So don’t stop thinking about tomorrow. Okay, enough with the Fleetwood Mac allusions. I’m getting a little bit punchy. It’s been a whirlwind start after a quiet summer without the usual activities. Sad? Yes, in some ways. I miss being with my friends and extended family but also very healing–a time to focus on exercising, cooking, reading, and writing–for myself!!!
I did work a great deal on my classes, taking my knowledge of new technologies and integrating them into my already strong online classes. (No brag, just fact) Our distance learning staff has been doing a lot of course redesign training, and I am trying to put their ideas into practice. So far, students seem to be responding well to the changes.
Speaking of students, I need to get to it, but I will leave you with a link to a great article from Inside Higher Education about the positive side of remote learning and the incredible job some inspired faculty with a passion for education, like the people I am blessed to work with, are doing.
After November’s National Novel Writing Month (NANOWRIMO), I had about 26,000 usable (rough draft usable) words of my new satirical novel about higher education in the South called CAMPUS: The Novel That Wants to Be a Musical.
I am happy to announce that since May 19, I have written 38, 173 more words! I know to some of you out there this is no big deal at all, but to me this is major as I have never before been able to adjust to a daily writing schedule (I do take one floating day off a week, which has helped greatly). I have exceeded my quota each day, which more than makes up for the days off.
I have also participated in craft lectures (via Zoom) by the North Carolina Writers’ Network and the Dramatists Guild of America. All have been useful, but this past weekend I was able to join 11 other writers for an extended workshop with Bryn Chancellor, author of Sycamore, which is now on my reading list. It was the first online Squires Writing Workshop, a program of the North Carolina Writers’ Network.
The emphasis was on the opening of a story or novel. We looked at just the first 1,200 words of the project. To begin with we looked at and shared examples of strong openings. Then, we did some writing exercises and shared. The next session we did another exercise and then had a fascinating and informative lecture about openings. The final three sessions were inspiring and helpful. We had all received each other’s work ahead of time, and all were faithful to read and comment on each person’s manuscript. I got so much out of the critiques, even when my work was not being discussed. It was a wonderful four days, and well worth it.
Look into the North Carolina Writers’ Network–a valuable organization for any North Carolina writer. We have members outside of North Carolina, too, so check it out!! ncwriters.org
And my reading continues–
Here are the goodreads reviews of the latest three:
MOO by Jane Smiley, 1995
***Spoiler Alert*** Perfect timing for me to read this satire about higher education as I work on my own novel with a similar theme. Full disclosure: I participated in a writing residency at Brevard College, studying under Jane Smiley, and she was a fabulous instructor, so I am partial to her work since that time. One of the things I like about her work is its variety. I also love her ability to portray the inner life of animals so that we can relate to them yet still see, smell, feel their animal nature. In this book she gifts us with the tragic character of the hog, Earl Butz, whose “job” it is to stuff himself. Oh, my, what a wonderful and compelling character. The most sympathetic of them all, which, I think, is Smiley’s intent.
Smiley seems to have a bucket list approach to writing, wanting to challenge herself, not wanting to repeat the same style. This is certainly a very different book than her Pulitzer Prize-winning A Thousand Acres, and hasn’t been as critically acclaimed, but in some ways I like it better, probably because of the satiric wit, and her ability to meld the tragic with the comic, which is my favorite kind of writing.
Ultimately, the book is comic (the last section begins with a chapter entitled “Deus ex machina”), and ends with a wedding. Ah, I see, I guess I’m a little slow–A Thousand Acres (King Lear)–Shakespearean tragedy; Moo (Ends with a wedding)–Shakespearean comedy.
Educated: A Memoir by Tara Westover (2018)
This interesting memoir reads like fiction and at times the story is so bizarre and inconsistent that I think maybe it is fiction. However, I know that memory is a tricky thing, especially if you are the victim of childhood abuse, and I am convinced that Tara Westover certainly was.
I see why Westover named her book Educated, but I think it is more about Emancipation than it is Education, and I found myself wishing that she had spent less time with her highly dysfunctional family and more time with the way her education helped her break away.
I also think she absorbed a great deal more knowledge while she was being homeschooled than she gives herself or her parents for, but I certainly understand the omission.
Satyricon by Petronius (1st Century)
** spoiler alert ** Yes, it is considered to be the first novel. Yes, it gives valuable information about language and culture during the end times of the Roman Empire. Yes, it is satire, but it is also quite depraved. Basically Roman porn. I skipped through much of it because I couldn’t stomach it.
