education – Nastasya Parker

Stuff of Legends

This Week’s Bit of String: A new political slogan?

I work with some amazing students and love my job, but the start of the school year is hard. Somehow there are always vast new tasks to train ourselves in, you know, during our spare time. Plodding to work in the mornings, a mental run-through of the day’s requirements almost overwhelms me.

Then I remember something that makes me smile: “Lying dog-faced pony soldier.”

I know this is ridiculous. It’s not an ideal phrase for the President of the United States to be spouting, even if it’s a movie quote. President Biden including it in a rambling answer about climate change in Hanoi recently probably didn’t advance the cause. (I’m linking to the entire press conference transcript because most of it was on-topic and coherent. I mean, you should hear the other guy.)

But it gets stuck in my head! Is that a writer thing, that words not even sung can repeat relentlessly in our minds?

*Siblings are such an influence–here’s all of us recreating a childhood photo*

And it’s so random, it makes me laugh. Biden says his brother liked to say “lying dog-faced pony soldier” when quoting a John Wayne film, that it was an insult a Native American character hurled at a cowboy or something. Seems like this alleged movie line gets stuck in the President’s head, too.

It’s weirdly inspiring that a random detail can live on, lodged in the minds of people who never saw the original source. It’s a little different from how the written word lingers in our minds. There’s something special about the oral tradition. I don’t know if we can capture it in our writing, but it’s worth celebrating in its own right.

Family Lore

This is extra strong in families. Maybe it’s because of our deep fondness for each other, and our affinity to one another’s voices, plus shared source material. When someone we grew up with, for example a sibling, tells a story, we can picture especially vividly its setting and characters.

While creating resources on persuasive techniques this week, I learned that the word anecdote basically comes from the Greek roots “not for publication.” (See more on the word’s origins here.) These are little stories that are either too biting, or would lose too much of their aural charm were they printed.

A lot of our favourite family references and legends become so because of how they sound when spoken. We didn’t even have to be there when it happened, we just love hearing about it. Humour’s always a hit, as well as special oral characteristics.

Rhythm: When my sister worked at the town recreational summer camp, she later recounted one boy’s plans for the rest of the day. Imitating his weary exasperation, she recited: “All I want to do/ Is go home/ and eat my sandwich/ and go outside/ and look for salamanders. But I never FIND any salamanders!” Punctuated with sighs, it’s almost like a poem. Sometimes I find myself planning my day to a similar rhythm.

Intonation: On a trip to Naples once, my brother went to the opera. There was a poorly older woman sitting nearby who kept unwrapping cough sweets during the show. This provoked the wrath of a German man in the audience. My brother quoted the man as he complained to the frail woman during the interval. ‘When you go to open up your BONBON… it is AWFUL!”

Transferring the Magic

Just within the last month, I found myself telling someone the bonbon anecdote—in my dreams. It’s that integrated in my subconscious, and I was never even there. I wonder if it sticks with any of the friends I might have mentioned it to in real life.

Sometimes, a little story weaves itself so inextricably into our fibre, we think it is ours. A secretary at my old job back in the U.S. told me one of the company’s engineers once submitted a receipt from a vegetarian meal with his travel expense report. He’d had a delicious mushroom—but the receipt was truncated so instead of asking to be reimbursed for shiitake, he was passing on a charge for “one large shit.”

My husband got such a kick out of this story, he came to believe it was a secretary at his company, across the ocean, who told him the story about one of their engineers. There my husband was, animatedly sharing it at some gathering, and I couldn’t help capping it off, somewhat mystified: “But that’s my story.”

That was only shock talking, though. The tale did not originate with me, and obviously I never intended it to end there either. I think it’s clear that stories, particularly when they’re passed on orally, get absorbed and possessed by all listeners. Isn’t that quite magical?

Are there special anecdotes you’ve heard that become living legends?

Waiting for Applause

This Week’s Bit of String: Ghosts and earwax

Last Wednesday I went back to summer camp to do story-making activities with 5- to 11-year-olds. “Do we have to write?” some asked as they came in with oversized tie dye shirts and baseball caps.

“We’re just going to have fun.”

I always start them off silly, with Mad Libs, so we can create wacky stories. I brought outrageous hats borrowed from my sister: a plaid fedora full of nouns, a cowboy sheriff hat full of verbs, a blue-haired pointy witch hat with adjectives. Kids carry on with Mad Libs, or sketch their own versions of video or board games, or make comics around the stickers I have on offer—some just plaster anything and everything with stickers. In each group, a few want to work with me to write a story together.

So we end up with adventures about pig princes, and about a cowboy fighting a banana. With one group we based our protagonists on some very cool stickers from my other sister—a red panda in a turquoise tux and an alligator in polka dot shorts. The kids embellished these even further; the alligator has a ghost named Shawn riding on his back, and they find a haunted castle where a ghost king is having a trampoline party.

