Once again I pushed things to the limit, but I am publishing the Fall~Winter 2021 edition of Teach. Write. on October 1, as promised. Wonderful work by frequent contributors and new writers as well. I am constantly amazed and humbled at the quality of the work that is sent my way and honored to publish the work of these fine writers, most of them teachers.
I started Teach. Write. because I know how much teaching composition has helped me improve as a writer and how writing for publication has helped me become a better teacher. I am so glad to offer opportunities for writing teachers, and students too, to see their work in print. So satisfying.
I will be talking about Teach. Write., my blog, podcast, and more during my workshop for the North Carolina Writers’ Network. It is an online workshop taking place Tuesday, October 19. Click here to see more information: The Big Share.
Another writing opportunity I have enjoyed is writing two screenplays for the anthology of short films being produced at my college–one comedy and one musical. The premiere of Haunted Hendo will be October 28 and afterwards the films will be streaming online. Don’t worry. I will be sure you all get the link!
Therefore, I will give you an idea of the wonderful things I’m doing that are keeping me so busy. There are some things that are not so wonderful, as you know if you are a follower. However, today is a day to stay positive, so here goes:
I have written a couple of screenplays for short films that will be produced in conjunction with Blue Ridge Community College’s Theatre Department’s fall production. It is called Haunted Hendo: An Anthology of Short Films about Mountain Mysteries and Local Lore. Here is a link to one of our trailers: https://fb.watch/7TETuggqRx/. The premier will be in late October.
I wrote one horror/comedy/musical called “Boojum: The Musical” and one ghost story called “The Tourist” for the anthology. I am also directing a music video with music written and performed by my daughter. So excited about this project that has all sorts of incredible collaboration among students, alumni, faculty, staff, and community members. A wonderful experience for the students in Acting for Film and Play Production, especially.
Quite an undertaking! But fun!!!! Just the kind of engaging education that gives students more than a piece of paper, offering real life, life-changing experiences. In addition, the films will be something to add to their acting and technical theater portfolios. Film students are also involved as cinematographers and editors, so they are getting real life experiences for their resumes as well. Plus, all the students are honing their crafts, stretching themselves artistically, and gaining invaluable soft skills as they collaborate with each other and communicate with the community.
Now that’s what I call workforce development!!! In a theater arts classroom!!!
I’ll be posting the link when Haunted Hendo is available online.
Another iron in the fire is the Fall/Winter 2021 edition of Teach. Write.: A Writing Teachers’ Literary Journal that will be launched on October 1. I’ve got a great edition in store for you, so come back and take a look!
I did not reach my goal for the next episode of CAMPUS: A Novel That Wants to Be a Musical. I had wanted to launch it on September 2, but my students come first, and they needed me. Also, I am making strides in improving my health, which helps me have the strength to serve my students better, be there when my family needs me, and lead a happier life. Pushing to get the podcast produced would have taken away from the regimen I am developing to stay healthier, so I had to put it off, but I am looking forward to working on it when time permits. I won’t make the same mistake of announcing a date, but I hope to have the next episode soon. I haven’t given up on my passion project! If you would like to listen to the existing episodes, follow this link: CAMPUS.
Then, there is this blog. The work I do here is becoming increasingly important to me. It allows me to have a voice, even if it is small and sometimes a bit whiney. I hope you will keep coming back to read more. I appreciate my readers. I am so grateful to all of the contributors to Teach. Write. as well as those who listen to my podel. You guys keep me going.
And to my teacher friends. Please know, no matter what level you teach or what subject, you are important to the world, and you are blessed in a special way because you have so many opportunities to change people’s lives for the better.
This summer is very different than last, which is not a bad thing, of course. However, I am getting out more and doing more that is keeping me away from working on the podel (podcasted novel), but I have episode one of the second season for listening pleasure (I hope).
Also, if you have something to submit to Teach. Write.: A Writing Teachers’ Literary Journal, then I will welcome it. Submissions of the fall/winter 2021 edition are open until September 1. See the submission guidelines for more information
The promised book reviews will be coming tomorrow. I hope.
Working things out takes time. Here I am at 61, still trying to wrap my mind around exactly who I am and why I’m here. I thought that was something young people did. On the way to figuring that out, I got caught up in creating this crazy podcasted novel that I call a podel. CAMPUS: A Novel That Wants to Be a Musical. is a social satire about higher education in the South, and it’s a blast to do. I’m learning so much, screwing up a lot, but not caring, probably offending Lord knows how many people and not caring about that either.
I like it.
Last episode, one of my characters did a highly unusual striptease. Yes, HE did. In Episode 11, The Spooky Cat Head Biscuits, a Zombie band, perform at the club rush/advising/registration day, and during the performance, two of the fairy godteachers have to rescue Jack Spratt, a student who thinks math is beautiful, from the wiles of the devil, or rather a vampire, who tries to trick Jack into drinking hallucinogenic mushroom tea.
