For students

Recommended reading for Women’s History Month: ‘Silences’ by Tillie Olsen

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“[Tillie] Olsen makes the case that women writers have faced crushing odds, their talents underestimated, their achievements ignored, the themes of their writing scorned, their very attempt to write condemned as a breach of family duty — and of feminine nature. And yet, as she shows, they have written.” This quote, from the back cover of the 25th anniversary edition of Silences, helps place author Tillie Olsen’s (1912-2007) book in perspective.

I reread Silences for Women’s History Month (March) and was appalled by the treatment many women writers have had to endure.

I hadn’t fully appreciated Olsen’s points when I first read Silences in grad school. The annotations in the anniversary edition helped, but so did years of reading many of the authors Olsen quotes, including Margaret Atwood, Willa Cather, Virginia Woolf, Emily Dickinson, and others.

Today, drawing on years of reading, writing, and submitting works for publication — all while trying to balance work and family life — I have the context needed to better understand the book Olsen first published in 1978.

‘The themes of their writing scorned’

In Olsen’s chapter on the “Sense of Being Wrong Voiced,” I circled the quote, “There is a wide discrepancy in American culture between the life of women as conceived by men and the life of women as lived by women,” which Olsen attributes to historian Lillian Schissel, editor of Women’s Diaries of the Westward Journey.

Back in the day, I don’t remember connecting Olsen’s points about women writers and women’s lives to the work I was doing with my MFA peers and professors, but I probably should have. Upon rereading Silences, some interactions came to mind, such as…   

“Nothing happens.”

Although the statement is decades old, I remember who said it. I can still see him in the yellow light of the basement classroom at our Arizona university. Behind him, our instructor (who recommended Silences) seemed like an out-of-reach lifesaver as she chatted with another student critique group.

My peer had dismissed my fiction draft quickly and concisely because, according to him, “nothing happens.” As far as he was concerned, his critique of my story was complete. But we still had almost an hour to fill in our graduate long-form short story workshop. Finally, he asked, “If she wanted a drink, why didn’t she get on the casino bus with the rest of them?”

Why, indeed.

This peer’s question reminded me of a professor’s feedback on that same writing project: “An alcoholic would drink vodka, not whiskey.” His reasoning involved avoiding detection and costs, since I had specified a female character’s preference for Jack Daniels, her father’s favorite.

‘I speak of myself to bring here the sense of those others to whom this is in the process of happening (unnecessarily happening, for it need not, must not continue to be) and to remind us of those (I so nearly was one) who never come to writing at all.’ –Tillie Olsen, Silences

Apparently, I knew nothing about alcoholics — at least not their tropes of preferring cheap booze, acting out, and so on. But maybe it was just that I didn’t appreciate the clichés surrounding alcoholics? While “good” writers are supposed to avoid clichés in their sentences, shouldn’t they also avoid clichéd tropes in their characters?

I entered both critiques knowing my work-in-progress needed significant revision. The drafts focused on three generations of women and, by extension, the women’s circles of their church as they dealt with the alcoholism of one of their own. But to just dismiss the project as “nothing happens”? To “correct” details when the entire project was still in development?

Both interactions were frustrating. My peer’s underlying message: “Give it up.” The professor’s: “You don’t know what you’re writing about.” (I’m sure my professor offered more useful feedback, but his correction had the lasting impact.) I remember feeling that my work wasn’t being considered seriously. In rereading Silences, I realized (unfortunately) that I wasn’t alone.

‘One Out of Twelve’

“One Out of Twelve” is a rallying point in Silences. Olsen points out that in the literary canon, one in twelve (or less) are works by women writers. Same for publications, awards, anthologies, and more when Olsen’s book was published in 1978.

In the late 1990s, the literary landscape looked a bit better, based on my MFA comprehensive fiction reading list. The readings included 37 women authors among 113 fiction works listed or an improved ratio of about one out of three. 

Today, the gatekeepers for publications, awards, and reviews could still do better. Voices silenced — women’s voices, LGBTQ+ voices, POC voices, differently abled voices, etc. — can mean missed understandings and lost connections.

The conversation about the challenges facing women writers continues. If you’re interested in reading more, check out:

  • Novelist Meg Wolitzer’s New York Times article — “The Second Shelf: From covers to marketing to awards, why do novels by women get different treatment than books by male authors? In 2012, Meg Wolitzer took on the elephant in the library” — was republished on Oct. 21, 2021, and is available at: https://www.nytimes.com/2021/10/21/books/meg-wolitzer-second-shelf.html  (Note: The New York Times usually offers a few free article views a month.)
  • Novelist and essayist Jennifer Weiner blogs about the New York Times poor track record of reviewing fiction by women at: http://jenniferweiner.blogspot.com/2010/09/back-in-august-when-jodi-picoult.html The blog post dates back to Sept. 21, 2010, but has the representation of women authors among Times (and other) reviews changed much?

