"Most great stories of adventure, from The Hobbit to Seven Pillars of Wisdom, come furnished with a map. That's because every story of adventure is in part the story of a landscape, of the interrelationship between human beings (or Hobbits, as the case may be) and topography. Every adventure story is conceivable only with reference to the particular set of geographical features that in each case sets the course, literally, of the tale."-Michael Chabon

Wednesday, October 6, 2010

October 5

"If the national park is, as Lord Bryce suggested, the best idea America has ever had, wilderness preservation is the highest refinement of that idea."-Wallace Stegner



Image: Teddy Roosevelt and John Muir, two early champions of the parks, in Yosemite, 1903.

Image: In 1892, Buffalo Bill Cody (second from right) and company survey the land at Grand Canyon National Park, 1892


Image: Photographer Ansel Adams at work at Denali National Park.


-Teddy Roosevelt video (from PBS America's Best Idea)

In Groups:

-What devices do you notice Roosevelt or Abbey using? (Pick at least 3 with a partner)

-Take fifteen minutes and try and make your own social or environmental argument using some of Roosevelt/or Abbey's strategies. Post your imitation to the blog using the "comment" function.




Thursday, April 22, 2010

Happy Earth Day!

http://www.pbs.org/wgbh/americanexperience/films/earthdays/player/

Monday, April 19, 2010

Presentations

Reading presentations for Tuesday:

-Buffalo for the Broken Heart by Dan O’Brien, pp. 69-124 (Erik Gerver)
-Buffalo for the Broken Heart, by Dan O’Brien, pp. 125-193 (Alexander Frisvold)
-“Fecundity,” by Annie Dillard, p. 531 (Carrie Fick) (Journal)
-from A Sand County Almanac, by Aldo Leopold, pp. 281-294 (Jordan Euson)
-The Song of the White Pelican,” by Jack Turner p. 835 (Danielle De Bruin,
Sarah Craig)

Journals

Journals are due on Tuesday (tomorrow)--be sure to include:

-1 page entry on: Buffalo for the Broken Hearted

-Journal on: “Fecundity,” by Annie Dillard, p. 531

-Journal on: from A Sand County Almanac, by Aldo Leopold, pp. 265-281

-2 paragraph response on: “Dwellings,” by Linda Hogan, p. 809,

-Journal on: “The Song of the White Pelican,” by Jack Turner p. 835 (Danielle De Bruin,

Sarah Craig)


Wednesday, April 14, 2010

Thursday


"In my writing, I try to explain and show how important the prairie is, not just to a few ranchers who make a living here, but to the country."-Linda Hasselstrom

Thursday, writer Linda Hasselstrom is visiting our class--she's a great writer, activist, and advocate of the western and Midwestern landscape.

To learn more about Linda, check out:

http://www.grassfedparty.org/component/content/article/218
http://www.windbreakhouse.com/work9.htm
http://wiki.wyomingauthors.org/Linda+M+Hasselstrom
http://writersalmanac.publicradio.org/author.php?auth_id=1766

Tuesday, April 6, 2010

Final Portfolio

Due: the day of the final

A portfolio is your chance to look back on your writing from the semester and reflect upon it. Our class portfolio will be in the form of a chapbook or zine.

Chapbook/Zine:


Your chapbook/zine will be a collection of your favorite short journal/blog entries, and a short reflection. Please feel free to get creative with the presentation of your work.

Contents:
  • 3 "Reading Like a Writer" entries
  • 3 50 "snapshot" photos
  • Imitation poem/essay (for either Blood Dazzler or your rhetorical analysis)
  • 3 in class writings
Revise the contents of one category and write a brief reflection discussing any changes you've made.

For reference:

http://en.wikipedia.org/wiki/Zine
http://en.wikipedia.org/wiki/Chapbook

Saturday, March 27, 2010

Some Casey Property Photos

Photographs courtesy of Gen.

Thursday, March 25, 2010

Casey Land Proposal Project


Last fall, a 1946 ISU engineering graduate donated 76 acres to the ISU Creative Writing Department. The land, valued at $201,000, was donated to the university by Everett Casey of Detroit, Michigan. He asked that the land be preserved in its natural state. Casey took a writing class at Iowa State that he credits as being fundamental to what he later did as a Detroit-area attorney and owner of a manufacturing company.

For your next assignment, we’re inviting you to visit the Everett Casey Nature Reserve. You will work in groups to research either the history of the land or the ecology of the land or possible uses for the land. By the end of this unit you will present us with either an analysis of the land or a plan for its use. Your Casey Land “Almanac” will consist of a map that you’ve created, a visual, and either a four page paper or a website. The final week of class we will be presenting these almanac projects in the large lecture classroom.

