back, sometimes years later, to read things I have written. Many times, I find I wrote about things that, had I never written about them, I would have forgotten them. They never would have resurfaced in my mind. I love rediscovering scraps of experience that, without writing, would have been lost to my consciousness.

Reason 3: I write to be remembered.

Writing offers a form of immortality. It helps me preserve something of myself for future generations–for my nieces, for my nephews, maybe even for their children and their children’s children. Often, when I write something, particularly diary entries or personal narratives, I wonder who might read them decades down the road, and think about me–and know a little more about me, about herself, about the world as it was when I was here, for having read it.

Writing is a handshake, a hug, an invitation to empathy and understanding. It is one way to strengthen the bond of the human family.

Reason 4: I write to get perspective.

Writing helps me get my thoughts in order, helps me sort myself out.

Reason 5: I write to connect.

One of the most rewarding aspects of writing is when people tell me a piece I wrote resonated with them. People’s reactions to what I write about my family and marriage, the lessons I have learned through my mistakes or misconceptions, or the effect nature seems always to have on me are so touching–and encouraging. Writing is a way to reach out to humanity as whole, across oceans and mountains, to cry out into the abyss, “I am here! You are here! And we are not alone!” Writing is a handshake, a hug, an invitation to empathy and understanding. It is one way to strengthen the bond of the human family.

Why I Write II