Why writers should read ‘A Swim in a Pond in the Rain’ — Let George Saunders help you see more in the fiction you read and write

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Vintage postcard: Lake Park and harbor view from lighthouse, Milwaukee, Wisconsin.

Recommended reading on the craft of fiction: A Swim in a Pond in the Rain (In Which Four Russians Give a Master Class on Writing, Reading, and Life) by George Saunders, Bloomsbury Publishing, 2021

In grad school, I remember how few of my MFA cohorts would admit they had “What the heck?” reactions to some of our fiction reading assignments. They always “got it” or at least grinned enigmatically.

However, writer and professor George Saunders acknowledges that his students at Syracuse University have had what-the-heck reactions to the short stories he assigns. To elicit such honesty from students, Saunders must create a collegial space for questioning and exploration in his classrooms. His 2021 book, A Swim in a Pond in the Rain, demonstrates this mode of inquiry.

In A Swim in a Pond in the Rain, Saunders shares the assigned readings, lectures, and discussions from his popular Syracuse course that examines the short fiction of several nineteenth-century Russian authors — Anton Chekhov, Ivan Turgenev, Leo Tolstoy, and Nikolai Gogol (who had Ukrainian roots). Within his analysis, Saunders acknowledges student critiques, such as that certain specifics seem like fluff.

Saunders shows how he can take a story that makes you shrug (and consider cutting by half) and helps you see how the writer’s craft works. At least once, he challenges you (and his students) to try cutting an assigned story, which turns out to be an insurmountable task.

These types of hands-on revelations are especially useful when turned to your own writing. Your awareness of what is and isn’t working in your own drafts grows after seeing these Russian stories through Saunders’s lens, alongside student and critical perspectives.    

One of the many concepts that will stick with me from this book is TICHN. “As we read a story (let’s imagine) we’re dragging along a cart labeled ‘Things I Couldn’t Help Noticing’ (TICHN),” Saunders writes.  Language choices, story structure, patterns, and so on — noted consciously (or not) — may fill the TICHN cart. For readers, the TICHN cart may offer aha! moments upon reflection. For writers, these elements may help bring together a story’s ending.

A Swim in a Pond in the Rain starts by approaching a Chekhov story one digestible page at a time: page, discussion, page, discussion, and so on. The book continues with newer translations of the Russian short stories, with each story examined further in “Afterthoughts.” At times, Saunders offers discussions of discussions that break down the stories through outlines, editing challenges, and exercises for students.

It’s no secret that I would recommend A Swim in a Pond in the Rain. As readers, this book helps us see how some notable fiction works. As writers, we can apply the knowledge and techniques revealed to our own fiction. As teachers or workshop participants, Saunders offers approaches and hands-on tasks to use in the classroom and beyond.  

Reducing the churn in literary magazine submissions: Aligning writers’ work to editors’ missions

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Vintage postcard: Aquarium, Belle Isle, Detroit, Michigan.

The literary magazine universe doesn’t need to be this way:

  • Editors frustrated by an avalanche of manuscripts that are wildly inappropriate for their publication’s audience, mission, or market. Mismatched texts clog their submission portals, consume their time, and leave them so cranky that when they actually find a promising text, they may be too tired or frustrated to acknowledge it.

  • Writers clueless as to why they’re being rejected again, and again, and again. The whole submission process begins to feel like throwing darts at balloons in some literary carnival game. Merely a word or three of feedback from an exhausted editor feels like a win.

  • Readers struggling to understand what makes one literary magazine different from another. For example: Which literary magazine is sure to offer eco-fiction and eco-poetry? Which magazine tends to provide eye-opening perspectives from X community?

These types of misalignments aren’t unique to the publishing world. In teaching, an instructor may fail to communicate how course learning outcomes align with class activities. Think back to times when you were unpleasantly surprised about what was on a test. In business, an inept manager may harp on minutia (such as using envelopes that cost 8 cents vs. 9 cents apiece) while rewarding only mission-related work with year-end raises.

Both teachers and managers, should look at themselves first when they don’t receive what they want in terms of performance. The same can be said for lit mags and their editors.

What is a lit mag (short for literary magazine)?

Wikipedia offers the following, “A literary magazine is a periodical devoted to literature in a broad sense. Literary magazines usually publish short stories, poetry, and essays, along with literary criticism, book reviews, biographical profiles of authors, interviews and letters. Literary magazines are often called literary journals, or little magazines, terms intended to contrast them with larger, commercial magazines.”

Wikipedia includes a brief history of literary magazines, as well as a link to a “List of literary magazines.” Also see writer Clifford Garstang’s helpful 2022 Literary Magazine Ranking, a yearly compilation he bases on Pushcart Prize results.

Communication can be the key to reducing the churn in literary magazine submissions. Unfortunately, mission statements and “About Us” webpages are often vague, such as “We want to publish the best fiction, poetry, and creative nonfiction available.” What does “best” mean? Each staff member may approach or define “best” differently.