In order to give you more direction, Steve, Brenna, and I have broken up the assignment into six different focus groups. I provided several questions for each category in order to get you started but do not limit yourself to these prompts.

1-CSA (Community Supported Agriculture)-If we were to set up a CSA on the Casey Land site what steps would we take? What considerations would we have to take into account? How could we fund a CSA project? How could it benefit the creative writing program and the community?

2-Habitat Management-What species do you see on the land and how can we most effectively create a fruitful habitat for those species? Do you notice any invasive plant or animal species? What is the best way to moderate the plant and/or animal life on the property?

3-Prairie Restoration-If we were to restore part of the land to native prairie, what steps would we take? How would we fund the restoration of the prairie? What groups would we contact? What are some of the benefits of a prairie restoration project?

4-History-For this category I want you to examine some of the natural and human history of the land. What has happened on the land so far? Your final project would be a website rather than a proposal paper.

5-Creek Management-What plant or animal species do you see in the creek? How can we provide an effective habitat for them? What impact have humans had on the creek? How can we manage erosion and other effects of having water on the land?

6-Outdoor Classroom-How could the land be used as an outdoor learning space? What aspects of the land would you want to include in some sort of outdoor classroom? How would you go about creating a learning space on the land?


Links of Interest:

http://www.news.iastate.edu/news/2009/sep/MFApreserve
http://www.foundation.iastate.edu/site/News2?page=NewsArticle&id=8443
http://blogs.universitybusiness.com/2009/10/university-nature-preserves-inspire-students.html


On Saturday:

Meet at transportation hub behind stadium at 10 am. Free parking. You MUST ride with us. Because it is private property, you CANNOT be there without Eng. Dept. faculty.

Feel free to bring food and water, but do not take it out of the parking lot.

You'll be led around according to which topic you choose.

Wear old jeans, shoes, shirts. Stuff you won't mind getting dirty. Come prepared for rain. Check the weather beforehand.

Bring a camera. One person should bring a field guide.

Casey Land Groups

If you were absent and are not assigned to a group, please let me know prior to Saturday's field trip.


Group 1-Prairie Restoration/Habitat Management:

-Molly Heintz
-Yaheng Chen
-Shawn Seaton
-Emily Swaim
-Lauren Halbert

_________________________________________________


Group 2-Prairie Restoration:

-Emma Broadnax
-Alex Frisvold
-Dani De Bruin
-Alex Bales
-Alison Metzger

__________________________________________________


Group 3-Habitat Management:

-Ted Mathews
-Jordan Euson
-Sarah Craig
-Michael Gloss
-Austin Jay Godfrey

__________________________________________________


Group 4-Outdoor Classroom

-Nicole Hanninen
-Chris Cozzi
-Erik Gerver
-Sara Adelman

__________________________________________________


Group 5-Prairie Restoration

-Sara Hill
-Liza Jaszczak
-Matt Johnson
-Thomas Yung

__________________________________________________

Tuesday, March 23, 2010

Class Today

http://www.thisamericanlife.org/radio-archives/episode/402/save-the-day

Symbols--in English class we spend a lot of time talking about rhetorical devices and rhetorical strategies--symbols, metaphors, imagery, ext. However, we spend very little time talking about the larger social and political implications of these seemingly stylistic decisions.

I wanted to share a seemingly "symbolic" structure that I encountered over break--and talk about the implications of its "metaphorical" significance.

The "Birwood Wall" was built in the 1940s to separate white and black neighborhoods. It still stands near 8 Mile and Wyoming.

Recently there's been a movement to "re-claim" the Birwood Wall to give the neighborhood's residents more ownership and agency in their community. The Motor City Blight Busters and artist Chazz Miller banned together to turn something negative into something positive.