While I wrote this out on a big scroll of rolling paper, I overheard a little boy to my right say to his neighbour, “I don’t want your earwax. Just keep your earwax.”

Right! Into the story with that line. The red panda and the alligator with Shawn offer their earwax as a birthday present to the ghost king but are rejected, because he wants a Pikachu instead.

Keeping It Fun

The small fellow who refused the earwax drew a red-curtained stage on his piece of paper, and wrote in the stage space: Once upon a time. The end. I am waiting for applause.

Then he came round to show it to us, his grin riddled with missing baby teeth. Considering how his story lacked plot, the applause demand was a surprise twist.

Not that I’m about to judge. I didn’t have a lot of time to prepare my workshops this year, once the busy school term was finally over. I ended up just pulling together the same resources and activities we did last year, and hoping these would still inspire.

I kind of got away with it because the kids remember what they like and I remember what works. I offered more specific suggestions to help get them started. Most people are unprepared to be told, “Sit down and write whatever you want.” Heck, even we writers struggle with that.

Hence the stickers, the Mad Libs, and the hats full of prompts. And why not celebrate the shortcuts, the tricks that make things slightly easier? Yes, even the fun things that aren’t proper stories. Let’s applaud ourselves for actually stopping to have fun and explore what we want to once in a while.

A Personal Pirate

In my final session, a tiny girl with a blond ponytail asked me to tape papers together so she had lots of pages. She used Disney princess stickers and drew a sad pirate on a ship in her book called The Love. The pirate gets to the princesses’ castle, and asks Sleeping Beauty if he can be her pirate.

“How do you spell yes?” the little girl asked. She put it in a speech balloon above the princess.

Who wouldn’t want their own pirate to go and fetch treasure? I believe actual royalty have had them before. This princess wasn’t pining for a prince; it was a pirate she wanted! It would be like having a personal shopper, but way cheaper.

*Personally, if I had a pirate I’d send them to search here for stories.*

When we’re writing, I think we have to remember not to hold out for princes. A single, heroic solution to our plot holes or character conundrums is probably not going to come charging to the rescue on a metaphorical white horse.

We have more need of pirates, I think. Writing requires a bit of plunder, at least sometimes to get us started or re-started. The nice thing about working with kids is that it reminds me of the basics. Keep things fun and don’t be ashamed of keeping them simple. There’s nothing wrong with raiding the classic tropes for inspiration, or even with being a bit shameless in our quest for positive feedback.

What have you learned in your writing journey this summer? Have you found pirate treasure, or that ever-elusive applause?

Celebrating Books

This Week’s Bit of String: An air of incredulity

“Miss, how are there people who like to read?”

I’d been scribing answers to questions about Lord of the Flies while the severely dyslexic GCSE student dictated. He was then curious about why there are “neeks” (the word “geek” has evolved) like me who actually enjoy books.

“Well,” I told him, “I got to like reading because I was taught so many different books at school, I knew there were loads of great options.”

The openness of the question surprised me and I should perhaps have been more emotive, told him how reading takes me out of my own life and into different worlds. Or that it’s easily as entertaining as TV. I wish I’d had more time to tell him that with books, there really is something for everyone. As long as they can access it–which unfortunately, he physically cannot.

I wonder if this young man gets the sense of luxuriousness from playing videogames which we find with books. Books free us from having to compete. They offer immersive surrender, and that’s what I crave sometimes. It’s liberation from being in life’s driver’s seat.

*Hay Castle: “Love detonates this distance between us to ash holds your flooded heart in the fire of night”*

Again, this only works if you can access it. We all go through stages when there simply isn’t time to read much. Sometimes I find myself reading with a grim desperation to tick books off my reading list.

I remind myself that this is love. As with any relationship, we sometimes get caught up in our duties of care; keeping everyone fed and happy. But the love is there. When it comes to reading, I ensure I take the time to write down my favourite quotes, to reflect in my daily scribbles, before starting something else. It’s not a chore.

Burrowing and Borrowing

I spent last weekend at Hay-on-Wye Literature Festival. If you ever need to rekindle your love for reading, it’s a great place to do so. Sunny but chilled, colourful yet somewhat calming. I guess that’s because even though I’m among crowds, they feel like my people.

Not that Hay’s festival-goers are in any way homogenous. As with writers, there are all sorts of readers. Young and old, Welsh or English or from further abroad, people in motorised wheelchairs or with support dogs. At an evening talk I also noticed another woman on her own, like me, pencilling tiny notes.

In both the first talks I went to, though they were on very different topics, the writers talked about being magpie-like in storing and selecting detail. Marina Hyde, the Guardian columnist on current events, peppers her pieces with pop culture references. Peter Frankopan, a passionate historian who’s recently written about natural disasters throughout history, drew on so many different sources he ended up with 4000 footnotes in his latest book.