Subgenre overload

Market listings for literary magazines — whether in Submittable, Duotrope, annual Writer’s Market books, or elsewhere — often push editors to offer more specifics about what they want to publish. This can be useful. However, such listings may also exacerbate miscommunication, especially in regard to subgenres. How much do you know about a lit mag that says it publishes a laundry list of subgenres?

For example, the Poets & Writers literary magazine database lists 38 potential subgenres, and recently a reputable Midwestern literary magazine designated 32 of them and excluded only six:

  • Autobiography/memoir
  • BIPOC voices
  • Commercial fiction
  • Creative nonfiction
  • Cross-genre
  • Erotica
  • Experimental
  • Feminist
  • Fiction
  • Flash fiction
  • Formal poetry
  • Graphic/illustrated
  • Graphic/health
  • Historical
  • Humor
  • Journalism/investigative reporting
  • LGBTQ voices
  • Literary fiction
  • Love
  • Lyric essay
  • Micro-poetry
  • Narrative nonfiction
  • Nature/environmental
  • Nonfiction
  • Poetry
  • Political
  • Pop culture
  • Prose poetry
  • Regional
  • Religious/spiritual
  • Serialized fiction
  • Short fiction
  • Speculative fiction
  • Speculative poetry
  • Translation
  • Visual poetry
  • War
  • Young adult

How much does a list of 32 subgenres tell writers, readers, or even staff members about a lit mag? From the editorial side, the rationale may be to keep options (or subgenres) open. But writers have likely responded with a raft of everything-goes submissions. 

On the plus side, broad mission statements or subgenre lists offer flexibility for a magazine’s management, especially for college and university publications that change editors yearly. However, the outside view of vague descriptions or jargony missions is that the publication’s editorial targets are constantly shifting.

An unfortunate result is that the common advice to read a magazine to familiarize yourself with what it publishes often doesn’t work with the broad missions and shifting staffs of some publications. For example, one year a lit mag editor may include mermaid and ghost stories, but editors in previous and following years may reject such stories at the first hint of merpeople or specters.   

Theme issues

Theme issues or special sections may be useful for editors, writers, and readers facing unclear or outdated mission statements.

Some publications, such as Fairy Tale Review, set a theme for each issue. Other magazines, such as Creative Nonfiction, intersperse theme and “regular” issues. When editors communicate their themes they often offer more information and details that help writers align and target their submissions.

A couple examples of upcoming theme issues (and their deadlines) include:

  • Creative Nonfiction. Theme: “Caring for the Heart.” Deadline 1/23/2023. “For an upcoming issue, Creative Nonfiction is seeking new narratives about caring for the heart — medically, technologically, or metaphorically. We’re looking for stories from healthcare workers and researchers; counselors and cardiologists and coaches; nurses and nutritionists … or any red-blooded writer with a heart.” See Creative Nonfiction’s website to continue reading the submission call.

  • Fiction International. Theme: “Refugee.” Deadline: 2/16/2023. “Fiction, non-fiction, and indeterminate prose texts of up to 5,500 words that address the theme of ‘Refugee’ are welcome. We will consider submissions of narrative, anti-narrative and indeterminate texts but only accept submissions reflecting the theme.…” See Fiction International’s Submittable listing for more information, as well as a link to the magazine’s catalog, which might offer insights into “indeterminate texts.”

Revision: Use the Read Aloud tool in Word to hear (and fix) glitches in your writing

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Vintage postcard: Highway from Torrey Pines, on the Coast Route between Los Angeles and San Diego.

One of the following sentences includes a misused word:

A. “I defiantly think that word should be changed.” 
B. “I definitely think that word should be changed.”

Although B is preferred here, my students often type “defiantly” when they mean definitely. Neither spellcheck nor the grammar checker flags “defiantly” in this context. Nonetheless, imprecise and awkward word choices can be an issue in college essays, and in business and professional writing the stakes are higher.

Checking dictionary definitions can help pinpoint misused words, but another tactic is hearing your text read aloud.

Microsoft Word has tools for that

The “Read Aloud” tool in Microsoft Word helps you listen to your drafts. Hearing your words can help you identify (and fix) word-choice glitches, subject-verb agreement errors, misspellings, and more. Hearing the word “defiantly” when you meant “definitely” can spotlight a needed revision.

You’ll find “Read Aloud” on the Review screen’s toolbar in Word 2019, Word 2021, and Microsoft 365. You can customize this tool to read faster or slower, pause, skip forward or back a paragraph, and more. For more information, see the Microsoft support page, “Listen to your Word documents.”

If you’re using an older version of Word, you can still get the program to read your text to you. Add the Speak feature to your Word screen by following the five steps detailed by Microsoft at “Use the Speak text-to-speech feature to read text aloud.”

Pro tip: Find a fresh approach

Reading aloud, whether you read to yourself or use tech tools to read to you, is a strategy that professional writers use. I’ve seen reporters in newsrooms whispering their stories to themselves just before deadline. I’ve experienced the deep revision that comes from preparing to record a story for a website.