Questions: How could such a structure function as both a negative and positive symbol? What visual/rhetorical decisions do you notice Miller making in his reclamation of the wall?

http://www.youtube.com/watch?v=4vXSJhiH0wk&feature=channel




Monday, March 22, 2010

Schedule Changes

3/22 Tuesday:

Song: Matthew Johnson
Overview of the rest of the semester
Rough Draft, Rhetorical Analysis Due
Buffalo for the Broken Heart 3-68 (Michael Gloss)

________________________________________

3/24 Thursday:

Song: Theodore Mathews
Talk about Casey Land Field Trip
Buffalo for the Broken Heart 69-124 (Erik Gerver)

________________________________________

3/27 Saturday:

Field Trip: Everett Casey Nature Reserve 10am-2pm

________________________________________

3/29 Tuesday:

No Class
(Due to the weekend's field trip)
Finish
Buffalo for the Broken Heart by Thursday, write a 1 page journal response to the reading

________________________________________

4/1: Thursday

Hoover Classroom
Song: Alison Metzger

Final Draft Rhetorical Analysis Due
Be prepared to do to a brief (informal) presentation of your group's experience on the Casey Property

Sunday, March 21, 2010

Don't Forget

Our field trip to the Everett Casey Nature Preserve is this upcoming Saturday. Attendance is Mandatory. It should be a great capstone to some of the semester's environmental exploration.





Tuesday, March 9, 2010

“Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Lauren Halbert) (Journal)

http://www.youtube.com/watch?v=mH-0WLiNLQM

Song: Sara Hill, Molly Heintz

When we analyzed film, we talked about light, color, chunking, and imagery.

When we talk about writing we often talk in terms about rhetorical devices--such as repetition, imagery, metaphor, structure, voice, tone, ext.

Activity 1:

Get with a partner and share your photos/blogs from last Thursday.

What does the image do that the writing cannot do? What does the writing do that the image cannot?

How would you describe their image to someone who hadn't seen it? How would you describe the writing to someone who hadn't read it? Imagine your partner is a writer or photographer and you are reviewing his or her work. Write a brief response under the comment section of his or her blog.

Activity 2:

Examine the reading for today--how would you answer the following questions for Gary Snyder's essay? How would you connect the answers to your question to the author's thesis or claim?

Questions to Consider:

Group 1: What is the rhetorical situation?

  • What occasion gives rise to the need or opportunity for persuasion?

  • What is the historical occasion that would give rise to the composition of this text?

Group 2: Who is the author/speaker?

  • How does he or she establish ethos (personal credibility)?

  • Does he/she come across as knowledgeable? fair?

  • What is his/her intention in speaking? To attack or defend? To exhort or dissuade from certain action? To praise or blame? To teach, to delight, or to persuade?

Group 3: Who make up the audience?

  • Who is the intended audience?

  • What values does the audience hold that the author or speaker appeals to?

  • Who have been or might be secondary audiences?

Group 4: What is the form in which it is conveyed?

  • What is the structure of the communication; how is it arranged?

  • What kind of style and tone is used and for what purpose?

Group 5: How do form and content correspond?

  • Does the form complement the content?

  • What effect could the form have, and does this aid or hinder the author's intention?

Group 6: Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?

  • For whom?

  • Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?

  • Can you identify the responses of historical or contemporary audiences?


Thursday, March 4, 2010

Upcoming Assignments, Clarifications, Changes

Journals are due on Tuesday.

Your journals should include entries on the following readings:
- Blood Dazzler, by Patricia Smith, second half. (Journal)
-From Walden; or, Life in the Woods, by Henry David Thoreau, pp. 9-25 (Journal)
- “Speech at Grand Canyon, Arizona, May 6, 1903,” by Teddy Roosevelt “Polemic: Industrial Tourism and the National Parks,” by Edward Abbey, p. 413 (Journal on one)
-from Silent Spring, by Rachel Carson, p. 366 (Journal)
-“Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Journal)

Please post your material from today's in class activity on your blog for Tuesday.


-This includes one (or more) photos from our class trip to the greenhouse
-One brief written "snapshot" of your experience in the greenhouse--this could be a written description of the object you photographed, a general description of the greenhouse, a description of something the greenhouse reminded you of, or some other written reaction to the experience...feel free to have fun and be creative here...these don't have to be long but I'd like you to take your time with language and description

Tuesday we'll be meeting in the lab, Thursday class is canceled.


Rhetorical Analysis Paper

Feel Free to post any questions using the "comment" function.

Assignment 2: Rhetorical Analysis

While the term "rhetorical analysis" is, at first, rather intimidating for many people, it is easily understood (at least at its most basic) when broken down and defined.

Rhetoric: The art of persuasion
Analysis: The breaking down of some thing into its parts and interpreting how those parts fit together.

A rhetorical analysis examines how a text works—how its words, its structure, its ideas connect—or don't connect—with a given audience. For this assignment I want you to choose one of the readings you’ve encountered this semester and to break it down to its structural components. Rather than merely summarizing what the author is saying you will be analyzing how the author conveys his or her thesis through specific structural decisions.

