Well, I can't believe it's been over a month since I last posted an entry on here. That said, it has been one hell of a month.
As per my last post, I did actually start the flash365 project. Not only that but I've been keeping it up. Yesterday I posted my 32nd story, and I'm on course for today's. So that, of course, has been taking up some time.
On top of that, May was Word Gumbo month, in which we read through all the submissions for the first issue of Gumbo Press's online magazine. Once the pieces were sorted, biographies had to be gathered, and the more fearsome task of soliciting editorials from the editors. After that the mere act of type-setting was a walk in the park.
What else? Well, I've done about half a dozen different readings in both the north and the south of the country, promoting 31, which is still selling well and gathering lots of feedback.
Oh, and I've been teaching my classes and doing my marking too.
Busy, enough, you'd think. But I've also been doing other writing - completing one and a half longer short stories (it was meant to be 15 rather than 1.5, but ah well, even I can't do everything!), coming up with a couple of ideas for novels to attempt writing in the summer, planning my conference paper for Great Writing in two weeks, getting a few more stories into print and preparing to move the length of the country.
So, is that a good enough excuse for not blogging? No? Well, I'm sorry and I'll make sure it doesn't happen again!
Now, I'm afraid I have to head off. I have things to do, probably.
Showing posts with label Great Writing. Show all posts
Showing posts with label Great Writing. Show all posts
Thursday, 2 June 2011
Monday, 21 June 2010
The Call of the Conference
I spent last weekend in Bangor at this year's Great Writing Conference. It is the 6th year I have attended and it keeps calling me back. For an associate lecturer in particular there is something wonderful about spending such a block of time with Creative Writing colleagues, discussing all the things that interest you.
There was a great variety at this year's conference, from creative work by poets such as J. Matthew Boyleston and story-writers Sam Francis and Philippa Holloway; pedagogical work by Kate North and, well, me; discussions of work in progress from the likes of Andy Thatcher, Brooke Davis and Heather Richardson; and theoretical explanations from Nigel McLoughlin, Simon Holloway and Anthony Caleshu. Everything I saw was interesting and stimulating and has sent me back to my desk with my mind whirling with ideas and plans.
It's a tiring weekend, partly because of the many papers which you cram into your head, swelling your cortex with new information, but also because of late nights and beer-soaked conversations. But it is a wonderful experience that feeds me as a writer, a teacher, a thinker and, at quite a basic level, as a person.
And this year I have come away with two projects which wouldn't have happened without the conference. The first is a short story which has been requested for a journal - about which I shall blog more at a later date - and the second is an idea for an article which was inspired by the conference as a whole. There was a feeling to the conference that the tribe of Creative Writing academics have started to grow tired of forelock-tugging with regard to the English Dept.s that spawned them, and are finally standing up straight and proud. There is something there worthy of investigation, I just need to work out what it is. More on that when I've worked out what it all means. But in the meantime, Say it Loud: I'm a Creative Writer and I'm proud!
There was a great variety at this year's conference, from creative work by poets such as J. Matthew Boyleston and story-writers Sam Francis and Philippa Holloway; pedagogical work by Kate North and, well, me; discussions of work in progress from the likes of Andy Thatcher, Brooke Davis and Heather Richardson; and theoretical explanations from Nigel McLoughlin, Simon Holloway and Anthony Caleshu. Everything I saw was interesting and stimulating and has sent me back to my desk with my mind whirling with ideas and plans.
It's a tiring weekend, partly because of the many papers which you cram into your head, swelling your cortex with new information, but also because of late nights and beer-soaked conversations. But it is a wonderful experience that feeds me as a writer, a teacher, a thinker and, at quite a basic level, as a person.
And this year I have come away with two projects which wouldn't have happened without the conference. The first is a short story which has been requested for a journal - about which I shall blog more at a later date - and the second is an idea for an article which was inspired by the conference as a whole. There was a feeling to the conference that the tribe of Creative Writing academics have started to grow tired of forelock-tugging with regard to the English Dept.s that spawned them, and are finally standing up straight and proud. There is something there worthy of investigation, I just need to work out what it is. More on that when I've worked out what it all means. But in the meantime, Say it Loud: I'm a Creative Writer and I'm proud!
Tuesday, 8 June 2010
Art meet life. Life, this is art.
Today I have started work on my conference paper for this year's Great Writing conference at Bangor. I plan to look at the way in which fiction writing and life-writing cross over and interact.
The paper was inspired by my first experience of teaching Life Writing, which was this year at Edge Hill University. I had previously taught elements of it in Adult Ed writing courses, and done some 'Reminiscence' writing with older people for Stockport Education Authority, but had never taught it at HE level before. It was a steep learning curve, but one I enjoyed immensely.
I discovered that there were a host of problems with teaching life-writing, as it is not something that students normally do once they are past the age of 11 and no longer writing 'What I did on my holidays'-style essays. One is getting them away from exactly that juvenile style of "We went here, then we did this, then we did that, etc." auto-biographic writing. Another is to get them to write about a more interesting topic than just a holiday or a party but to deal with something more emotional, more personal, and more involved. Lastly there is the whole problem of how much they are allowed to bend the truth to fit the art.
Over the course of the year I devised a range of exercises which allowed the students to stretch themselves in all these areas, and many of them rose to the challenge and will feature in my paper. Some of the exercises were invented during my drive to the University to teach the class, and then were later quoted back to me by the students as being incredibly useful.
In my other job, I was also still teaching fiction writing. However, my experience teaching life-writing made me realise that I could use the same exercises to fix a whole different range of problems in fiction writing: lack of realism, lack of emotional involvement, poor dialogue. So I did.
All of which has made for a fascinating year in my teaching career, but also a great topic for a paper. Now, all I have to do is finish writing it.
And all you have to do is decide whether any of the above tale actually happened, or did I make it all up?
The paper was inspired by my first experience of teaching Life Writing, which was this year at Edge Hill University. I had previously taught elements of it in Adult Ed writing courses, and done some 'Reminiscence' writing with older people for Stockport Education Authority, but had never taught it at HE level before. It was a steep learning curve, but one I enjoyed immensely.
I discovered that there were a host of problems with teaching life-writing, as it is not something that students normally do once they are past the age of 11 and no longer writing 'What I did on my holidays'-style essays. One is getting them away from exactly that juvenile style of "We went here, then we did this, then we did that, etc." auto-biographic writing. Another is to get them to write about a more interesting topic than just a holiday or a party but to deal with something more emotional, more personal, and more involved. Lastly there is the whole problem of how much they are allowed to bend the truth to fit the art.
Over the course of the year I devised a range of exercises which allowed the students to stretch themselves in all these areas, and many of them rose to the challenge and will feature in my paper. Some of the exercises were invented during my drive to the University to teach the class, and then were later quoted back to me by the students as being incredibly useful.
In my other job, I was also still teaching fiction writing. However, my experience teaching life-writing made me realise that I could use the same exercises to fix a whole different range of problems in fiction writing: lack of realism, lack of emotional involvement, poor dialogue. So I did.
All of which has made for a fascinating year in my teaching career, but also a great topic for a paper. Now, all I have to do is finish writing it.
And all you have to do is decide whether any of the above tale actually happened, or did I make it all up?
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