With text on screens, it can be easy to insert words and adjust sentences as you read. You keep adding the missing words or fixing the awkward sentences in your mind. However, the actual words in your file may say something different. Approaching your text fresh, so that you don’t rely on what should be there versus what is actually there, can help you avoid embarrassing mistakes.

Time can be a great resource for approaching a text fresh. In other words, put away your project for a week or more and then come back to it minus your assumptions. However, time can be a luxury that isn’t available when a due date or deadline is looming.

Whether you’re on deadline or not, hearing your words aloud can give you a fresh perspective that reading on screen over and over can’t.

Multilingual writers

Hearing a text can also be helpful for writers who are working in a second language. In my college writing classes, I’ve had students who are working in English when it’s their second or third language. I can point to a paragraph containing, for example, subject-verb agreement problems. When I ask them to read the paragraph aloud, they often fix the verb tense issues as they speak. They are often surprised when I point out the error in the text—the error they fixed when they read aloud.

For English speakers who are working in other languages, the Read Aloud tool can also be useful. The tool can be set to read in an array of languages.

Bookshelf: 3 how-to books on novel writing to keep your project moving

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Vintage postcard: Moonlight on the Pennsylvania Turnpike, “America’s Super Highway.”

Working in tandem with a how-to book on the craft of novel writing can keep you connected to the big picture of your project. Writing creatively and critically at the same time can inch your novel project closer and closer to a satisfactory conclusion. Yay, a book!

Companion craft books (how-to books) can be lifesavers. They can keep you from drowning in detail or drifting wildly off course.

For example, sometimes you’re driven to figure “it” out. “It” may be big or small—from fixing the whole plot (big) to researching a telling character or setting detail (small). Depending on your tolerance for uncertainty, skipping a day (or more) of writing could become easy. Too easy. Weeks or months may pass since you’ve worked on your so-called passion project because you can’t figure “it” out.

Another example is that you may approach a novel project by writing and writing and writing. You think (hope) that one day your hefty word count will make great-American sense. However, you can end up with a hundred-thousand sprawling words that don’t fit well into current publishing models, unless you’re Diana Gabaldon or Thomas Pynchon.

Whether you’re just getting started or you’ve encountered one of those days when you don’t know what to do, how-to books on the craft of novel writing can keep your project moving forward. Nonetheless, while the following books, workbooks, and videos are great resources, the key is you. You need to keep working, keep trying.

Here are three how-to books on novel writing I recommend:

Story Genius by Lisa Cron

Story Genius by Lisa Cron. This 2016 book’s subtitle and sub-subtitle explain Cron’s approach, “How to use brain science to go beyond outlining and write a riveting novel* [*Before you waste three years writing 327 pages that go nowhere].”

Story Genius chapters on novel-craft include “What To Do” tasks that prompt you to examine the parameters of your current project. The tasks help writers avoid common glitches, such as neglecting to identify a main character or forgetting why your protagonist wants what s/he wants.  

“The reason that the vast majority of manuscripts are rejected—either by publishers or by readers—is because they do not have a third rail,” writes Cron. “Story is about an internal struggle, not an external one… [T]he internal problem predates the events in the plot, often by decades.”

Also check out: Curious to learn more about the “brain science” aspect of storytelling from the subtitle? Check out Lisa Cron’s 2014 TEDx Talk “Wired for Story” or her previous book by the same name, Wired for Story.

Save the Cat! Writes a Novel by Jessica Brody

Save the Cat! Writes a Novel: The Last Book on Novel Writing You’ll Ever Need by Jessica Brody. Brody adapts lessons originally intended for screenwriters to the needs of novelists. To make a story worth telling, Brody says you need “plot, structure, and character transformation. Or what I like to call the ‘Holy Trinity of Story.’”

The book provides exercises, checklists, and examples of how novels (and later movies), such as The Help, The Kite Runner, and Bridget Jones’s Diary, follow the 15-beat structure at the center of Blake Snyder’s 2005 screenplay-writing book Save the Cat! Brody adapts Snyder’s beat sheets, four-act structure, A- and B-stories, and more to the needs of novelists.

Brody includes manuscript percentages to help novelists know “What Goes Where.” For example, the “All Is Lost” beat should occur at about 75 percent of the manuscript with the “Dark Night of the Soul” following at 75-80 percent. Whether you’re writing novels for schoolchildren or adults, genre manuscript lengths can range from 160 manuscript pages to almost 600 pages. That’s why Brody’s percentages are useful across genres.

Also check out: If you have access to LinkedIn Learning, check out Brody’s course, “Write a Bestselling Novel in 15 Steps.” By using the Save the Cat! Writes a Novel book along with the online LinkedIn course you can speed up or slow down, as needed, to run your novel project through the “Save the Cat” method.

Writing the Breakout Novel & Writing the Breakout Novel Workbook by Donald Maass

Writing the Breakout Novel’s subtitle, “Insider advice for taking your fiction to the next level,” refers to the author’s background as the president of Donald Maass Literary Agency in New York and the broker of publishing deals with “six- or seven-figure advances.”