As with the last paper you will need to understand the author’ claim (what is he/she trying to accomplish?) and have your own thesis (how do his/her rhetorical devices contribute to his/her argument?)

Given the nature of this class—I want you to offer you two different approaches display your rhetorical understanding of the pieces you’ve encountered in class.

Option 1: A 4-5 page social/historical rhetorical analysis of a text of your choice

-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s claim? How does he or she make his or her argument stylistically? How does the essay’s structure reflect its purpose?
-Research the social/historical/cultural context of the piece—for example you could investigate Thoreau and transcendentalism, John Muir and the development of the National Parks, Teddy Roosevelt and his tour around the Western United States, Alice Walker and the role of African Americans in American environmentalism, Terry Tempest Williams and eco-feminism…the list goes on….
-Use that research to give the essay context. Try to relate use whatever information you find to understand how the author might have been trying to reach a specific audience
-Make your research the basis of your introduction. Shape your essay’s thesis around how the author was able to reach his or her audience stylistically during the time period he or she wrote.

Evaluation Criteria:
-The paper includes both the author’s claim and the writer’s thesis
-The writer shows an understanding of the historical/cultural context of the piece he or she is analyzing and is able to seamlessly integrate that context into his or her argument
¬-The writer examines at least three of the author’s rhetorical strategies (example: diction, imagery, tone, voice) and relates those strategies to the essay’s context, the author’s claim, and the writer’s thesis

Option 2: An imitation of a text of your choice and a 1-2 page analysis of your imitation

-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s thesis? How does he or she make his or her argument stylistically? How does the essay’s structure reflect its purpose?
-Write your own creative piece integrating rhetorical strategies you notice the original author using to convey your own ideas about home, place, or the environment
-Write a short (aprox. 2 page) paper which includes both your thesis (purpose) and the claim (purpose) of the original text, analyzing how both you and the original author used the same rhetorical strategies to convey your ideas

Evaluation Criteria:
-The imitation effectively uses at least three rhetorical strategies (example: diction, imagery, tone, voice) of the original text
¬-The writer examines at least three of the rhetorical strategies present in the original text and relates those strategies to both the original author’s claim and their own claim in their short paper which accompanies their imitation

Tuesday, March 2, 2010

Don't forget

Bring your camera and your notebook to class on Thursday!

Monday, March 1, 2010

Class Tuesday: Lab

Remember to read Rachel Carson before class.

Songs: Nicole Hanninen, Austin Godfrey, Lauren Halbert, Michael Gloss
from Silent Spring, by Rachel Carson, p. 366 (Molly Heintz, Yaheng Chen)




In class:

Journaling exercise:

What reading have you enjoyed the most? Why?

Rachel Carson:

http://www.cbsnews.com/video/watch/?id=2714989n

Imagine you are reading this in 1962. John Glenn has recently become the first American to orbit Earth. The U.S is in the middle of the Cuban Missile Crisis. John Paul XXIII has just opened the Second Vatican Council. What about Carson's writing might resonate? How do you imagine American's responding to her work in the midst of this period of scientific, theological, and political expansion? Pick out a passage that you found significant to the time period and explain why you see it as contextually relevant.

(Discuss in groups, have one person post a response to the blog with everyone's name on it.)



For your next large assignment (the rhetorical analysis), I want you to research one aspect of a reading we've done in class--for example the social and historical context, or the political or religious background of the author. Provide whatever background you find in the introduction of your paper and try to examine the text critically through that lens. (I'll provide you with an assignment sheet on Thursday.)

Saturday, February 27, 2010

Don't Forget!

Don't forget about your photo-a-day project--you should have seven photos at this point--five from last week and two from the week before.

Here are some pictures I've taken around Ames the past couple weeks:




Wednesday, February 24, 2010

Thursday Class

We're meeting in 212 Ross. Don't forget to bring your papers, rough draft, and peer review materials (either stapled together or in a folder.)

Tuesday, February 23, 2010

Photo Project

Photo-a-Day Project

Begin: 2/18
End: 4/15

This excludes weekends and Spring Break.

*No more than two photos should be inside of your home.
*At least twelve of the pictures should be taken outside.


Use this as an opportunity to connect with your surroundings. Think about how you would like to visually represent your experience. At the end of the project you will present a slide show of your photos, and submit one printed and mounted photo.