Later I enjoyed wonderful readings from the poet laureate Simon Armitage. He opened with “Thank You for Waiting” (have a listen here!) and he talked about how hard it was during lockdown to be inspired without everyday interactions and excursions. He calls those the “cement” which sticks our writing together. Trying to create in his upstairs office, he found himself writing poems about Velux windows.

The reason there are enough books in the world to interest any reader is because writers are so diverse. And maybe when we love our art enough, we can find ways to write about anything.

Safety in the Pages

Beyond offering inclusion, books throughout history have bestowed security. We listened to Irene Vallejo talk about her volume Papyrus, which uncovers the history of the written word. She shared stories of the library of Alexandria, and told us how things changed with the development of the Latin codex.

*Bookish street art in Hay. Is it secret? Is it safe?*

The codex, with similar etymological roots to the word book, means block of wood, or tree trunk. Instead of being a long, flattened scroll you’d have to roll back up for storage, the codex used sheets bound together like modern books.

This change wasn’t just culturally significant. It also made reading a safer hobby. In times of religious persecution, for example, Christians could read in codex form. Should someone come along, they could close the codex and stow it away as a humble block, thus keeping secret the substance of their reading.

I loved learning this bit of history. Even now, in our privileged times, there’s something reassuring about wandering around an event where lots of people have books under their arms or noses. Just a bunch of bookworms sharing a common love if not common tastes, and although there are plenty of magpies about, they’re the curious rather than vicious kind.

What makes you fall in love with reading?

Persuading

This Week’s Bit of String: A particularly arduous apple pie

Who doesn’t like apple pie? My Year 10 student who was supposed to bake one for Hospitality and Catering, that’s who–or so he claimed. Much of the time, practical work is a fight with him, sometimes even more so than written work. Last week, we made pastry without too much bother, but he refused to make the filling and construct the pie the next day.

I tried impressing him by peeling one of the Bramleys in a mindblowingly long snake–must have been nearly two feet of apple peel. I pointed out that everyone else is doing the work, and he must do it too. I threatened him with workbook pages, and with his keyworker in all her high-heeled, jewelry-spangled, Welsh-accented glory.

He in turn employed the persuasive techniques of emotive language, hyperbole, and sheer high-decibel whining. “I never get to do what I want! You can make me do this but I won’t enjoy it! You’re forcing me to do this, and now I guess I just won’t eat anything tonight.”

“What are you talking about? You’ll still get your dinner.”

*Obie the kitten attempts to be persuasive about rummaging through bags of groceries*

“Apple pie is so disgusting, I’ll lose my appetite forever!”

He realised I wouldn’t give in, so he helped chop the apples and then poured the sugar on and stirred. Then… “Miss, do you think I could taste one of those?”

Of course. He popped a bit of sugared, spiced apple in his mouth. The tension retreated from between his brows, and the corners of his mouth rose slightly. “Mmm!”

Every time, every bloody time. We fight, he finally does the thing, and then finds he likes the thing.

Effort, Innit?

I have to do a lot of convincing while at work. It often feels futile, fighting apathy with logic. “Yes, I know you’re tired. But we’re all tired and we’re all still here and the trick is not to expect that you won’t be tired, but to know how to keep going anyway.”

“It’s effort though.”

Secondary school students are taught persuasive techniques and even examined on them at the end of GCSEs. Some of them can rattle off HADAFOREST quite well (if you know, you know) but the linguistic devices don’t necessarily serve them as methods for getting out of work.

I worry that one day my strength for the constant battling will dry up. One can hardly have an inexhaustible store of enthusiasm in the face of supreme reluctance–not that all my students are reluctant, nor that any one student is reluctant about everything. There are so many factors.

But it can be draining, and then to come home and try to do writing work… Sometimes my mind starts sounding like one of the kids: “A synopsis, seriously? Ugh, that’s effort. I can’t be bothered.”

I do bother, of course. I love my book and I’ve worked so hard on it, I’m ready to start querying agents and I don’t want to back down now. I have synopses (longer version and shorter version depending on submission guidelines) which I don’t hate, in fact I even kinda like them (let’s not get carried away lest I overthink and question the whole thing). The Gospel of Eve is brilliant and funny and heartbreaking, and the pitch for my cover letters is fricking awesome.

Winning Hearts and Minds

Retelling the creation story from Eve’s point of view. I tell people what I’ve written and they say the pitch writes itself. There are plenty who want to hear fresh angles and to consider unheard motives. Retold myths is practically a whole genre now, with Jessie Burton’s Medusa on the Carnegie Award shortlist, and Madeline Miller’s Circe a massive hit from a few years ago. Natalie Haynes is an expert in this field, while Margaret Atwood and AS Byatt tried it out too.

*Even without fruit, trees are so inviting…*

Comparative titles for my cover letter: boom! Done.