Writing the Breakout Novel Workbook, published three years later in 2004, offers “hands-on help for making your novel stand out and succeed.” By going beyond reading and notetaking with Maass’s “breakout” book, the workbook satisfies the need to dive into planning and drafting. Both the book and the workbook offer eye-opening information that can shake you out of the leisurely sail that you think might be a novel. Following the workbook lessons helps you to write smarter and stronger to create a more marketable novel. 

Flash nonfiction: Good news and a field guide recommendation

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Vintage postcard: Bungalow scene in Santa Ana, Calif.

Good news

I’m happy to share that my flash nonfiction piece “Handwashing Dishes” has been published online by The Southeast Review.

The Southeast Review, established in 1979 as Sundog, is a national literary magazine housed in the English Department at Florida State University, Tallahassee, and is edited and managed by its graduate students and a faculty consulting editor.

I especially appreciated working with Nonfiction Editor Liesel Hamilton, a Ph.D. candidate in nonfiction writing. She asked smart questions during the editing process, and her attentions truly made the piece better.

What is flash nonfiction?
“I am including creative nonfiction work up to 2,000 words, though the great majority of what is discussed is briefer: 500 to 1,000 words, and sometimes even fewer…. [L]ike literary fiction and poetry, the nonfiction we discuss is marked by the distinct, often peculiar, voice and sensibilities of the author and these works examine the deeply human—and often unanswerable—questions that concern all serious art…. [T]he work itself is individual, intimate, exploratory, and carefully crafted using metaphor, sensory language, and precise detail.” (xiv)
—Dinty W. Moore, The Rose Metal Press Field Guide to Writing Flash Nonfiction  

Flash nonfiction field guide

If you’re interested in writing flash nonfiction, I recommend The Rose Metal Press Field Guide to Writing Flash Nonfiction edited by Dinty W. Moore. As the subtitle says, the book offers “advice and essential exercises from respected writers, editors, and teachers.”

The chapter “Memory Triggers and Tropes” by Rigoberto Gonzalez of Rutgers University was especially helpful in drafting “Handwashing Dishes.” The prompt Gonzalez wrote starts with a useful distinction:

“Recall a memory that has emotional (not sentimental) value for you. To differentiate, an emotional response is attached to reason or thought and makes you ask (and want to answer) who, what, where, why, and how; a sentimental response is attached to feeling and simply asks those same questions without seeking to assess or investigate them.” (35)

Emotional vs. sentimental

The idea of a memory with emotional value immediately made me think about the dishes. They helped me unlock the memory of flying across the country to check on my mother’s welfare after being called by the Phoenix police. I needed to write about the state of my mother’s kitchen and family memories I’d been trying to make sense of for years.    

As I drafted and re-drafted the story, finding the right point of view held me back. A straight reportage third-person version (she/they) seemed too detached and clinical. Meanwhile, a first-person version (I) was too much about me. The second-person point of view (you) offered a balance between emotional distance and experiential immediacy that fit.

Two chapters from The Rose Metal Press Field Guide to Writing Flash Nonfiction focused on writing in second-person. When I read Dinah Lenney’s chapter, “All About You,” I saw similarities in our approaches to second-person narration.

Hey, you! (second-person narration)

We both started with research. I remembered the second-person point of view in Jay McInerney’s novel Bright Lights, Big City from grad school. Lenney of the University of Southern California offered a longer list. She included “Carlos Fuentes, Marguerite Duras, Nathaniel Hawthorne, Samuel Beckett, Jhumpa Lahiri, Rumer Godden, Edwidge Danticat, Junot Diaz, Italo Calvino, William Faulkner, etc.” (100).

But what about specifically nonfiction examples? These were more elusive. I added Mary Karr’s Cherry: A Memoir to the list because the book starts with a second-person prologue.

In Lenney’s chapter, she used her flash nonfiction “Little Black Dress” as an example while pointing out what using second-person narration allows a writer to do. She writes, “it slows down the pace of things so that the story happens to you and your reader at about the same time—both of you there, in the middle of whatever it is, however delightful or excruciating” (102).

This slowing down that Lenney refers to helped me see the bigger picture connected to a scene worthy of a squalor documentary. It wasn’t just a weekend of trying to set things to right, there were things that couldn’t be fixed simply with a clean kitchen.

Research (library databases)

The key was further research. I read about the work-related trauma that can impact medical professionals. Mom used to tell me operating room stories—mangled motorcycle riders, disfiguring cancer surgeries, and aneurysms where blood pooled on the floor. She and many career nurses work through physical hazards, such as back injuries from lifting heavy patients, as well as mental trauma. Research into the toll of the health care professions acknowledges the effects of these traumas and helped me see the connection to my mother.  

The combination of research into Mom’s work as a nurse—as well as into the craft of flash nonfiction and second-person narration—helped me make sense of lingering images from her house. To borrow language from Rigoberto Gonzalez, the flash nonfiction form allowed me to highlight a “moment of awareness or awakening that will resonate for a lifetime” (34). The writing helped me get closer to answers that had eluded me.

