QOTD – What Makes for a Good Poem?

 

One of our Twitter followers, Jose Alba, asked us this question yesterday, and I wanted to post my response on the site. I work hard with my students to get them to understand that when it comes to poetry, they just really need to say what they want to say, and not hide behind obtuse metaphors.

When I got to Pacific University, I made the same mistake as many other young “poets,” and felt like I knew everything. I even had a “book” of poems called Artificial Grey, that I had typed up, and had spiral bound. I think I made 10 copies of it to give to my family and friends. I also thought it would be a great idea to give it to my poetry advisor, Professor Walls. I felt like he should know how fantastic I was. He gave me a faint smile (one that I give my high school students when they now hand me their books), and gladly accepted my work. Instead of just throwing it away, he went through each poem in the book – I think there were close to 200 – and edited them all.

He never gave me any guff about it, and instead, worked hard to let me see exactly what I needed to do in order to better my writing. I had a class with Professor Walls every semester of college, and I owe him quite a bit when it comes to helping me figure out my style of writing – with poetry, fiction, and editorials. It’s a professor like that who is needed for young poets – young anything really.

So, I ask you the same question we were asked:

What makes for a good poem?

Who Cares What Your Mommy Thinks?

We all have a “Watcher,” a little being that sits on our shoulder, like a conscience, that reminds us of how terrible we are as writers, or artists, or as whatever we’re deciding to be that day. It’s inevitable that at several points in our lives, we will be over-taken by the words of our watcher, put down our tool of choice, and walk away with the feeling of utter frustration and pain. We are, after all, our own worst enemies, and the watcher is our own creation. In my Creative Writing class, I have my students draw a picture of their watcher, and explain its origin. It’s always interesting to see how many students draw their mother, or father, or a former teacher. I always wonder if it’s more than one of those people pushed them to work harder, and not simply that they were their toughest critic for the sake of being a critic.

In Gail Godwin’s essay, “The Watcher at the Gates,” she tells us that we must “outsmart, pacify, or coexist with your Watcher.” She gives us tools to work with when our watcher wants us to be constant pencil sharpeners, or dictionary lookers, or coffee drinkers. Setting timers when we write. Writing until the teapot sounds. For me, I write like to write where I know I’m being watched: my classroom while students are working (as I’m doing now), in a crowded mall where I feel uncomfortable, on a park bench in downtown Portland, or on a very specific tree at Cannon Beach. I guess in a way, I like my watcher to feel like it is being watched as well. It’s harder to doubt oneself, when the watcher feel uncomfortable.

It is not easy to avoid self-doubt. It’s the one thing that holds the majority of us back. I’m no stranger to the watcher. I finished a novel more than five years ago, only to be told that I needed to revise it one more time before the publishing company would take another look at it. I was upset, and frustrated, and chose the road most taken – which was to unfortunately shelve the book, and not do what I needed to do in order to possibly call myself a published novelist. I was scared of something, and frankly, it was the fear that I wasn’t as good as I thought I was. When I wrote the original draft, I wasn’t thinking about how anyone else would feel. I was just writing. It came out naturally, and easily, and a lot faster than I had ever imagined. But when I was told that someone else had issues with certain parts, it hurt me, and I didn’t take it as constructive criticism, but rather just criticism. I should have said “thank you,” hung up the phone, and completed the re-writes over the next few weeks. Instead, it sat until this last summer when I finally decided I would finish it up. Now, I’m sitting on it again, waiting to submit it, all because of the mystery watcher that questions if it’s really all that good.

As Elmore Leonard points out, we cannot “worry about what [our] mother[s] think of [our] language.” If we do, then we are bound to fail. Art is not about what other people think – at least not in the early stages. Creation is our job. Once we are finished with a product, and that product hits the world of public opinion, it is everyone’s to judge, but as long as we are satisfied, then it should never matter.

Reading Guides for the Dumb One in the Class

Before you start reading this, let’s get one thing perfectly straight, this post is not just about the students in your class, or the kids who say they don’t like reading; this post is very much for the teachers who stand in the front of the class, attempting to hide their sweat, and the fact that they are on the exact same page as their students – that they have never read the book that they are in the middle of teaching. It’s way more normal than people might think. Frankly, the first time teachers hand out an assignment, it’s not unusual for them to have never gone through that assignment, and be absolutely clueless as to how it’s supposed to go. Unless they were assigned certain texts in high school – and let’s face it, most teachers, myself included didn’t read everything they were assigned – they’ve never even considered opening the book that they’ve already placed on their classroom desks.