So, sometimes I’m a novelist/playwright/actor/singer/podcaster, writing about being a teacher, which I also am. And sometimes I am the editor of Teach. Write.: A Writing Teachers’ Literary Journal. It’s a little more normal, I think. I also like doing this work and would love to read your writing, especially if you are a teacher or you write about teaching. But I publish other types of work, too. Why not give it a whirl? I am accepting work until September 1 for the Fall/Winter 2021 edition. You will find the submission guidelines here,
Next time, I will be a blogger/book reviewer and talk about my latest summer read,
17 or so years ago, John planted a Japanese Maple in our front yard–one of my favorite gifts from him. About ten years ago we had the front deck rebuilt, expanded it, and added a cute bistro set. When John plants flowers every year, he creates the perfect spot for my summer reading.
One of the things I cherish about my work is having the summer’s off so I can spend more time reading and writing. I haven’t done as much writing as I had planned yet (I’m determined to get caught up before summer’s end), but I have done what is for me (I am a slow reader) a great deal of reading. Since last post I have read three more–one non-fiction, one German young adult fiction, and one popular suspense/sci-fi/horror/just for funsies fiction.
I thoroughly enjoyed Dusk, Light, Dawn, Anne Lamott’s collection of essays about dealing with difficult times and emotions, about growing older yet continuing to learn and grow. I’ve always enjoyed Lamott’s self-deprecating humor and often beautiful prose.
From the chapter “Lunch-Money Faith,” for example, Lamott discusses the importance of listening: “Here Elijah meets God, not in the usual special effects of the Exodus tradition not the roar of hurricane or flames, but in a still small voice. Jewish and Christian writers have seen in this a reminder of the importance of contemplation, of quietness, of listening….Growing up, learning. I am slowly making my way from a hypnotized engine of delusion and self-obsession to being a bit more real, a smidge more alive more often. I’ll take it. I am learning to live more often in reckless love” (106).
I like how open Lamott is about her failings, both past and present, not to dismiss them, but to demonstrate how living through dark times has shaped her for better or worse. She writes of learning to forgive herself and others, of the importance of loving and caring for people for no reason other than they are people, how that includes loving herself–Maybe it sounds Pollyannaish the way I’m describing it, but the book is definitely worth a read. It encouraged me, which is something I always need during my summer-reading-on-the-front-deck therapy sessions.
My sister-in-law Bettina loves to read. She frequently gifts me with books in German. My German is not very good I’m afraid, and I often give up pretty quickly on the books she gives me. She gifted me Eric-Emmanuel Schmitt’s lovely, bittersweet little book Oskar und die Dame in Rosa years ago, and this summer, determined to work on my rusty German, I finished reading it for real this time.
I’m so glad I did.
It is an epistolary novel made up of letters to God written by Oskar, a ten-year-old boy with a terminal illness. Die Dame in Rosa (The Lady in Pink) is a very old woman who is a volunteer nurse at the hospital, the oldest one, although I suspect that she may be an angel because she appears almost magically just when Oskar needs her most and brings comfort to the boy by suggesting that he write the letters, even though he, at first, does not believe in God.
His letters take us through the reality of life in the hospital but also through Oskar’s imagined life, one that he will never be able to live. It is a lovely book and not difficult for a rusty reader of German to practice on before moving on to a more difficult gift book from my thoughtful sister-in-law.
I took a break on the meatier books and read a fun popular thriller for my latest, another sci fi/thriller/horror book by Dean Koontz. I have enjoyed Koontz’ books since I read his first big blockbuster novel Watchers. I especially liked the genius golden retriever in that book. They made a movie of it, but don’t bother with that. The book is so much better. My good teacher friend once gave me a coaster that I still have on my desk at the school that says “Don’t judge a book by its movie.” Very true. Very true.
I have read many Koontz books since then, and although Watchers is still my favorite, I almost always enjoy a Koontz thriller, and I enjoyed The Other Emily as well, despite occasional gratuitous scenes of detailed meal descriptions–those irritate the heck out of me.
The author returns to his common theme of a basically decent person who is struggling with his past and is caught up in extraordinary, often supernatural, situations, battling his own demons as well as horrendous evil in a dark world.
Pure, horrific fun in many ways with terrific suspenseful passages and lively action, The Other Emily has its moments of deep insight and poignancy as most Koontz’ books do. At one point David quotes one of the most famous lines of Keats’ poem “Ode to a Grecian Urn”–Beauty is truth, truth beauty”–then goes on to say “Love without truth isn’t beautiful. It’s not even love” (336).