I primarily read it because I heard it was the first time the phrase “silent majority” was used, referring to the dead. I found that reference in Book 2 and skimmed Books 3 and 4 but unfortunately did see references to rape, including child rape (in book one), orgies, and cannibalism among other perversions. Call it classic if you want to. I just say Yuck!
Thanks to the pandemic, this has been a unique summer for me and almost everybody else, but not all bad. My reading continues, I have attended several interesting online seminars, and the work on my novel progresses. I am also making plans for the upcoming semester of teaching.
The big difference is not traveling, which I do greatly miss. I have family and friends in Alabama, Colorado, Virginia, Wyoming, Pennsylvania, Germany and elsewhere. I like traveling to visit them, and I also like to explore within my own state, attending meetings for the North Carolina Writers Network and the Dramatists’ Guild of America as well as “adventuring” with my daughter Hannah.
This summer I am at home almost always–weird.
I have developed routines, which is actually a novelty for me–I tend to improvise, but I am doing more of the things that are good for me, including exercising, reading, and writing more than I usually do.
I have been posting about my reading, which I have really ramped up this summer. My friend Joe Perrone, Jr. (check out his blog) asked me to read and review his wife’s debut middle-grade novel, Wolfie: A Cat Beyond Time, which I was glad to do; Becky is my friend, too. I thoroughly enjoyed reading it, and if you have YA readers in your life, I highly recommend that you purchase it for them, especially if they like cats as much as I do.
Here is the review I posted on Goodreads:
History is best learned through storytelling, and that is why this middle- grade novel would be a good addition to any middle school classroom bookshelf or young readers’ collection. It is part historical fiction, part adventure story, and part fantasy, a compelling combination that balances fact with fiction. The two young protagonists are charming, and Wolfie, the big cat that serves as a catalyst to their adventure, well, he is magnificent. One of the aspects that I like best is the balance the book brings to the history of the Old West. We get to see the good, the bad, and the ugly, but infused with enough humor and positivity to be appropriate for the targeted age group. An enjoyable and educational read for any youngster.
I have also been writing. Boy, have I been writing–30,000 words since May 19. I have never written almost every single day, but this summer I have. The two secrets for me have been determining how many words a day, approximately, I need to write to have a rough draft of my novel completed by the time school starts in August and then meeting or exceeding my quota each day. So far I have written six days a week and exceeded my goal most days, so I am ahead of the game. I should mention that I started out with 26, 000 words already written from November’s National Novel Writing Month. ( I wrote 50,000 but only half were usable.)
Of course, a first rough draft is a long way from finished novel, but I feel encouraged because I have wanted to finish a novel for four summers now but haven’t met my goal. I am determined to this year.
I am also busy attending webinars, submitting short stories to journals, and preparing for my classes in the fall, but I will save thoughts about those activities for future posts.
So come back and check them out!!!!
Are you writing this summer, too? Do you have a poem, essay, flash fiction, short story, or short drama you would like to share? Why not submit to Teach. Write.: A Writing Teachers’ Literary Journal?
I received two rejections in one day yesterday, so it got me a little down, but I still worked on the novel anyway and got in more than my quota of words for the day.
Today, I found a rough draft I wrote during the Asheville North Carolina Writers’ Network conference last year and turned that little exercise into a nice flash fiction piece that I revised and submitted to a publication called Every Day Fiction.
While I was recording my submission on duotrope (my submission management service), I re-discovered a story that was published online in 2016 that I had forgotten about. The publication, The Flash Fiction Press, is now believed to be defunct, but my story is still there!! And there were some nice comments, too.
I added the story with a link to the Mrs. Winkler’s Writing page. It’s called “Ballade” and is inspired by Chopin’s Ballade, No. 3, in A-flat major, Op. 47 that I heard on my way home from seeing a play at Mars Hill College on Chopin’s 200th birthday.
Here is pianist Krystian Zimerman performing the ballade:
My summertime project is to complete a rough draft of my new novel, CAMPUS: The Novel That Wants to Be a Musical. Full disclosure. It started out as a musical, but then it decided that it wanted to be a novel but one that wanted to be a musical.
I know. It’s incredibly weird, but so am I, so it seems fitting. I am afraid, too, that it might offend because it’s horribly, deliciously satiric, a social and political satire of higher education in the South.
