A Quote by Paul Lisicky
I talk about it a lot to my students. Musicality never came up in any of own writing education, and I can see why - we don't have the vocabulary for it. Phrasing is intuitive, and its difficult to articulate when it's on and when it's not.
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In 'Unfair Advantage: The Power of Financial Education' and 'Why A Students Work for C Students,' I reveal the secrets of the wealthy and what schools will never teach you about money.
I see myself only sporadically as a teacher and consistently as a writer. Teaching is how I pay the bills...and fortunately, for my students, I can intellectualize about writing, and I can talk about it well, and I like to talk about it.
I've learned a lot about writing from listening to my students talk.
William Faulkner was the master of what one must do to be serious. But I don't understand why people haven't moved forward from that, why that's not where the line in the sand is that you would see from. When I think about the reception of my own writing and what seems "difficult," there is an actual precedent.
I approach writing female characters the same why I approach writing male characters. I never think I'm writing about women, I think I'm writing about one woman, one person. And I try to imagine what she is like, and endow her with a lot of my own thoughts and history.
With my students I give them lots and lots of guided writing. Part of it is as simple as writing a lot but not toward anything. The mind floats. Then I help them see where the language has heat. If we do this a lot in class, students eventually relax into this writing practice and enjoy it. Even just that - writing pleasure without the anxiety of "audience" or "grade" or "success" - is a kind of impetus toward the unfamiliar.
The basic thing is to be humble, and pretend you're a bartender in the tavern of life. Don't get too comfortable and don't really listen to anybody else. Don't stand around with a bunch of writers and talk about writing. You know when you see plumbers at a plumbers convention, usually they're not talking about plumbing: they're talking about whatever it is that two men happen to talk about. They're talking about sports, their wives and children. I just tell my students, don't talk about writing too much, just go out and do it. Find out whatever you need to get to the mainland.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
I never talk about what I'm writing about currently, never. It's private work on your own, no need or obligation to talk about it. Writers are made into performers these days, including myself, but there are some instances in which I will not perform.
I came to graduate school with a certain vocabulary about how to talk about other people's stories, but I couldn't understand how to look at my own stories in that way. And that was what made editing such a challenge for me.
Many people are afraid to talk about race because it's so emotionally loaded. We don't have the vocabulary to talk about it. Every day, our vocabulary seems more and more inadequate.
The daily writing practice is something I used to hear batted around a lot in writing workshops - which is probably why I dropped out of all the writing workshops. I wish I could take credit for innovating a new approach to writing, but the truth is that I've managed to write books despite myself. I'm lazy and ungovernable and undisciplined, but I do have a lot of anxiety about never amounting to anything and ending up as a bag lady.
With my students, I don't offer any simple tips like that, maybe because my own process is pretty messy, but when we workshop we talk a lot about the deeper subject, which is what the story or novel is about. I think defining a narrative's themes can lay bare a narrative's tensions.
I don't think there's any great mystery to writing female characters, so long as you talk to them. If you lived in a monastery and never met any women, maybe it would be difficult.
When I draw it feels very natural - intuitive. I don't think about it, I just do it. My visual vocabulary is self-selecting and second nature to me. Writing is harder for me. It's something I struggle with. Drawing always comes first.
I think that when we talk about education I was also blessed to talk with my dear brother Arne Duncan. I had never met him, the secretary of Education. We had a wonderful talk. And I had told him quite explicitly education is a right, it's not a race to the top.
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