Then there’s more action and the usual twists and turns of a good Koontz suspense thriller. A fun summer read.
Now, what’s next?
It’s not too late to submit your work to my literary journal Teach. Write. I love to get the work of retired or currently working English composition teachers, but I accept work of all kinds from anybody. Submissions are open until September 1, so you have plenty of time. See the submission guidelines for complete information. I would love to hear from you.
Episode 10 of my podel (podcasted novel) CAMPUS: A Novel That Wants to Be a Musical is now available. This chapter features Dr. DAG, the chancellor of the Enchanted Campus, with its fairy godteachers, gnomes, dwarves, vampires, zombies and boojum (kind of like a yeti), among other assorted creatures, like teenagers, grumpy faculty members, and inept administrators. Dr. DAG has a regular afternoon liaison with his beautiful secretary Ms. Subowski, but it is NOT what you think.
If you have a poem, short story, or essay, why not submit it to my literary magazine, Teach. Write.: A Writing Teachers’ Literary Journal? You still have plenty of time! Submissions are open until September 1, for the Fall/Winter 2021 edition. See the submission guidelines for more information. I would love to read your work.
I love it when my summer reading plans fall into place almost magically. In April, for my birthday, my nephew Timothy, a total bibliophile (I love it!) who blogs at The Mugwump Diaries, gave me the book Austerlitz by W. G. Sebald. For one reason or another, I was unable to read the book until later in May.
Another thing that was put off was my correspondence with potential contributors to Teach. Write. Turned out that one of the writers, whose work you will read in the next edition, mentioned W. G. Sebald in his cover letter. In the acceptance email, I told him that I was reading Austerlitz; thus began a brief correspondence about the work and the author that helped solidify some of my thoughts about the work. He suggested that I read another of Sebald’s books, The Emigrants, which I have added to my very long reading list for this year.
In his excellent review of Austerlitz on the website The New Canon: The Best in Fiction Since 1985, Ted Gioia, music critic and book reviewer, writes that Sebald “has written a historical novel that appears to exist outside of history, yet this represents less an escape and more an exile. That dislocation is both the tragedy of Austerlitz the character, and the wonder of Austerlitz the book.” This statement reflects my understanding of the book as well.
Austerlitz is a displaced person, growing up in the UK from the age of five, feeling different and not understanding why until his adoptive parents explain his origins. As he travels through life, drawn more and more to the seemingly immutable architecture of Europe, he also explores his history and the trauma of his childhood. Further highlighting his isolation, Austerlitz tells his story not to a friend or relative but to the narrator, whom he meets by chance at a zoo in Antwerp. Their intermittent friendship develops slowly over the years when the narrator is invited to the various places Austerlitz lives, especially London, where the German-born Sebald lived and worked for a large portion of his life.
The unusual style of the book is part of its appeal. Like Nick Carraway, the narrator shapes our vision of Austerlitz. We only know what Austerlitz reveals to him and what we see in the various photographs like those below, displayed throughout the book. (You can see why I think of The Great Gatsby now, can’t you?) The long narrative passages with no chapters and very little paragraphing are often punctuated by the words “Austerlitz said,” reminding us that this is not the narrator’s story.
Also unusual are the long sentences and dialog without punctuation. The effect is not exactly stream-of-consciousness, but stream-of-conversation or narration, like when listening to an elderly relative recalling events from childhood, moving seamlessly from one memory to the next, digressing when the recollection leads to some topic of interest or area of expertise.
As a teacher and a writer, I find the digression from the story that speaks about the difficulties of writing particularly interesting. The narrator has come to visit Austerlitz at his home in Alderney St., London; photographs of architectural wonders from around the world are scattered all about, but before Austerlitz can begin taking up the story of his life once again, he explains how he, recently retired from teaching, now wishes to compile his thoughts and ideas about architecture but is having trouble focusing:
“All I could think was that such a sentence only appears to mean something, but in truth is at best a makeshift expedient, a kind of unhealthy growth issuing from our ignorance, something which we use, in the same way as many sea plants and animals use their tentacles, to grope blindly through the darkness enveloping us” (124).
I don’t know a writer who has not felt this way at some point and time. Austerlitz goes on:
“I could see no connections anymore, the sentences resolved themselves into a series of separate words, the words into random sets of letters, the letters into disjointed signs, and those signs into a blue-gray trail gleaming silver here and there, excreted and left behind it by some crawling creature” (124).
And so I hear the words of the reviewer Gioia again–Austerlitz’ tragedy is the wonder of the book, that the character’s growing displacement can bring all of us, not just writers, not just survivors of childhood trauma, but anyone who feels displaced, into a community, giving us a place to belong.
Sebald, W.G. Austerlitz, 10th Anniversary Edition, Modern Library, 2011.