Example Photos (taken by Richard Button for a "photo a day" project):

Wednesday, February 17, 2010

Syllabus Refresher

2/16: Lab: (Switched to Large Room--Song/Journal people present Thursday):(Tuesday)

Songs: Danielle De Bruin, Jordan Euson
In Class: Listen to PRI Studio 360 interview with Sean Penn, Work in scene group, Discuss Walden/film
From Walden; or, Life in the Woods, by Henry David Thoreau, pp. 9-25
(Theodore Mathews) (Journal)



2/18: Classroom: (Thursday)

Songs: Carrie Fick, Alexander Frisvold
In class: Peer Response, Introduce photo project
-Rough draft, visual analysis due.
-START PHOTOS HERE
“A First American Views His Land,” by N. Scott Momaday, p. 570
(Sara Adelman, Alexander Bales)



2/23: Lab: (Tuesday)

Songs: Erik Gerver, Michael Gloss
In class: National Park visual analysis activity
“Speech at Grand Canyon, Arizona, May 6, 1903,” by Teddy Roosevelt
“Polemic: Industrial Tourism and the National Parks,” by Edward Abbey, p. 413
(Matthew Johnson, Liza Jaszczak) (Journal on one)



2/25: Classroom: (Thursday)

Songs: Austin Godfrey, Lauren Halbert
In class: Introduce Rhetorical Analysis
VISUAL ANALYSIS DUE
From A Thousand-Mile Walk to the Gulf, p. 85, and from My First
Summer in the Sierras, p. 98, by John Muir. (Sara Hill, Emma Broadnax)

Thursday

Don't forget:

We're meeting in the small classroom. Bring a rough draft of your paper (3-5 pages)! If you don't bring a rough draft, you will be marked as absent. Also: we'll be catching up on songs and what-not. Review your syllabus and see if you should have presented anything on a day we missed class, if so, then be prepared to present on Thursday.

~Rachael

Monday, February 15, 2010

Tuesday

Don't forget:

We're in the large classroom--and you should read Thoreau before class.

~RB

Monday, February 8, 2010

Don't Forget

We're in the large classroom in Hoover all next week!

Wednesday, February 3, 2010

Movie Trailer in class activity

Consider the following:

What is being framed? What is the director choosing to show?

  • Use of visuals (people, places, objects, etc.)
  • Use of audio (narration, quotes, music, etc.)
  • Pace and tone
  • Types of emotional appeals meant to persuade the viewer
  • The way the character interacts with his environment

http://www.youtube.com/watch?v=2LAuzT_x8Ek

Monday, February 1, 2010

Power Plant Tour:

You must be signed up for one of these tours. If you're not--sign up for an open spot using the comment function.

If you have questions about directions--check out Miss Dixon's blog:
http://eng250fr.blogspot.com/2010/02/campus-map.html

11:00

1-Wesley Boyer
2-Thomas Baldwin
3-Jay Brummel
4-Kyle Litchenberg
5-Kyle Bradwell
6-Thomas Yung
7-Elizabeth Jacobs
8-Erica Miller
9-Brandon Wilson
10-Matthew Harvey
11-Troy Lue Ttjohanne
12-Chris Ryrd
13-Lauren Halbert
14-Ted Beem
15-Sarah Craig
16-Danielle De Bruin
17-Caitlin Stewart
18-Maddie Norelius
19-Michael Gloss
20-James Capello
21-Chris Cozzi
22-Jake McDonough
23-Sara Hill
24-Sara Adelman
25-Yasmine Sepehri
26-Carrie Fick
27-Benjamin Juhke
28-Emma Broadnax
29-Jessanuy Dahlberg
30-Lacey James

12:00

1-Jordan Julson
2-Ramsay Ah Sam
3-Austin Gadfrey
4-Sam Stonehocker
5-Jordan Euson
6-Nicole Hanninen
7-Alex Ruggeberg
8-Tacie Hoose
9-Matthew Johnson
10-Jarred Schubert
11-Crystal Jovan
12-Alex Bales
13-Bryce Linn
14-Mel Anderson
15-Jack Ferezy
16-Yaheng Chen
17-Daniel Fiores
18-Eric Gerver
19-Alex Fitzvold
20-Rachel Peller
21-Matthew Mayberry
22-Sarah Constable
23-Mark Sinclair
25-Sean Seaton
26-Emily Swaim
27-Ted Mathews
28-Jacob Holmstrom
29-Connor Gerdes
30-James-Pruchnicki

Power Plant Tour

1-Qi Wang
2-Yao Fu
3-Allison Metzger
4-Nick Duetak
5-Ben Boecker
6-Lauren Jessen
7-Cleyon Luing
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Sunday, January 31, 2010