Many of my colleagues already know about the book. Back when it was a musical, I shared some of the ideas and songs with them. I have worked on the project off and on again for several years already, especially when I became particularly infuriated with perceived obstacles blocking my path to providing my students with the best education possible.
Oh, my. I can be so pompous at times.
My attitude is changing. Perhaps it was attending the National Council of Teachers of English conference with five of my fellow English instructors, talking about our work and seeing how passionate we all our about our work, but also enjoying each other as human beings–as fathers and mothers, as friends, like family.
My attitude is changing. Perhaps it’s all the months teaching in isolation. Did it take that for me to value the roles of others in my institution? Perhaps. Not that I didn’t appreciate it before, but now, wow, I appreciate it more.
My attitude is changing.
But my convictions have not.
So the play wanted to become a novel, but the novel did not want to lose all of the biting satire of the play because it’s just so darn fun. So, it didn’t. Still a satire. A kinder, gentler satire, perhaps (It hasn’t decided yet), but a satire nonetheless. And I’m still keeping the “I want to be a Nazi” song. I can’t help it. I just want to. And it’s my book, so I will.
But you say, Katie, how can you have musical numbers in a novel?
And I say, how can I not? I know it’s weird and different and really out there. It may not work, but who cares? It makes me happy. It’s creative. It’s about work but not about work. It is helping me vent my frustrations so I will be less likely to take them out on my colleagues, supervisors, and students. Plus, it’s more than just satire. It’s also an Appalachian fantasy with gnomes, elves, the Moth Man, Moon-faced people, hellhounds, wizards, fairy godteachers (yes, really), vampires, zombies, and at least one boojum (aka Bigfoot). It’s also a love story (actually more than one) and a glimpse into the heart and soul of an aging teacher (guess who).
Can you tell I love my book and don’t care that it’s goofy?
So, I’m writing this summer, and it’s time well spent.
Here is the first verse one of the songs:
“Beauty is truth, truth beauty,—that is all Ye know on earth, and all ye need to know.” From “Ode to a Grecian Urn”~John Keats
Truth and Beauty
That’s all there is and ever will be
I see truth and beauty
When I look into her eyes
It’s been an amazing ride
Since I’ve met her.
My world has opened wide
I’ve only just met her
The Belle dame sans merci
This beautiful lady
And her eyes are wild.
Just to have her near
Just to see her face
Just her voice to hear
Just to feel her fingers brush my cheek
Nothing else remains but she
The belle dame sans merci
Have mercy, have mercy
Help me to see
“Beauty is truth, truth beauty,—that is all/ Ye know on earth, and all ye need to know.”
But I feel it, but I know
Truth and Beauty
I see it when I look into your eyes
Truth is beauty.
I see it when I look into your wild eyes
Beauty is truth, truth beauty
That is all there ever will be
I see truth and beauty
When I look into those wild, wild eyes
Are you a teacher writing this summer? I would love to read your work and consider it for my literary journal Teach. Write. Submissions are open for the 2020 fall/winter edition until Sept.1 See submission guidelines for more information.
One of the employees in our public relations department at our college had a great idea to encourage students during this difficult time by compiling short videos from faculty, staff, and administrators. I have been enjoying watching them as they’ve come out and was finally able to record my own, but alas, I was too late to be included in one of the compilations, so I decided to show it to you. I will also link this blog post to my students.
This video took only a few minutes to complete. I used the camera on my laptop, which automatically downloaded as an mp4 file, uploaded it to YouTube, copied the link, and pasted it on the blog. Wallah!
This little video may not make it to many students at my college to encourage them, but making it sure encouraged me for some weird reason.
If you haven’t had a chance to read the latest edition of Teach. Write., I encourage you to take a look:
I have decided to teach an eight-week freshman composition course this summer that began yesterday. People have said it can’t be done, and perhaps they are right. Perhaps it is simply too difficult of a course to teach in eight weeks. We’ll see. However, I think it is worth trying because many of our stronger students could benefit greatly if they could get both freshman comp classes completed in one semester.
Despite taking on this experimental course this summer, I will still have some extra time that I hope to spend productively. First, I have been working on a novel for several years now and am determined to finish the rough draft this summer and have the work edited and ready to go out in the world to seek fame and fortune (Ha!) by the end of the year.
Second, I want to revise, edit, and polish some of my short stories that I have not found a home for yet. Last year, I totally reworked a story that had been rejected numerous times, and it soon, after some revision suggested by the editor, found a home with the Bethlehem Writers Roundtable. It’s called “Pilgrimage”
Another goal is to continue seeking and reviewing submissions for my literary journal Teach. Write. When I first started the journal, four editions ago, I only accepted work from teachers of writing, but now I accept work from students of writing as well.