I feel that I am developing my own community of writers through editing and producing Teach. Write.: A Writing Teachers’ Literary Journal. It is devoted to writing teachers who want to publish their writing, but you don’t have to be a teacher to contribute. I welcome writing from anyone.
Submissions for the Fall/Winter 2021 edition are open until September 1. Follow this link for submission guidelines. I would love to read your work.
And, no, I have not forgotten my podel (podcasted novel), but I am having some issues, not unlike those encountered by Austerlitz. I am tooling along ,though, and quite proud of the nine episodes I have produced so far and having fun, which is not the only point but a big one. If you would like to hear the podel so far, then follow this link: CAMPUS: A Novel That Wants to Be a Musical.
Episode 9 of CAMPUS: A Novel That Wants to Be a Musical is now available!
I had fun putting together this episode of my podel (podcasted novel)–CAMPUS: A Novel That Wants to Be a Musical. If you haven’t listened to all of the episodes, they are available all at the same place when you click on the link above. Many podcast platforms carry CAMPUS, so just search your favorite application.
If you like the show and are able, please consider becoming a supporter. I’m not looking to make any profit, but I would like to pay a composer and sound tech to help make the podcast better and maybe invest in some education (hey, there’s a novel idea), so I can improve my skills, just because. Wow! The support button is available on the podcast’s landing page at the link above.
In Episode 9, the plot thickens when we meet the villain of the piece. Oh, you thought it was Dr. DAG? What a lightweight! He’s nothing compared to Mr. M., who isn’t too pleased that the fairy godteachers have chosen Jack and Jill as their proteges and sprinkled them with fairy dust. He has his own plan for them, and it doesn’t include enlightenment or inspiration.
The Spring~Summer 2021 edition of Teach. Write. A Writing Teachers’ Literary Journal is available free online. If you would like a print copy, they are available as well.
Maybe you are a writing teacher on summer break and would like to work on a writing project of your own. Why not consider writing a short story, poem, essay, or ten-minute drama to submit to Teach. Write.? I am accepting work for the 2021 Fall~Winter edition until September 1.
Although I prefer to publish the work of writing teachers of any kind, at any level, I am open to all writers and most genres. If you are interested, see my submission guidelines.
I would love to read your work.
I am getting back into the reading groove as well. My nephew Timothy, whose blog, The Mugwump Diaries, I have mentioned in previous posts, gave me a book for my birthday that I am finally starting to read–Austerlitz by W. G. Sebald. I just started it so more about this interesting book that won the National Book Critics Circle Award in 2019 and has been listed as one of the top 100 novels of the 21st century.
I’m also reading a memoir, The Beauty in Breaking, by Michelle Harper for my Western Carolina University Alumni Book Club and Maranatha Road by my friend Heather Bell Adams. She has a second book out, so I need to get on the stick. I also sneak in a chapter now and then of one of my favorite British mystery writers books–Many Rivers to Cross by Peter Robinson.
I told everyone I would be mainly reading and writing this summer.
May 7 will be the last day of the spring semester for me, and I am looking forward to a summer of reading and writing. The last few weeks have been filled with taking care of my mother who was hospitalized in March and then getting caught up with school work after taking time to help her. I still managed to get the Spring~Summer 2021 edition of Teach. Write out, though. Yay me. You can find links to both the online free version and order copies of the print version here.
However, I have had to put off working on CAMPUS, my podel (podcasted novel). I just haven’t had the time, but I have seven episodes in the first season that you can listen to here. My plan is to have the first episode of the second season published no later than Sunday, May 9. That is if all goes well. I have a lot of grading to do between now and then.
It has been a strange semester for me, not just because of the pandemic, but also because I have had so few students. Most semesters in the past few years I have had over 100 students in five or six classes. This semester I have half that number, and I am finally able to be the kind of writing instructor I wish to be. I am taking a professional development course about improving online instruction and in the course, over and over again, the material emphasizes the importance of personal relationship when teaching online.
How can this kind of relationship be developed when teaching so many students? Only when we begin to value the individual student over sheer numbers can we really begin to help our most needy students. I don’t know if I will be able to finish out my career teaching fewer students, but I know that if I can, I will be a better teacher, and my students will truly reap the benefits.
Change the subject
My mother and I were able to talk quite a bit once she was home from the hospital and started feeling better. I was working on one of my classes and describing some of my my methods to her. She said I should write a book about my teaching methods when I retire.
I kind of like that idea.
I have a great many plans for my retirement.
Dreaming of what I might do when I’m free keeps me going.
I don’t know how much I will be able to write between now and May 7, but I’ll be back, and so will CAMPUS.
Last ten days of classes begin tomorrow. Summer can’t come soon enough.