Reminder

1-Attend the Wildness Symposium--if you haven't done so already. (Know that I have been at every event--so if you don't attend there I will notice)--so far the events have been amazing. Write a fifty word response to or snapshot of something in the event you found particularly poignant (to be turned in Thursday)
2-Tuesday, no class, you'll be taking a tour of the Power Plant. If you haven't signed up already I will post the sign-up sheet openings on the blog by tomorrow. (Don't worry about the Powerplant Stat sheet--just go.) (If you're not sure of the location check out Miss Dixon's blog--she'll be posting a map within the next couple days--http://eng250fr.blogspot.com/)
3-Thursday we will meet in the large classroom (Hoover 1227). Quick Reminder: Missing class because you don't know where class is located still counts as an absence. If you don't know where a room is ask me either during class or a reasonable period of time before class begins--I'm not necessarily checking my e-mail thirty minutes before class starts.
4-Bring your hard copy Wildness Symposium sheet to class on Thursday. No additional readings.

Have a great weekend!

Tuesday, January 26, 2010

Homework for Thursday

Generally, check your syllabus for assignments. If it's helpful I can also post them explain them here. (Feel free to comment and let me know if it's helpful for you to have the homework posted online--you're also welcome to use the comment section to pose questions--it might be faster than e-mail.)

For Thursday:

-Large Classroom.
-Write a poem in response to Blood Dazzler, you're welcome to use the material you wrote during class as a launching point for your poem.
-Write a ONE paragraph response to Blood Dazzler explaining what you found meaningful in her book and how you used her stylistic strategies in your poem.

Hope that helps!

~Rachael Button

Monday, January 25, 2010

1/24


Image from Spike Lee's Katrina documentary "When the Levees Broke"

Has anyone been to New Orleans? Share experiences.

http://www.time.com/time/photoessays/hurricane_katrina_inside/stolarik/


Songs: Chris Cozzi, Sarah Craig


Journal: What aspects of Patricia Smith's writing resonated with your own experiences of the environment and of place? Smith's writing is loaded with sensory details that fleshes out New Orleans as a place--making the disaster that occurred there all the more tragic. Think about key experiences you've had of tragedy and environment. Write a snapshot of that experience.

Alternative: Write a snapshot of an environmental experiences, using the level of sensory detail Smith employs as a model.

Reading: Travis Newman, Alison Metzger

Break into small groups, pick and discuss a favorite poem from the readings so far to share with the class.

Discuss: What is a poem? What can a poem do? What formal qualities define a poem? How would you replicate what Smith does.

Homework: Journal + Imitation of one of Smith's poems--based on your own environmental experiences.

Friday, January 22, 2010

Midwest

If I Had a Heart I'd Die In It: Writing the Writing the Midwest

by Ander Monson

(Talk originally given at the Associated Writing Programs Conference 2009.)

I write this Midwest from memory on my laptop on the eighth floor of the optics building overlooking the University of Arizona in Tucson, a landscape pretty much the opposite of snow, the opposite of the winter flatness, listening to an soon-to-be-released eponymous album by a Swedish band slash musician called Fever Ray which is dark, strange, eerie, cold, afloat in icepacked lakes. It is my memory or invention of the Midwest. It is whiteness. Whiteout everywhere and flurry and overwhelming fill of snow in every inch of air. The sound is one of winter, one of spaciousness, one of receding horizon, one of horizon disappearing just past the double-pane window that keeps us sheltered, keeps us inside, keeps us safe.

I write this Midwest from the lonely lobby of a new hotel that towers over Grand Rapids, Michigan’s downtown lights and water. I write it from the car wandering the city of Grand Rapids, knowing I am soon to leave it. Each street I drive through opens up another set of questions. Was the Stickley mansion really built by furniture designer Gustav Stickley’s brother? Why does it look like a frat house? What do all the lawyers do downtown during the day? What is the business of Advanced Fulfillment? Why does Curve Street contain no curves? Does the Macinerny Wire Company still operate as the sign suggests? What are those two guys in Jeeps doing in what appears to be an abandoned warehouse at 38 Front Street. And why do they look at me from the fifth floor while they eat their Jimmy Johns? I speculate.

I write this Midwest from a Panera Bread Company in a northern suburb of Columbus, Ohio, with my ear buds in, watching the girls at the table in front of me become suspicious of the man in front of them who glances at them surreptitiously, or so he thinks. In Panera I have to summon up a sense of world, of snow, of space, of grid of field, and shore collapsing. In Panera it is fair to think that the world is all Panera, all half-salad, half-sandwich lunches and Cinnamon Crunch concoctions that barely qualify as bagels.