It’s been handy to have widely-known source material to cite, but I can’t assume everyone knows about the Tree of Knowledge of Good and Evil, or about Cain and Abel. All those things will be revealed in the flow of the plot, but my main focus is relationships, and reimagining the first ones.

What would it be like the first time a baby was born, the first time people argued, the first glimpse at disability, the first non-heterosexual union?

That’s a lot of weight pressing down on one human. I’ve gone for a spirited, perhaps anachronistic tone though, with pithy observations and selection of detail that shows the light side of life as well. Eve has to persuade people all her long life, and humour is a great device. This is the story of her persuading her family to keep loving each other no matter what, and given that one of her first persuasive acts was inviting Adam to join her eating forbidden fruit, people aren’t always inclined to listen!

First woman, wife, mother, and sinner–supposedly. However, given that even a stroppy adolescent can’t resist tasting a bit of apple he claimed to despise… Mightn’t any one of us humans have stepped out of line if we were given the first opportunity to do so?

What persuasive devices do you use, on yourself or on others?

Looking the Part

This Week’s Bit of String: Ewoks and hippies

For the first Literature class I took at university, my professor resembled an ewok. He was gentle and diminutive, with a pointed snowy beard in place of a neck, and he would pace the room in a curved trajectory as he delivered lectures on Early English Literature or Science Fiction. Soft-spoken but passionate about his subject, he would pause when he’d gone over something significant, and tilt his head, his black eyes twinkling, and say “Hmm?” as he gave the sleepy morning classroom a moment to consider.

Another Literature professor paired silk scarves with sweatsuits, and when she felt she’d offered a particularly profound insight, she’d raise her hands palms up and intone: “Mmmmm!” as if she were a medium for divine inspiration. And I took a British Victorian Poetry class from a woman in her twenties who insisted, with poor reception, that we write “womin” instead of “woman” and “womyn” instead of “women.” She was brittly nervous and read us Sonnets from the Portuguese with her arms clasped across her chest.

At university I relished the quirks of our instructors. There wasn’t a uniform vibe about them; they were quite individually eccentric. I’d had an idea that all writerly folk would be like the storyteller who used to visit my elementary school. She was a hippie type, with loose printed clothes and glasses and long fingers. She liked to sit us in a circle, lights dimmed, and always began by telling us how when people listen to a story, their heartbeats synchronise into a united rhythm.

It’s reassuring to think we can be spectacularly unique yet somehow fit in with a class of creative people. I say reassuring because I sometimes get dispirited by the headshots and bios in hit novels. Young faces with perfect hair. Masters degrees from top-tier universities. A lot of us are slogging through the working world and life overtakes us.

Props and Costumes

How then do we identify ourselves and others as writers, when there’s room for so many types? I doubt my students look at me and think I’m a writer at heart, apart from when I subject them to some dorky etymological or literary tidbit. I don’t have a caffeine or fancy pen addiction, so action figure Mrs. Parker does not come with cute travel mug and posh stationery.

The writing life is partly about accessories. We hoard notebooks and probably have strong opinions about pens versus pencils (the latter for me!) Mugs and hot drinks, window views and scented candles or essential oils, Twitter handles, background music and feline companions join the Generic Writing Starter Pack.

We may have to dress warm, lest the cold in our Bohemian writing garret doesn’t sicken us. Or dress fashionably for writing in a cafe. If I’m writing out of the house, I’ll be hiking there so my outfit will include muddy trainers, a hoodie, and earbuds. If I’m in the house, it’s probably really early morning and I’m in my pyjamas and again, a hoodie. It’s not glamourous, but there is a thrill in having something so important to say, it can’t wait till the world wakes up.

Looking honestly at it though, I work best when I’m properly sat up at the dining room table and dressed to feel awake. I’m best if I’ve eliminated the possibility of going back to bed for a catnap at 9, when I’ve been up at 5. A hot drink is good, and a candle with a stiff refreshing scent–I love something woodsy.

More Than a Feeling

These things sound trivial when stories need telling; these trappings of clothing and seating and utensils. But it’s worth a lot to feel like a writer. Our solitude can be pervasive, and successes sporadic. We are storytellers and we need to first convince ourselves that our voices are significant. Weaving some sort of authorish aura around ourselves is our first essential persuasive task.

*One of my favourite candleholders: the Snowball, from Sweden.*

I imagine being the classy sort of writer who drinks earl grey tea and can write for hours in a cafe wearing stylish blouses and boots without the need to curl up somewhere quiet with a brownie. Wouldn’t I be cool? Then again, being a hoodie-type writer suits me because it connects me to so much outside my writing: my busy Teaching Assistant work, my family, my love of walking and exploring. Those inspire my writing and I’m proud to be tethered to that reality.