Last week, one of my students returned from a two weeks pre-arranged vacation. He was aware that we would be smack dab in the middle of reading Catcher in the Rye, and had been given all of the assignments ahead of time, as well as a reminder that the assignments, and the actual text of the book could be found on my classroom website. When he showed up in my classroom to ask what he had missed, it was more than obvious that he hadn’t followed through with any of the work we’d spoken about before his foray into the sun. We were just about to start chapter 20, and his response to me was, “Well, I read through the Sparks Notes last night, so I know everything that’s happened in the book.” Yikes. It took me a moment to figure out if he was serious. I mean, Sparks Notes were the hidden way to catch up when I was in high school, and not something that you openly bragged about having read. I told him that while I was glad he had a brief overview of the text, he had missed out on a book that might have taught him a little bit about his life. I mean, come on, even Holden Caulfield got A’s in English.

I did a lot of thinking about what my student had said, and it brought me back to my first couple years as a teacher, where, much like I mentioned earlier, I had not read all of the books that I was going to teach. I remember scrambling for “themes” and “meanings” and “symbols” and any possible “teachable moments” in the text just before the morning bell. That’s why, while I was not happy about what the student had done, I had to laugh it off. Frankly, the kids only mistake was telling me about his venture through the yellow and black.

There are some really good aspects to reading guides like Spark Notes, and sometimes it’s just the push we need to actually figure out what we are supposed to be gathering from certain texts.

For an example of what I’m talking about, RapGenius.com, has published a guide for The Great Gatsby. The movie is coming out this week, and a lot of American Literature classes are scrambling through it because teachers know that their students will soon be forking over their money to watch Leo DeCaprio portray the famed liar. It’s not the easiest book to understand, and it takes some time to truly grasp the depth of all the symbolism. This is a fantastic guide, and honestly, I’ll probably use a good deal of it when I teach this book next year. I’ve read Gatsby several times, but it doesn’t mean that I can’t use a refresher course.

Sometimes it’s not just the students who feel like the dumb ones in the class, and it’s okay to admit that, as a teacher, you don’t know everything.

F. Scott Fitzgerald – The Great Gatsby (Chapter I) Lyrics

QOTD: What the Hell Do We Do Here?

We’ve been at this whole website thing for a little over a week now, and we’ve amassed over 500 followers. That’s incredible. This little thing that started as a classroom project, has turned into three old college friends who have finally decided that they were ready to give their all to this mess called writing. We want to inspire people to write, to read, to think, and to talk to each other about what they are writing, reading, and thinking. But, how the hell do we do that?

We think our posts have been pretty good, and it seems like enough of you have found something to enjoy on the site so far, but we’re still trying to find our groove, and figure out the exact direction of The Poetry Question.

We truly need your help with today’s question:

What the hell do we do here? What would you like to see on this site?

Building Your Own Quill Pen

A Twitter follower of mine, RXheadz ( @AZeekiel ) made an offhand comment about writing with a Quill. It got me to wondering if a person could even find a quill pen anymore. While there seem to be several options for them around the internet, I discovered a site that walks you through how to build your own.

I’m not the most handy person, but I might give this a try. If you choose to make your own, please post a photo so we can all take a look!

Click HERE for the link to build your own!

Are You Digital or Traditional?

While at my parents’ house a few weeks ago, I noticed something vaguely familiar on the kitchen counter: a floppy disc; It’s faded green label, holding the scribble of my childhood signature. My best guess puts this artifact near 25 years old, I would have been six, and so it probably contains my earliest writings. Unfortunately, it won’t work on my PC disc drive at work, and I don’t have an Apple II anymore, or an apple that can run a disc drive, so I have no way – at least not yet – to know what treasures it contains.

In my home office I have every notebook, scrap of paper, metacog-log, written-in novel or textbook, and printed copies of the majority of my middle school, high school, and college papers. While some of them may now be crumpled and faded, un-filed, and in no particular order, they are at least readily available. The pieces on that disk, are not.

Over the last ten years, I’ve transitioned from notebooks and scrap paper, to computers and cell phones. I can’t remember the last time I picked up a pen to write in a journal. Instead, I type, hit save, close the application, and assume that everything will still be there when I return. Sometimes I bank it up to a thumb drive. Sometimes I store it in “the cloud,” but most of the time, I simply leave it on a device that could crash at any point, and lose my hard work. In fact, I’m currently thumbing out this piece on my iPhone, while sitting in a plane heading back to Portland. How does this new found technology not scare me? How am I, like the majority of writers, now leaving things to chance, or the hope that someone at the Apple Genius Bar will be able to recover my files?

What happens to this generation’s version of the floppy disc, when next generation’s i-whatever comes along? Time to hit print on those thousands of pages, file them away, and hope there’s never a fire, flood, or magic shredder looking for your valuable words.

The Poetry Question of the Day: Traditionalist or modernist?

It all comes down to one line.

Doyle Wesley Walls, my college poetry adviser, told us that if we write one poem each day for a year, and only one line from one poem is any good, we have done our job, and can begin the next poem.

Just keep in mind that whatever you write will lead to something better. Putting pen to paper, or fingers to keyboard, is the hardest part. Once you have achieved that goal, the rest will come naturally.