3 blogs that flog, deconstruct or explain the choices fiction writers and editors make

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Vintage postcard: Soldiers Field & Field Museum at the Chicago lakefront.

Miss those fiction workshop critiques of other writers’ work? Maybe? I remember having a lot of time to doodle in MFA workshops, especially when the conversations turned contentious. Then, moments of constructive feedback would connect to my own writing and lead to furious notetaking.

Reminiscent of the best graduate school critique sessions, the following three blog series offer insights into the craft of fiction writing. We have the added knowledge that whatever worked (or not) in the stories has resulted in publication.

Flog a Pro: Would You Pay to Turn the Page of This Bestseller?

In monthly posts on Writer Unboxed, Ray Rhamey provides a novel’s first 17 lines and asks “Would you pay good money to read the rest of the chapter?” And, by extension, would you be willing to risk money and time to read the book, especially if you were a busy literary agent?

After the novel’s opening lines, Rhamey shares his verdict, explains his reasoning, and polls blog readers for their verdicts and comments. Reader comments, along with Rhamey’s own, offer useful perspectives into storytelling choices and their consequences. The series has examined books by Elin Hilderbrand, Kristin Hannah, Stephen King, and John Grisham, among others. The outcomes can be surprising, especially when the writing of a well-known novelist doesn’t conform to commonly held writing advice. (Note: The opening of Stephen King’s most recent novel didn’t fare as well as you might think.)

Ray Rhamey offers the opportunity for writers to receive similar feedback on their works in progress through his Flogging the Quill blog. Rhamey is the author of five nonfiction books, including Mastering the Craft of Compelling Storytelling, and four novels in genres such as political thrillers and contemporary fantasy.

Let’s Deconstruct a Story

“Let’s Deconstruct a Story: A Podcast for the Story Nerds” is a series of podcasts and blog posts that include author interviews conducted by Kelly Fordon, who teaches writing in the Detroit area and has published two short story collections and a poetry collection.

August’s post featured an interview with Susan Perabo about her story “This Is Not That Story,” which appeared in The Sun in March 2006. Perabo, whose most recent book is They Run the Way They Do, ended the interview by saying, “I love getting into the choices and the questions that only deep reading and deep thinking can get you to. I think you’re doing a great service for writers and for students of writing, and that’s all of us, right?” 

As with all critique sessions, you should read the story first, and Fordon provides links to the texts under discussion. Her posts often go beyond the basics. For example, in a deconstruction of the story “Creve Coeur” by Jacob M. Appel, Fordon created a word cloud from the adjectives Appel used. It’s telling that the words “dark” and gray” stand out, as do the words “indifferent” and “happy.”

NOTE: Beyond deconstructing someone else’s story, creating a word cloud for your own work can be a useful editing and revision tool for exploring a story’s tone and the ideas or themes being explored.

“I’m basically offering these workshops on ‘Let’s Deconstruct a Story’ for my own gratification because I feel like I learn so much from studying the stories of other writers,” says Fordon at the beginning of her work with Appel’s short story. “Really delving into them. Seeing how they work, the mechanics, so I can get some more tools for my own toolbox.”

(Thank you to Erika Dreifus and her “Practicing Writer” blog for bringing Kelly Fordon’s work to my attention.)

Why We Chose It

The Kenyon Review’s blog includes the occasional feature “Why We Chose It” written by the literary magazine’s fiction and nonfiction editors. Posts in the series link to a current selection from the Kenyon Review so that you can read the text being discussed. For veterans of lit-mag rejections, the posts offer insight into what drew an editor to a particular story.

In a recent “Why We Chose It” post, the Kenyon Review’s Sergei Lobanov-Rostovsky focuses on the short story “Caduceus” by Perry Lopez, which appeared in the magazine’s July/August 2021 issue. Kenyon Review is published six times a year at Kenyon College in Gambier, Ohio.

Do your own writing first: Motivation and productivity

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Vintage postcard: Golden Temple of Jehol, Chicago World’s Fair, 1933.

“Pay yourself first.” This is common advice in employer 401K sign-up meetings and other financial planning-type sessions. They say: Save money for your future, your education, your first house, your retirement. Use automatic deductions so you never see the money as income. Watch your savings grow.

Similar advice is useful for writers. In other words, “Do your own writing first.” Instead of jumping onto social media or the daily news alerts or the work your employer has assigned you, do a bit of your own writing. Your benchmark here doesn’t need to be big.

You’ll be in good company. The American Masters documentary “Flannery,” which aired recently on PBS, noted Southern Gothic writer Flannery O’Connor’s slow, meticulous writing and editing that led to the publication of two novels, 32 short stories, and more. Comparisons were made to Gustave Flaubert of Madame Bovary fame who wrote a paragraph a day, as well as to Virgil, author of the Aeneid, who wrote a line a day or three lines, depending on your source.