Of course, we don’t want to be overly dependent on our image, even if we think we’re cultivating it for our own sakes. A great story can be told as well on a beat-up laptop as in a leather-bound notebook. Our writerly props may motivate and inspire us, but without them we can still bring stories into being.

Feeling present in ourselves and in our writing is perhaps the best accessory we can acquire as writers, whether we wear blouses or sweatsuits or snowy beards. I say being present instead of being confident because who among us will always be confident? We can use insecurity and anxiety in our creative process to convey those aspects of the world, we just need to face them honestly.

Do you have writerly accessories that feel essential? What’s their story?

Make Writing Fun Again

This Week’s Bit of String: A library getaway

A couple of weeks ago, a Sixth Form student I’d been working with not only passed her English GCSE re-sit—she aced it. It was a marvellous hullabaloo; the whole school was thrilled.

Now that I’m not accompanying her to re-take lessons with obstreperous peers, or helping her hunt down alliterations and pathetic fallacy, we can spend her supported study periods preparing for independent life, and pursuing her own creative interests.

One of these is writing. She is determinedly working on a novel about a teen with superpowers.

Last week she said, “I know what will happen next. They’ll escape to a library that’s full of magic spell books.” She leaned in with a little smile. “I’ve always wanted to write a story set in a library.”

I had a little, goshdarn-it-why-didn’t-I-think-of-that moment. Should we be thinking in these terms more frequently, focusing on what we’d really love to write about?

Love What You Write

Maybe you already do that. Hopefully you do. I fumble around in the chaos of daily life for my little bits of string and try to judge which ones might be the most publishable, the most profitable. Maybe that’s not the best measure of what I should be working on.

Often I seize on a concept, a what if… what if I became intangible and my hands had no impact when I tried to clean or shape or touch, what if eye contact between humans was literally hazardous? I write notes on these and compile images, but find myself disengaged when I start my process with mere ideas.

I’ve noted this before, but need reminding. We have to write what we like. Otherwise, the slog will be evident. And of course, this is supposed to be fun. It’s necessary to our beings to create, but it’s also supposed to feel good, at least after a fashion.

I’m a bit jealous of poets; I feel as if they’re allowed to take a particularly striking tree, or a memorable event or cherished location and craft with it, run with its imagery and emotion, unfettered by plot. It’s not that I think poetry is simple. You have to imbue it with rhythm and beauty yet make it look effortless… Admit it though, finding a beginning, middle, and end for prose can be a wrench. I’m not convinced every idea is MEANT to be plotted.

A Bucket List for Writing

Or if we could be ancient Greek astronomers, designing constellations, grasping at our favourite stars and assigning shapes to them. I know, trying to make a story out of some random thing that interests us can be as far-fetched as dragging out a concept that doesn’t grip our soul. But it can’t hurt to play around with such things a bit, and see what ends up working.

I’m coming up with a bucket list I want to write about. People (literal-minded characters feeling at odds with their own time period), settings (the sea, a couch cushion den, fairy castle tree stumps with moss-lined turrets and mushroom spiral staircases), props (lilacs, root beer, doll collections…)

I’m not going to force a single story to revolve around these like a jukebox musical. But they could make good starting points, or exciting background details to add when I’m feeling stuck.

In a sense, we can incorporate poems, odes to what we love, into the scenery of our stories. What sort of character might love the things we love? Or, what could some of these images mean to someone who’s experienced them completely differently–to someone suffering acute grief, or addiction, or whose perception would be different due to sensory impairment?

I’ve just started another rewrite of my Eve novel. I love those characters and that world, but it’s brutal going through again, making my sentences fear for their lives. I’m also finishing a draft of a short story, and always doing my daily scribbles and fiddling with other ideas.

Watching my student discover the creation process, though, makes me pine for that fresh taste. So I’ve been taking notes on a cast of characters for a new, long project. Pages of family history, sense memories, likes and dislikes, beliefs. It’s such fun, like when you start a relationship that’s all your own and you don’t have to worry what anyone else thinks because they’re all yours; you haven’t introduced them to anybody yet. What a luxury!

Do you relish the creation stage? What would be on your writing bucket list?

Learning Something New

This Week’s Bit of String: What poems, jellyfish, and King Tut have in common

I am starting 2023 building a new habit. I feel like that sounds more promising than a resolution, what do you think? Anyway, this habit is to learn something new every day.

I think we all learn stuff most days. Part of the reason I relish daily scribbles is because it teases out new information I glean without necessarily noticing. It’s also why I stop after each book I’ve read and write down my favourite quotes, instead of charging on to the next one. Just a little bit of reflection time. Because my mind’s always leaping to the next thing I absolutely MUST get done; the next book to tick off the To-Be-Read list; the next job to cross off from my planner. I’m very susceptible to the look-at-all-the-things-I’ve-done narrative on social media and I have to force myself to stop and reflect. I had to make it a part of my routine, a habit.

