Tag: writing

Students publishing their written work

I am constantly amazed by the quality of the writing my students turn in. The honesty of the reflection, the clarity of the writing and the elegant turns of phrase. Certainly better than anything I’ve ever churned out. I sometimes find it difficult to advise them on their pieces because their work is often so good that they’ve gone past issues of mechanics and my comments are purely my subjective opinions (and I’m clearly no expert). I have some serious writers in my class, so I was not too surprised when one of them asked me the other day if there were any venues to publish their work.

Byron (from Wikimedia Commons).

A little online searching turned up a few places that might by worthy venues for the serious writer, however, I have a few biases that narrow down the possible candidates even more. Of course the publication needs to be serious about publishing good work. In the online world anyone can self-publish, but because of the glut of information out there it is pretty hard to find the good stuff. A good, selective editorial staff is your friend there. It certainly makes it harder to publish, but it also helps you create better pieces.

The second key criterion is that the publisher should not retain all (or even most) of the rights to your work. Signing away the rights to something you spent a lot of time and energy creating never sat well with me when I was choosing journals for publication. I’m pleased to see that an increasing number of online scientific journals are rejecting the practice, but it remains to be seen if they will be successful in the long term.

With that in mind, I’ll post a what I find as I find them under the tag “publishing“. At the moment, I’m relying on two key resources, the Alliance for Young Artists and Writers Blog and Publish Me a website from the University of Tennessee, Knoxville, for teens who want to publish.

The difference between poetry and prose

Words exist that can, when used by a poet, achieve a dim monochrome of the body’s love, but beyond that they fail miserably. – John Wyndham, The Crysalids

Gustave Dore's illustration of the Ancient Mariner (from Wikimedia Commons)

Going into poetry next cycle I’m having some mixed feelings. I like reading poetry, I love hearing poetry, especially when it has something to say. But I can’t write it worth a lick. I have a lot more practice writing prose, and, well, you can judge how well I can do that.

I’ve always wanted to be able to write poetry. I’ve always liked the John Wyndham quote cited above. Poetry can be expressive in a way that prose can’t. Yet prose can tell a story in ways that poetry cannot. There is, of course, a long history of story poems. The Rhyme of the Ancient Mariner was a constant companion when I was bicycling solo around Lake Superior.

At any rate, Brian Beglin has a wonderful review of a novel written by a poet (Margo Berdeshevsky) (found via the Daily Dish). Belgin writes that often the combination does not quite mesh, and in working through why not he comes to the conclusion that poetic phrase do not work in prose because:

When poets write fiction, it can sometimes read like a transfer student trying to navigate the unfamiliar hallways of a new school. Sometimes this works to brilliant effect, as the poet can put a fresh shine on the fiction writer’s familiar tools. In Simon Van Booy’s The Secret Lives of People in Love, the sentences feel brisk, bright, exact, like blocks of ice chiseled into smooth, brimming faces. Conversely, Berdeshevsky’s sentences seem to ache for line breaks, for the leaps and turns vital to a poem but often detrimental to fiction: “There’s a noise she is not waiting for. Scratching like—a light knocking—and again a scratching, as of unsheathed nails on her door.” Craft-wise, these bursts of language are fascinating; yet they have the net effect of poetry: they stop time with their beauty. They can bring a story—which relies on forward momentum, on cause and effect—to a halt.

Not having read the books he references I can’t opine on if he’s right or wrong, however, it is a beautiful distinction he makes: poetic sentences stop time with their beauty, but you don’t want to stop anything when you’re telling a story.

Critical analysis of the Phantom Menace

When thinking about literature and stories, the Heroic Journey is often a useful lens for observation. The unassuming hero receives “the call”, gains allies, meets challenges and wins in the end (although the cost may be high). This basic template is strewn throughout literature; my personal, favorite is Bilbo Baggins’ journey in Tolkien’s “The Hobbit”.

Another great example of the Heroic Journey is Luke Skywalker’s in the first movie of the original Star Wars trilogy. And it is the deviation from the template that makes the Star Wars prequels, starting with The Phantom Menace, so hard to watch. At least, that is what one critic, who produced a brilliant, 70 minute video critically comparing the two movies, believes. He elegantly makes his arguments using video clips from the two movies.

WARNING: THERE IS SOME OBSCENE LANGUAGE AND INAPPROPRIATE REFERENCES, enough so that, as it is, this video is probably most likely inappropriate to show to students. With that in mind, the link is here. An edited version would be ideal. Without the obscenity, the arguments in the video are a useful discussion of the movies, of story arcs, and of deconstructing art. It is quite entertaining too.

For those leery of the language, the author points out:

  • There is no heroic journey for any character who we can identify with. In science fiction in particular, there needs to be one “normal” character that guides us through this new universe. Even Anakin, who starts off as a slave and in the end destroys the enemy ship is just a passive observer. Because he does not understand what is going on and just goes with the flow he is unaware if the danger so we don’t feel the tension either. According to the author, “In this opening segment I discuss the major flaw of The Phantom Menace which is the characters and the lack of connection with the audience.”
  • The entire movie is driven by the plot devices that move the characters from one scene to another. The characters are either passive or have to make some illogical decisions to follow the storyline. The characters, and their personalities do not drive the movie. “Part two now focuses on the second biggest problem with the Phantom Menace, the story. The mystery plot lacking direction and emotional involvement was really the other big problem. No tension, no drama, no stakes. Characters aimlessly follow along the events.”
  • The problem with the special effects was that they did not primarily serve the story. According to George Lucas in the 70’s, “A special effect without a story is a pretty boring thing.” The light saber duels were the best examples. In the Phantom Menace they were carefully choreographed works of art. Pretty to look at, but with no deeper meaning and very little emotion. Compare that to Luke’s anger and his realization that he is turning into his father at the end of Return of the Jedi. “… light saber duels have less to do with the fight itself but moreso with the internalization of the characters.”
  • Did George Lucas have too much control over the movie? In the original movies he had to deal with independent actors and a lot of technical challenges. In this movie, were the others too intimidated to challenge questionable ideas, so that Lucas had everything his way? Is adversity necessary for art?

Choose your own adventure on a Wiki

I was listening to an On The Media interview of Bob Stein on the future of books and started to think about how to use collaborative writing in my class. Since we use our wiki allot (for practically everything), it occurred to me that the wiki is the ideal platform for students to write a choose-your-own-adventure.pngchoose-your-own-adventure type story. A quick web search there is already a choose your own adventure website/wiki that is set up just for this.

The way I envision it working in my class is that each student would write a section/chapter and end with a set of choices which would be links to new chapters. To make it interesting and more collaborative, very time students had to add to the story they would have to start from another student’s decision.

I really can’t wait to try this. I think I’ll make a new section of the story a weekly writing assignment.