I write this Midwest from the parking lot outside of the Inventure Company, manufacturer of Burger-King-branded and -flavored potato chips in a suburb of Phoenix, Arizona where it is 110 degrees.

I write this Midwest from an chivalry-themed Best Western in Iowa City, Iowa, with moats and flagons and wenches.

I write it from a chronicle of snow, a pseudonymous, co-written blog that doesn’t exist anywhere at all.

I write it from an overpass over US-30 just southwest of Ames, Iowa, after dark, a hundred thousand fireflies blooming all around me.

I write it from the Crowne Plaza hotel, still a working train station in Indianapolis, in a traincar outfitted in portraits of terrifying clowns as trains criss-cross through the world underneath this one, and make themselves heard in each sentence.

I write it from another borrowed space, the Hyatt overlooking Lake Michigan in Chicago in summer, US-41 in the guise of Lakeshore Drive afoot below me thinking of morning traffic.

I write it from the oncoming edge of sleep, another borrowed space, nightlife approaching like a storm from Canada, as Benadryl or something else dissolves me.

I write it from a Best Western in eastern Columbus in February with temperatures in the fifties and above as snow prepares an unlikely visit to the lowlands of my new homeland in Tucson. The severe weather alert pops up on my tracker. On my machine I have weather updates set for Ames, Tuscaloosa, Grand Rapids, Minneapolis, Galesburg, Riyadh, Houghton, and Tucson. I inhabit all these spaces and none of them. I imagine all of them every night. I don’t know if they imagine me.

I write this Midwest from absence, from abscess, from lack of access to it. I write it from memory. I pound it flat with my mother’s memory, my father’s father’s memory, with a thousand others’ memories, with my own interventions against the past. I dismantle it, reproduce it, repopulate it with memory.

*

One of the Amazon reviews of my novel Other Electricities, set in a version of Michigan’s Upper Peninsula, one of those relatively blank spaces on the map that has too few blank spaces remaining, is titled "Poor portryal [sic] of a great town." The reviewer proceeds: "Although I have not yet finished this book, I would like to state, as a resident of the small community in which the novel takes place (as well as a graduate of the same high school as the author) that it is not [as] depressing of an area as portrayed in the book. Yes, we do have a ton of snow, and yes the winters are long and dark, but it is a beautiful area with a million great things to do. Don't judge the area as one of cold, dark despair, for it is not."

In my mind (and nothing is not in my mind, not Michigan, not the Midwest, not the long meandering webspace of Amazon.com that culminates in its own dark heart) the book doesn’t resolve into a representation of an actual place so much as a mythologization, a dramatization, a recreation of what was once a place. It is not about a place. It is a place. While the book includes a location like "Misery Bay" (there is in fact a real place by this name), and while there is plenty of autobiographical detail in the book, and while the remembered weather becomes a character in the book, and that character is pretty accurately drawn from long study spent in that place. And, okay, I barely changed the name of a high school geometry teacher on whose windshield I threw a half-empty can of Mountain Dew from the back of a moving school bus. And while I think about it only in the last draft did I change a character’s name from the name of my cousin to the name of my brother. And so what if my brother really doesn’t have any arms? And cannot speak in whole sentences? And that my mother died? And my love was murdered long ago? And all my friends went through the ice on snowmobiles or in cars and left me there, vandal, delinquent, phone phreak, completely alone and abandoned with a ham radio and a bunch of gasoline as everybody died off and each successive alcoholic winter battered me, martyred me a little bit more? I don’t know what Midwest you’re talking about, what Upper Peninsula you’re talking about, Amazon reviewer, but it is a dreadful, lovely place.

That is, unless you like cold and outdoor activities of any sort. Then it’s probably really great and undiscovered, especially hammered on the back of a snowmobile, bound for doom and songs from the underworld in perpetuity. Unless you’re one of those many killed in the Italian Mining Hall Disaster in 1908. Or if you’re one of the miners exploited in the many mine accidents in the history of the mining of copper and iron ore in that landscape. Or if you’re one of the Ojibwa cordoned onto the reservation selling fireworks, depression, and cheaper gas. Or one of the women caught out in one of the really big blizzards, like that one in the winter of 1979 that collapsed our barn, one of those women freezing their way into confusion, becoming seemingly too hot, then stripping off your clothes to die of exposure in the phenomenon known as paradoxical undressing? Or if you’re one of the kids going through the ice on the lake every year. Or if your happiness will peak your senior year of high school when you finally got that Trans Am and the job at the greenhouse and got correspondingly, catastrophically laid. Or if you’re just an asshole like all the rest of us assholes in high school trying to figure anything, anything out, trying to figure how to rescue any moment from the sinkhole yawn of memory before it disappears. Or if you just pickle yourself with alcohol or other vice in the six plus months of yearly winter.