My dad used to ask us at the dinner table, “What did you learn at school today?”

We hated it. On principle, we often insisted we’d not learned a thing. And that may have been true some days. We expected that anything learned would be unmistakably gifted to us, not always understanding that we might need to flip through the resources and find what needed to be learned.

So with this learning habit I’m working to develop, the rule is that the Something I learn for the day can’t be part of my normal reading. It has to be something extra, something I take time to look up and find out about. It IS allowed to be a poem or short story outside of my pre-planned reading list, for example delving into an online literary magazine, as long as it’s not just because I’m prepping my own submission for it.

The idea is to take in information or art for its own sake, free of agenda. To shake myself from the constant bridle of Getting Things Done, and just stretch my brain.

It’s also to repurpose scrolling time. As I mentioned earlier this year, I want to waste less time on social media. I haven’t been terrible about scrolling and spending time online, but I could do better. Instead of scanning Facebook and Twitter, brain on autopilot, just waiting for something salient to jump out at me, I will go and seek salience myself.

So far, my new habit has entailed:

Finding out about early British underground buildings like fogous and souterrains, because for her novel my student has created a Secret Hunting Society which lives in a village hidden underground.

Cooking dinners ahead for the week while listening to these fantastic Intelligence Squared videos featuring William Sieghart’s The Poetry Pharmacy

And this Intelligence Squared Dickens vs. Tolstoy debate, Simon Schama arguing on the latter’s behalf and sharing this Tolstoy quote: “The aim of the artist is not to solve a problem irrefutably, but to make people love life in all its manifestations.” (Makes it sound a bit simpler and more feasible, do you reckon?)

Research on jellyfish because I made a little ShrinkyDink jellyfish while crafting with my sisters over Christmas and I added it to my keychain

Reading some lovely poems from Plume Magazine— I particularly loved “The Classics” by Christina Lee and “Cathedral” by Kwame Dawes

Finding out about aphantasia, since another student believes she has it. People with aphantasia don’t see imagery in their minds, which makes it harder for her to connect with material she reads.

Researching Tutankhamun because the latest Royal Mail stamps for sending letters abroad have his possessions on them, and I was wondering… Do those really belong to this country?

Looking more deeply into a January 6, 1853 train accident that claimed the life of President Franklin Pierce’s only child just two months before Pierce’s inauguration, because it was alluded to in A Worse Place Than Hell, the book I’m reading. Pierce was the only president to ever hail from my home state, and it surprised me I’d never heard of this tragedy, when it must have heavily influenced his actions during a pivotal period.

Also, trying to find out about women runners in the 19th century because this nonfiction work mentions Louisa May Alcott going running in the early mornings before her long shifts at a Civil War hospital. I’m very curious about what women would have worn for morning runs in the 1860s, and I’ve found some interesting facts about the history of women runners but nothing that illuminates this passage, so if you know anything about it, do let me know.

The different types of attention that may be compromised by social media use, as outlined by Johann Hari on Jon Favreau’s Offline podcast. It rather motivated me to keep going with this little habit of mine!

Do have any suggestions of things I should learn about? What sorts of things have you sought to learn?

Engaging in Speculation

This Week’s Bit of String: Rainy day photos

It’s coming down hard outside. The school has a plastic, greenhousy roof and when it rains hard, it sounds through the whole building as if we’re barrelling down Niagara. On the bottom floor, in the Sixth Form Atrium, my student’s ears perk up. She wants to get some good, rainy pictures for Photography class, to convey the wrath of nature. So we leave behind the practice English paper I was scribing for her, and head for the doors.

“If I drown, give my regards to my sister.” She’s off into the downpour.

The wending row of young acers behind the school stand like candles in the dreary grey, their red leaves tapered to disappearing at the treetops. Paving stone puddles reflect the brightness, blurred by the pounding fury of more water.

As it calms down, I join my student taking pictures near the Music Block. The ground squelches beneath us and a budding saxophonist attempts “Mack the Knife” from the other side of the brick walls.

Later she asks me, “If photography didn’t exist, what would the world be like?”

She means it rhetorically, a comment of pride in her work. But, as is often the case, I find myself reflecting on this later. There are times when photos, or the flagrant absence of them, have swayed the species enough to alter history. A Vietnamese girl running from a napalmed village; police bodycam footage.

Beyond that, though, what would our society be like if we were not constantly confronted with extra images? If we didn’t have framed photos of the past, and we didn’t worry about how we looked when captured for posterity, I wonder if we’d be better at focusing on the present.

Considering the What-Ifs

This week I helped host the Women Writer’s Network Twitter chat on speculative fiction. We had some great conversations, which can be followed here. Margaret Atwood defines speculative fiction as “literature that deals with possibilities in a society which have not yet been enacted but are latent.” It can be science fiction, political thrillers, fantasy, multiverse… all sorts of things.

