On Creative Nonfiction

Much of my writing output is poetry and short fiction. I’m most comfortable and familiar with these two genres, read them the most, enjoy them the most. I teach both of these genres in my role as a college educator; however, I also teach creative nonfiction within the context of a prose creative-writing class. Lately, I have been discovering (rediscovering?) some of the pressing issues in writing creative nonfiction. And I’m thinking about some of these issues because I know an individual who is working on a memoir and asked me, “I’m trying to be as honest as I can, without hurting people I love. Any advice on that?” Whew. That’s a tough question.

Two weeks ago, I received an acceptance of a piece of creative nonfiction, a piece that I presented at the 2014 Texas Association of Creative Writing Teachers’ Conference. I was excited of course. I felt good reading the piece at the aforementioned conference, and I am glad the piece has found a “home” in a magazine I admire. Although I have my share of poetry and short fiction publication, this piece will be my first published creative nonfiction, which is also exciting.

In his excellent creative nonfiction text, The Truth of the Matter, Dinty W. Moore addresses the idea of the writer’s motivation in writing creative nonfiction: why are you telling this story? When teaching this genre to writing students, I pose this question, as well as these two: are you trying to get revenge on someone? Are you trying to make yourself look better than you were/are? For me, these are three fundamental questions in creative nonfiction because the “characters” are real people. I want to be fair, as truthful as possible, and yet in that truth-telling, I must also practice tact. What to include, what to omit, how to say what I want say–these are all considerations, too.

After I received the question quoted above, I began scouring the internet for available articles that I thought might be helpful to pass along. At the same time, I had this feeling in my gut that I needed to reexamine my forthcoming publication. In the piece, I am recounting a series of incidents from my time in a Christian rock band and a weekend tour that was a disaster (from my perspective). In portraying the concert promoter and the visiting evangelist, I realized that I was being uncharitable at the expense of delivering a few more jokes, jokes that were essentially cheap shots. When I read the piece aloud at the conference, it generated a good response. Laughter in the places where I had hoped to achieve laughter. But the promoter is still involved in lay ministry. The evangelist/church planter has a growing ministry. And despite some of my theological disagreements, they were (and still are, as far as I can discern) genuine people, “real” people–not simply “characters” in a story that’s “made up.” I had to think about my motivation for telling this story, arriving at the conclusion that the main target of the piece is really me (as a 21-year-old) and some of my assumptions and my self-inflated ego.

In discussing these matters, I do not intend to paint myself in a more positive light as though I’m some “holy roller” who has it all figured out. I’m only trying to engage the core questions with which I challenge my creative writing students. I am trying to answer these questions, confronted by my own lack of charity. So there is rewriting to do, and I’m grateful that I can do so (since the piece won’t be published until the fall sometime.) As the late Richard Marius wrote in “Writing and Its Rewards” (a wonderful brief essay), “Writing is a parable of life itself.”

Summer Reading (and Writing)

Picking up on the summer motif of my previous post, I’d say that one of my favorite aspects of summer is the time I have to read more extensively. During the academic year, a majority of my reading time is dedicated to reading for my classes. While I manage to portion time for personal reading, I rarely attempt lengthier books because they can take me several weeks to finish, so as a result, I reserve the “bigger books” for the summer.

Among the six books I’m currently reading (all of which are in excess of 300 pages, with one close to 700, and another far lengthier) is the Norton Anthology of Contemporary Poetry. Since the beginning of May, I’ve read nearly 200 pages of this 1,200-page tome. in this second full month of spring, I’ve read such poets as Denise Levertov, Anthony Hecht, Donald Justice, James Merrill, Allen Ginsberg, Maxine Kumin, and Frank O’Hara, to name a few.

I’m aware that anthologies are “greatest hits” collections, but I enjoy anthologies for the primary purposes of appreciating more the writers whose work I do know and “discovering” writers whose work I do not know (or whose work I have avoided). Because of this reading, I’ll definitely be reading more full-length collections of some of the poets I’ve read.

Which brings me to one of the poets I’ve recently read (initially reluctantly): John Ashbery. First confession: when I was a younger poet (much younger), I bought a collection of his poetry and never read it. Ever. I don’t even own the book anymore. (I traded it off at an used-book store.) Second confession: I have avoided reading him. I’d heard that he was difficult. (I can imagine my writer friends groaning at my complaining. If I still had a personal Twitter account, I’m sure I would have lost several followers.) But I have been pleasantly surprised to find that I like his poetry!

In these few weeks, I have more fun reading poetry than in quite some time. I’ve sat on the floor of my home office, the book open on the floor, my body stretched out. I know that part of this enjoyment is because of summer’s comfortable pace, but I also attribute this delight to my main summer writing project: revising 5 poems a week from my in-progress manuscript, Your 21st-Century Prayer Life. (You can read the title poem here.) Absorbing the words, images, lines, and sounds of these great poets is providing me with additional momentum in my own writing, which in turn makes me want to read more poetry.

The reading-and-writing cycle is a beautiful thing to experience, and as I savor my journey through the rest of this anthology (finishing it by the time the fall term begins) and rework my own poems, I expect there will be dozens more poets I’ll be adding to my to-read list.

On Teaching

I recently finished year three at my university, and I feel excitement as summer is now before me. For most of my life, with a few exceptions, I have marked time on an academic calendar. And having been in a university setting for the last 19 years, I have had the luxury of summer being earlier.

Growing up in Minnesota, I savored the changing of the seasons and the build-up to summer. It’s not that I’m that much into being outside in the summer: it’s more the freedom, the rhythm of the seasons. That said, it’s been a joy to live in a climate that possesses summer-like weather more of the year around.

I find that the summer is time for me not only to accomplish much writing and reading but also to reflect and slow down. It also serves as a time for me to recharge my teaching batteries since the academic year races by. I’m grateful for a vocation that allows for that space, a space that then serves to generate anticipation for the upcoming school year.

When I began college as freshman 20 years ago this fall, I didn’t set out to be a university English professor, much less a teacher of any kind. I wanted to be a professional touring musician, playing in a successful rock/metal band. (But that backstory is a post for another time, although you can read part of the story here.)

Why do I find such satisfaction in teaching? (Please accept my apologies for a list that does not maintain parallelism.)

  • the way in which what I teach feeds and nurtures my writing life (teaching creative writing, literature, and composition)
  • writing is a solitary pursuit and teaching is a way in which I can share my experience (successes and failures) and background with others
  • I’m not sure what else I could do that would fill me with such satisfaction
  • I’m forced to adapt continually (to new students, to different courses, to different schedules)
  • there’s variety
  • I’m never bored
  • my students push me (to be a better writer, a better teacher)
  • seeing students succeed and be transformed

Then there’s the academic life itself and what I love about that:

  • working with colleagues who love literature, language, and who enjoy talking about big (and small) ideas
  • attending and presenting at academic conferences
  • a work space to have away from home
  • editing a journal
  • directing a writing festival

There’s more that I might say about either of these lists, but I’ll leave them alone (for now). Right now, it’s back to my season of recharging.