If you are interested in submitting to Teach. Write. then see the submission guidelines for more details. You can see the latest edition by clicking here. I love to see stories about teaching composition and learning to write, but I accept short stories, poetry, and essays on a variety of topics and themes. I would love to see your work!
As usual I keep busy, but never fear–I plan to do a great deal of sitting and reading on my deck with my feet up, sipping iced tea with lemon.
My new play about domestic violence inspired by Robert Browning’s The Ring and the Book is called Battered. It makes its debut April 11-14 at the Patton Auditorium on the campus of Blue Ridge Community College. One of the best things about working where I do is the opportunity to collaborate with other departments and community members on developing art that addresses important issues in our society.
For this play, I collaborated with the director, student and community actors, technical theater students, student filmmakers, campus police, fellow professors of drama, English, psychology, and sociology as well as employees of various social service organizations in the area.
Because of having so much to do (I still teach a full load of English composition and literature classes as well, along with all of the grading, of course) I do not have much time to write, but I wanted to share some important passages from the conclusion of a white paper entitled “The Evolving Mission of Workforce Development in the Community College” by James Jacob and Jennifer Worth, published by the Community College Research Center at Columbia University:
As more jobs require higher skills, the education levels demanded by employers will continue to rise. This means that more community college workforce programs must assume that students should be prepared to complete a degree at a four-year institution or complete a community college baccalaureate. [my emphasis] Except for allied health areas, most career and technical programs lack consistent integration between the skills programs and their “foundation” or basic liberal arts and sciences areas. Most occupational programs do not require these courses for certificates, and even if students want to complete a degree, occupational faculty consider them add-ons to be undertaken after they complete their technical program sequence. This is a mistake because not only do survey data clearly indicate that most career and technical students wish to obtain a four-year degree, but the evolution of many of these occupations means they will soon require a four-year degree. [my emphasis] Even in work-based learning programs such as apprenticeships, particularly the younger students view them as a first step toward a four-year degree. The work of Anthony Carnevale at the Georgetown Center on Education and the Workforce has been very important in emphasizing that degrees in specific college majors lead to income gains, and his data support the belief that both specific degree skills and general skills matter in the long run for anyone attending a community college workforce program (Carnevale, Jayasundera, & Gulish, 2015). [my emphasis]
In many occupational areas where community colleges are strong—such as nursing programs—the employer desire for a four-year degree is already very apparent in most metropolitan labor markets. Moreover, the anticipated adoption of artificial intelligence by many sectors of the economy suggests that there will be even less employment for those without a four-year degree. [my emphasis]
Thus, community colleges must continue to remain responsive to the unfolding
needs of their communities for more employees who have four-year degrees and/or possess the appropriate basic skills to obtain these degrees. Clearly there will be many students, primarily adults, who need to acquire skills quickly so they can obtain meaningful work. Community colleges need to continue to provide that opportunity, but they also need to indicate to students that they will need credentials of value if they are to be competitive in the labor market. [my emphasis] This challenge will continue to inform the future of workforce development in the American community college.
NOTE: A previous version incorrectly identified the location of the Community College Research Center as Cornell University. The Center is part of Columbia University’s Teachers College.
Glad to offer Volume II, Issue 2 of Teach. Write.: A Writing Teachers’ Literary Journal. Once again, producing this journal right during this busy time of the semester, right before the premiere of my fourth play, has nevertheless been a joy. I feel like I get to know all of the writers who contribute by reading their e-mails, bios, and most of all, their writing. I thank them all for contributing, and I hope you will all enjoy this newest edition of Teach. Write.
The world premiere of Battered, a play about domestic violence inspired by Robert Browning’s The Ring and the Book, will appear April 11-14, at the Patton Auditorium of the Henderson County campus of Blue Ridge Community College in Flat Rock, North Carolina.
Over a period of two years, I have worked on the script along with the director and a hard-working cast and crew. My continuing collaboration with the head of the drama department allows us to provide real-world experiences for students, along with an opportunity to express themselves through their art.
At the latest professional development day, the keynote speaker talked about providing students with what he called peak moments, those educational experiences that provide lasting memories and shape our students’ future. My hope is that this production of Battered will provide such experiences for the cast and crew. I know it has for me.