I like to think of it as entering parallel universes, branching off from a point, recent or historical, in the known timeline. I’m not fantastically imaginative, so most of my stories are written like this anyway, by rubbing at the edges of reality. I might consider people I’ve heard of and shade them into fiction, or in the novel I’m currently working on, I’m taking a well-known story and telling it from an alternative point of view.

Sometimes, what-ifs plague our personal lives and can make us anxious. It’s a relief to turn the tables on them and create our own hypotheticals from the past or present rather than cower under worries about the future.

Kids’ Questions

Our students, when they leave their this-is-boring, I-hate-school ruts, like to distract themselves by speculating about alternate realities. They’ll ponder how WWII would have gone down if Hitler were Jewish, or lament the lack of natural disasters like volcanoes and earthquakes in the UK (until I reminded them that those might be accompanied by loss of power and wi-fi).

*Some almshouses built for the “deserving poor” would have been funded by the slave trade.*

The other day when we learned the prime minister had resigned, my Sixth Form student said: “If the next prime minister is crap again, I’m going to march to Winston Churchill’s grave and find a way to bring him back to life so he can sort this out.” I’m pretty sure he’s not the inclusive, progressive leader we need right now, but I do like imagining past figures reappearing to witness the world today.

Imagine if James Madison came back to life just to stand in the front row while Lizzo played his flute. We’d see him swoon like a slaveholding snowflake, or maybe he’d applaud politely like a mature and intelligent human being and accept that he was wrong about certain things. Either way, I wouldn’t mind seeing it.

I wrote a piece a few years ago about Edward Colston randomly coming to life on a Saturday night in the centre of Bristol. Colston contributed toward Bristol’s prosperity in the 17th and early 18th centuries (even though he lived out of Bristol for most of his life). Much of his wealth came from trafficking human beings, so his legacy is corrupted. I liked picturing his confusion at the noise, colour, diversity, and excess of a Bristol weekend.

Where have the What Ifs taken you lately? Is there a point you’d like to stray from on our timeline?

What’re We Writing For?

This Week’s Bit of String: Rewriting Beowulf

At work, one of our Year 7s just come up from primary school has refused to enter any classroom. She’s not a fan of people. We place a chair outside each door for her, period by period. During her first English class, I tried chatting with her.

“Was there anything you liked doing for English at your old school?”

She shook her head, then paused. “I wrote my own version of Beowulf. It was really funny.”

Aha. “Shall we tell the teacher about that? I bet he’d be really interested.”

A more vigourous shaking of the head. “I hated writing it. It was so hard.” Her chin lifted, her face opened, shifting the helmeting fringe over her eyes. “But that story was the best story I have ever read!”

And that was the clearest thing I ever heard her say. For an instant, she was utterly transformed, thinking of the payoff to a task she probably initially hated as much as she hates everything else: she got to read a story she actually liked, for a change. You couldn’t find a more marvellous illustration of the advice to write what you want to read.

Which is why this particular blog post, the first I’ve gotten around to in over a month, is simply me conveying encounters with learners as they come to grips with writing requirements. My head is very much in school. New unelected leaders, be they monarchs or ministers, feel quite irrelevant while I try to help students get serious about study without making them even more insecure than they already are.

On the other end of school from our latest intake of 11-year-olds, I’m working with the 16-year-olds who must resit their English exams. They have to practise reading more extracts, writing about the effect language techniques have on the reader. “The writer uses alliteration to describe the school because it makes readers feel…”

To be honest, I’m fresh out of advice for them on how to pick apart the not-always-exemplary passages chosen by exam boards. Fellow writers, I know we select our language carefully. But am I right in thinking that sometimes we just put some alliteration in for rhythm and flow? Just because it sounds good? Because, as the Year 7 girl might say, it makes it more fun for us to read back?

Thankfully, there is a creative writing component on the exam. So, to give students a break from reading and nitpicking (ahem, I mean analysing of course), we can do some writing.

Me: “How would you like to practise writing a story this morning?”

Student L, a neurodivergent young lady with a love of gothic-style tales: “That is the best question you could possibly ask me.”

Me: “Great, you can work on developing a character and backstory to use for the exam. It’s just 7 weeks from today.”

Student L: “What are we waiting around for, then? Let’s get going!”

I don’t know about you, but an attitude like that is exactly the sort I need to read about right now.

*Just put it all out there. Meredith Sculpture Walk, New Hampshire, “Poured” by Michael Alfano*

She came up with a fabulous character, a dramatic and detailed backstory, and a killer opening line. It does make her a bit out of sorts, now she’s on a roll with that, when she has to work on other subjects. I think we can all relate.

One of her classmates knows the sort of character she wants to write about. She is riddled with concerns about her home life, and she wants to bring that to the page. Makes perfect sense; for many of us the opportunity for an outlet is what drew us to writing in the first place. The only thing this student can think about are her worries for loved ones, so that is what she will write about and that is what she can read about after.