When writing for yourself first, your daily time investment doesn’t need to be big. To start, maybe 20 minutes a day will do. Or even 200 words. Others might set their bar at hours of writing or thousands of words, but the key here is to make the process automatic. Regular daily attention to writing projects—even 20 minutes, a sentence, a paragraph, or more—may not seem like much, but it adds up.

When you don’t attend to your writing in a sustained manner, you may be shocked by how much time passes between writing sessions:

  • How did 10 days pass? I swore I did something on this last week. Well, I guess that would be 10 days.
  • How can it be a month, six months, a year, two years, four years, since I worked on this? I’ve been thinking about it forever.

That “thinking about it” can be the problem. In our minds our projects come together smoothly. They make sense. It’s only when you put in time with the actual words that the beautiful piece of writing you had in your mind betrays you. Writing is messy work that requires deep thought. Once you write about what you thought, there are deeper, murkier levels that need your attention. They need your attention in writing.

Maybe that’s another bit of advice we can use: “Get it in writing.” Get your ideas, your thoughts, your inspirations in writing. Work with them on a concrete level—word by word, line by line.

I encourage you to start your day with a bit of writing, even if it is only a few minutes before you log on to daily life. If your mornings are hectic, maybe you can find time at lunch or dinner or just before you go to sleep.

A daily writing practice will keep projects moving forward. They’ll grow. You won’t have to refresh your memory each time you start to work on them. That “thinking about it” will move forward to more advanced elements. For me, daily practice means I can keep several projects going at a time: before starting my day job, after lunch, after dinner, and more, if needed.

Daily practice can include editing, research, and marketing—whatever you need to move toward your goals. That’s why I work with a time goal instead of a words-per-day or pages-per-day goal.

I remember when wearing seatbelts regularly was a novel idea in my family. Then, my mother started having us put on seatbelts every time we got into the car. She said that after a month, it would seem natural. Few of us can imagine not buckling on a seatbelt these days, and that same habit-forming aspect is what we’re going for with daily writing.

If you write a sentence, if you write a paragraph, if you write 10 pages a day like Stephen King (see Stephen King’s On Writing), the feeling you’re going for is this: When you haven’t written for yourself first, something feels off about your day.

Stop thinking about those projects and start writing. Start with a reasonable goal. You can always build, but write for yourself first. Make the process automatic. Put it in writing. Watch your projects develop and grow.

Note: The 20th anniversary edition of Stephen King’s On Writing: A Memoir of the Craft was published in June 2020. Even if you’ve read his book before, including King’s 10-page/2,000-word daily writing goal referenced above, the book is worth re-reading.

Literary magazines offer free access via websites and Project Muse during pandemic

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Vintage postcard: United States-Mexico boundary line near Tijuana, Mexico.

At least two print-based literary magazines have opened up their recent issues for online reading during the pandemic:

  • Ecotone issues 25, 26, 27, and 28 (their most recent issue) are free to read online “throughout the pandemic.” To start reading, go to: https://ecotonemagazine.org/magazine/ 
  • The Missouri Review’s content is available online through the Project Muse database until the end of March. (See the tech note below, to help you navigate Project Muse.)

Print-based literary magazines don’t seem to share much of their content online, so these opportunities are worth checking out. 

Magazines offering full-text content through Project Muse

Here are seven lit-mags, including The Missouri Review for now, that continue to offer full-text content from their recent issues through Project Muse:


Publication
Available content
Most recent issue
The Missouri Review
(University of Missouri)
1978 to presentWinter 2020 (Vol. 21, No. 4)
Fourth Genre: Explorations in Nonfiction
(Michigan State University)
1999 to presentFall 2020 (Vol. 22, No. 2)
Prairie Schooner
(University of Nebraska Press)
2003 to presentSummer 2020 (Vol. 94, No. 2)
Minnesota Review
(Duke University Press)
2010 to present
(plus many older issues)		2020 (Issue 95)
River Teeth: A Journal of Nonfiction Narrative
(Ball State University)
2003 to presentFall 2020 (Vol. 22, No. 1)
Sewanee Review
(Johns Hopkins University Press)
2007 to presentWinter 2021 (Vol. 129, No. 1)
Manoa: A Pacific Journal of International Writing
(University of Hawai’i Press)		1999 to present2020 (Vol. 32, No. 2)

Note that database content can change quickly. In other words, due to budgets, contract negotiations, and legal and financial wrangling, publications can pop into and out of Project Muse and other databases. What you were looking at yesterday, might not be there today.

For my students, I recommend they download any database document (including bibliographic information) if they even think it might be useful in their work. Note that these downloads are for personal use only.   

About Project Muse

Project Muse is an online database available through many college and university libraries. The database offers access to articles, poems, fiction, nonfiction, and other content published by a variety of journals, including select literary magazines.

In terms of market research, database access to full-text content is valuable because once you’ve read what a magazine is publishing, you can sense whether your writing might find a home there. Also, it never hurts to mention a memorable piece you read from the editor’s magazine when writing a cover letter.

