A Quote by Kevin Keck

I didn't write poems for a number of years after graduate school because the criticisms of other students in the workshops wouldn't quiet down in my mind when I tried to work.
What do you have in mind after you graduate?" What I always thought I had in mind was getting some big scholarship to graduate school or a grant to study all over Europe, and then I thought I'd be a professor and write books of poems or write books of poems and be an editor of some sort. Usually I had these plans on the tip of my tongue. "I don't really know," I heard myself say. I felt a deep shock, hearing myself say that, because the minute I said it, I knew it was true.
In the United States, in poetry workshops, it's now quite a thing to make graduate students learn poems by heart.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
I started out in graduate school to be a fiction writer. I thought I wanted to write short stories. I started writing poems at that point only because a friend of mine dared me to write a poem. And I took the dare because I was convinced that I couldn't write a good poem... And then it actually wasn't so bad.
I think, overall, there is a lack of diversity in the arts. I'm thinking about when I was in grad school: I could probably count on one hand the number of minority students in the graduate school program.
Communism wasn't a word that I thought of when I went to Cuba. The original Fidelistas were not Communists. They were graduate students at the university and law students. After the Fidelistas took over, they went to Washington and tried to get support from the U.S. government, which turned them down. They were in a desperate political and economic situation, so they took the offer from the Soviet Union. Communism was a matter of necessity.
I tried to write poems in rhyme. I tried writing songs. Sometimes I jotted down a thought. I would keep a log of spontaneous thoughts.
My attitude toward graduate students was different, I must say. I used graduate students as colleagues: I gave them the best problems to work on, and I encouraged them.
The obsessive focus on a college degree has served neither taxpayers nor students well. Only 35 percent of students starting a four-year degree program will graduate within four years, and less than 60 percent will graduate within six years. Students who haven't graduated within six years probably never will.
I write poems about relationships, love relationships, and I'm not able to do that all the time. I could go two years without writing poems, and then write a dozen. Having a novel to work on, with the intricate puzzle of character and plot to work out, is satisfying for the time there is no poetry.
Teaching is a huge part of what I do. I love to think about what I do out loud, and the best way to do this is to teach. I usually learn a lot from the students in my workshops, because we work to build the classes around a collaborative environment where everyone is working towards the same goal of learning how to observe and see the subject well, because everyone brings different approaches and experiences with them, the other students and myself learn new methods that we can add into what we do.
When you teach, you need to give the students incentives by grades or by other factors. I went to the Bible to find that topic in Scripture. I was shocked that after college and graduate school I had no idea that Jesus Christ had talked so much about rewards.
I came to the University of Chicago on the morning of January 2, 1932. I wasn't yet a graduate of high school for another few months. And that was about the low point of the Herbert Hoover/Andrew Mellon phase after October of 1929. That's quite a number of years to have inaction.
I've reached a point in life where it would be easy to let down my guard and write simple imagistic poems. But I don't want to write poems that aren't necessary. I want to write poems that matter, that have an interesting point of view.
While I was in school, trying to figure out how to write an essay that could both satisfy my nonfiction workshops and still pass as something hybrid-y enough for my poetry workshops, I was looking for models, for forebears.
What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don't understand it. You see my physics students don't understand it... That is because I don't understand it. Nobody does.
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