She’s so insecure, though, it’s hard to write. After a good opening paragraph, she juddered to a stop.

“Just write what happens,” I told her. “We’ll worry about spelling and punctuation and dressing everything up later on. That’s how I do it…” and I suggested that our Student L did the same.

L didn’t look up from pecking away at her laptop. “I just want it to be readable.” She won’t need alliteration in her fast-paced, superhero story.

Whatever you’re working on, may it at least be readable—you never know, it could be the best thing you’ve ever read.

Humming to Snails

This Week’s Bit of String: Summer camp workshops

It’s humid in New Hampshire, and the grass is wet from last night’s thunderstorms. Twelve kids sit around me on coloured interlocking foam mats. I have armed them with clipboards, paper, pencils in all different shapes including dragons and flamingos and drumsticks, stickers, and mystery keys.

A trio of boys are doing Mad Libs together, mainly supplying each gap with some form of “cat” or “farting.” They like cats, and of course farts are the pinnacle of wit at this stage. The group’s counsellor is lying on his back, clipboard in the air, blissfully writing a poem. Other kids are writing stories about where their key might unlock, or comics about bunnies or bananamen.

One of the mats has a little slug curled on a corner. I remark on it, and an 8-year-old boy approaches me earnestly.

“You know snails? If you find one, and it’s deep inside the shell and wants to stay hiding, you can hum to it. Then it will poke out.”

“That’s interesting, how did you learn that? Did you try it yourself?”

He nods. I’m picturing him crouching on the damp ground, snailshell in his palm, leaning down to hum and watching in wonder as a squidgy creature emerges, antennae first.

Permission to Imagine

I haven’t done much like this before. Working in secondary British education, creative writing is not a curriculum priority at all. When I had an opportunity to work with the kids, ages 6-11, at the day camp where my son works, I didn’t set a rigid outcome for us but came up with a lot of different activities we might try, independently or all together, to have a little romp through our imaginations.

I got some wonderful suggestions and encouragement from other writers on Twitter. One of the most fruitful was getting vintage-style keys, which you can buy in packs as party favours. Kids pick one up, examine it, and write (or dictate, or draw) what the key might lead to.

The campers loved the keys, and they knew exactly how to put on little pleading faces to take one home. I gave away quite a few. There were stories about pirates who got scared by the key and threw it into lava, stories about locked doors guarded by snakes, and even one where it turned out the key went to a porta-potty.

I revelled in this variety. I’d used Mad Libs as a starter, having the kids volunteer adjectives and nouns and verbs as required to fill in the story’s blanks, and then reading the funny results out so they knew right away they were allowed to be silly and break rules. One group liked that so much, several of them wrote their own Mad Libs—quite good little stories where they left words out, brought them to me, and I supplied the most random ones I could think of.

Your Words Change Things

The other reason I wanted to start with Mad Libs was because I wanted to let them know, a story doesn’t have to ALL come from you. In fact, I would argue we often borrow certain elements. But once we put our own point of view, our own language and especially follow our own what-if questions, the story becomes ours.

I had brought four hats: three were for the adjectives, nouns, and verbs for Mad Libs in case some groups were too young for parts of speech or wanted to take suggestions. The other had what-ifs in case anyone wanted to use an idea for a story. What if a shark appeared in the lake across the street? What if your teacher was a Russian spy? What if you had a million dollars? What if Cinderella’s fairy godmother had poor fashion sense?

Asking what if changes a path, using a randomly selected noun will change a sentence… our words change things. In one of my younger groups, we did a group story. This was also my last group, and I’d recognised that kids, especially older ones, didn’t want to use suggestions or try picking words out of a hat, because they felt so compelled to ensure their work was their own. But sometimes they got stuck. So with this group, I offered hats right away to choose words for Mad Libs, and they liked it a lot. Everyone wanted to pick a word from a straw hat, or a feathered pirate one, or a beret.

When we’d finished the Mad Lib, we did a couple of group stories, penning them on the paper I’d rigged up across the chainlink fence. We’d pick a noun from a hat, like spaceship, then describe that and give it some detail as we chose. Next we drew another noun to see what our noun would interact with, then a couple of verbs for extra suggestions what they might do. Thus we ended up with a farmyard on Mercury, with big fans to keep cool and three-eyed alien animals that said Oom instead of Moo, discovered by a nice family that visits space every first Sunday of the month.

I so enjoyed meeting the kids and hearing their ideas, but I’d also had fun while working hard to prepare. It made me happy thinking of exciting words and questions to put in the hats. What if I used them in my own writing? What if we got a little crazier with our ideas?

It’s like holding up a snail shell, wondering how we can see and befriend the creature inside. Unless we try humming to it, we won’t know what works.