Who is going to speak for them? Who can even conceive of speaking for them? Not me. It’s not my place. It’s not my job. It’s not my calling, my sign from God or dog or doom or wholehearted cosmic moan. I can’t write about your place. I don’t write about your place. There isn’t any such place. There is no Upper Michigan. There is no Midwest. It is dissolving even as we try to portion it out, to figure out what is and is not Midwest. There is Michigan, a vacationland of beaches, snow, and pines, and fudge, a vacationland only available in your mind, and there is Michigan, home of poisoned, carcinogenic lakes, and there is Michigan, sometimes resurgent wreck of auto manufacture and white flight from Detroit, and there is Michigan, burial place of Gerald Ford who stands in for some national dream of honesty and honor and restraint, morality, family values, and what is between the coasts, and hence what is finally inside of all of us. These are each a dream. These are stories. When you get up close to them your hand goes right through as if through water and then you’re wet and cold and getting colder.

To claim to write about Upper Michigan, to write about Michigan, the Midwest, to talk about it even, is to assume a pose, to be poised to break into any one of your hundred thousand memories featuring bait or ice or snowmobiles, fireworks and injured family members, long hikes into the woods ending with a fall into an abandoned mine, a long-abandoned mind.

The difference is between writing about a place and writing a place. When I write about the Midwest I am making a claim on truth, veracity, verisimilitude, I start with the world and select, reduce. When I write the Midwest I start from a blank and build my own. That is all I know how to do in fiction. In nonfiction it is another matter.

To write my Midwest I need to be away from it, in borrowed spaces, transitional spaces, unreal spaces, spaces imagined by faceless corporate architects that induce free coffee refills forever and wireless access, a connection through the air, like radio, to everywhere, then they induce vomiting, hallucinations, perversions, and that finally set the brain to simulations.

Writing my Midwest is writing anger and loneliness into being. It begins with nothing, not with the everything that the world (and nonfiction) requires. If it evolves into a simulacrum of the place you know it is because you dream about it too, because you too populate it with sentiment.

If it is possible at all for me to write about a place, a small community that we are both members of, that place, that community, is the content of our shared dreams (if it’s not too much to claim a we in this) and their edges as they begin to resolve into something recognizable, as the brain whirs to reduce ambiguities to perception and individual experience, and this is the problem with Amazon anyhow, that half the reviewers don’t even finish your book before giving it one scar, one star, one blip on the monitor and ruining your love affair with your love affair with internet acclaim and the edges of your own brain, and that send you out into the blizzard, stripping down to die there. I can’t say I recommend it.

Monday, January 18, 2010

Tuesday 1/19: Lab Day


Photograph: Robert Smithson's landart/Earthart sculpture Spiral Jetty--which extends 1,500 feet into the Great Salt Lake. Has anyone been to the Great Salt Lake/seen Smithson's sculpture? How does the sculpture speak to you? How does it reflect/not reflect Terry Tempest Williams's writing?

Tuesday 1/19: Lab:

-Songs: Sara Adelman, Alexander Bales

-Blog for 10 minutes about Terry Tempest Williams--respond to one of the following questions:
1-On page 746, Terry Tempest Williams describes her family's relationship to the land--how would you describe the role of geography in your family? What role does the place(s) you're from play in your family's history?
2-On page 747, Terry Tempest Williams details the ritual of bird watching with her grandmother and how it shaped her understanding of the land. What rituals shape your experience of "place"? Hiking? Camping? Fishing? Gardening? Hunting? Farming? Describe those experiences in as much detail as possible and reflect on how they've changed your perception of environment.

-Thomas Yung reports to the class, discussion of the reading.

-Blog on photo you posted for homework. What does it represent about the place you're from? What does it not represent? How would you represent your home place. Write a 100-word description of what you might photograph to help someone understand where you're from. Share.



Photographs:
Artist Tyree Guyton represented and revitalized his dying Detroit neighborhood through his work at the Heidelberg Project. Questions to ponder: What's hopeful about his artwork? What's painful about it? How does it represent his perception of place?

http://www.studio360.org/episodes/2008/01/11/segments/91625
http://www.youtube.com/watch?v=7ACFvgbX6_c&feature=channel
http://www.youtube.com/watch?v=E6w6WGokjTU