TECH NOTE: How to search the Project Muse database

Databases offer multiple points of access, but the following is the quickest way I’ve found to search for and read content from the magazines listed above using Project Muse.

1.

Select “Project Muse” from the list of databases available on your college or university library’s website.

2.

Instead of using the search box at the top of the screen, scroll down to find the “Journal” filter on the left side of your screen. Enter “Missouri Review” in the Journal filter.

NOTE: Skip the “Content Type” filter, which starts a much broader search related to journals.

3.

After typing “Missouri Review” in the Journal filter in Step 2, an overwhelming 4,373 results were returned.

To narrow your results, click on the name of the publication (the link) within your Results list.

4.

After clicking on “The Missouri Review” in Step 3, you should get an “About this Journal” screen that provides some background about The Missouri Review.

Scroll down on the “About this Journal” page and you’ll see a list of the available volumes and issues of the magazine. If you’re doing market research, you’ll want to look at the most recent issue, which is currently “Volume 43, Number 4, Winter 2020.” Click on the link to the issue you would like to search.

5.

After clicking on the link for the most current issue “Volume 43, Number 4, Winter 2020” in Step 4, you should get an “In this Issue” and “Table of Contents” screen that offers links to the articles within the Winter 2020 issue.

From this Table of Contents screen, you can click on View (to read content online), Download, (to get the pdf file), or Save.

NOTE: Content isn’t often labeled as fiction, nonfiction, or poetry, but the page numbers offer useful clues. A one- or two-page article is more likely to be poetry, and a 10- or 20-page article is likely to be fiction or nonfiction.

Good news and a poetry writing prompt: Pantoum

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My poem “The Choice” has been published in the spring 2020 issue of Phi Kappa Phi Forum, an honor society magazine. Here are the poem’s first two stanzas:

                 “The Choice”
I would not wish you to pass.
I would press my hand into your palm
and hope my distress stirs you to choose.
Override the machines. Grab on or let go.

 

I would press my hand into your palm
and pray for a reflex, anything.
Override the ventilator. Grab on or let go.
Breathe or stop on your own.

 

The year after my father collapsed with respiratory failure I spent a lot of time, usually alone, in waiting rooms—surgery, ICU, radiology, and more. So many waiting rooms in three hospitals and five care facilities in two states.

PKP Forum 2020 springb

The high stakes, the uncertainties, the complications made fiction reading (my usual pastime) difficult. I turned to reading and writing poetry. One of the books I read was Edward Hirsch’s Poet’s Choice, which introduced me to Indian poet Reetika Vazirani and her work.

Vazirani’s three-line poem “Lullaby” stuck with me. And I found myself using Vazirani’s poem as a model. I wrote of my father’s situation over and over, never finding the right words until I learned a poetry form called the pantoum.

The repetition and circling back of the pantoum’s form helped me synthesize the prayer poems I had drafted during my father’s eleven ventilator-dependent months. These months included three times when doctors recommended extubation—twice while my father was unconscious and once while he was awake and clearly not ready to die.

“The Choice,” in the form of a pantoum, helped me to work through this ultimate decision.

Writing exercise

I’ve been curious as to whether the writing process I used might work again with different subject matter (for example, the social isolation of sheltering in place).

  1. Write about your own subject/topic using Reetika Vazirani’s poem as a model for phrasing, line breaks, and so on. Keep writing and writing until you have multiple versions and approaches and angles and voices. Here’s Vazirani’s poem:
                      “Lullaby”
     I would not sing you to sleep.
     I would press my lips to your ear
     and hope the terror in my heart stirs you. 
                     —by Reetika Vazirani (1962–2003)
  1. From among your drafts, highlight the line or lines that “say it best.” Consider which one might work as the first line of your pantoum. Note: This will also become the last line of your pantoum.
  1. Continue working with material from your drafts within the pantoum structure. One interesting aspect of using this structure is that as you write a stanza, you are also writing two of the lines for your next stanza.
        Here’s the pantoum structure of four-line stanzas, notice the repeats:
A
B
C
D
B (a repeat)
E
D (a repeat)
F
E (a repeat)
G
F (a repeat)
H
G (a repeat)
I
H (a repeat)
A (line 1 repeats)

Pantoums aren’t limited to four stanzas, as my outline shows. They can be any length.

Note: When I worked through this process, I titled my “Lullaby”-based drafts. Some of the drafts were “Prayer,” “Meditation,” “Hope,” “Will,” and “No Words.” Ultimately, these titles helped me organize the different approaches and points of view. I encourage you to title your “Lullaby”-based drafts.

  1. Then, edit, review/peer review, revise, and repeat.

When you need more information or inspiration, it helps to search for and read pantoums on the Academy of American Poets website poets.org or on the Poetry Foundation website poetryfoundation.org. You’ll notice how some poets make slight adjustments in the repeats, while others are to-the-letter faithful in their repetitions.

If you try this writing exercise, I’d be interested to hear about what does or doesn’t work, including your resulting work. If you feel comfortable, please post a comment.