Student work: Asemic page

Last day of my poetry workshop today. We ended on a sweet sad silly happy blue note, or several of them, everyone is feeling lots, and it’s all good. Delicate uncertain care. I’m honoured to be in the presence of so much true feeling. The texture of such a moment can’t always be got across – though, poets, we try – in words. Thank goodness there are for these occasions unwords!

Strained transition but man I’m blasted. Sometime when it’s over I’ll write why. Right now I want to share a few of their asemic compositions.

The exercise: Compose a page of asemic writing. The post I wrote round it here.


This first one is peacock. And bravery and has such boldness in its made mark. I love it for that and learn from it. Some of its sworls – that big blue swoop with the edge of a robin’s egg, e.g. – are not just proto-charactery but the prelim of true things.

Then there’s that centred square of no-sense going on as if it were all the order in the world – ain’t no thing, just move on. Five by five, or almost, like a Tang dynasty poem. But yet not. This poem is but yet not.

MB


This one to me marks an opening for its author. Every crook and curve is of note, as if it belonged to a musical score. And her work after, it got smaller, sharper, every syllable counted (literally – she grooved to syllabics) and enjambments suddenly heartbreakingly present. 

Every student in this striking group had a breakthrough poem. I do think this was hers. Look how even as it proceeds it opens and bravens. 
HS


This one touches the spirit of Oulipo, or something ‘Pataphysical, geometry of a universe soon to be invented. And of all the ones that came in, it took the most care with the page as a material object, which like a universe has more than one side, is all turnings.


This one is wholly free in its spirit of gesture and direction. The poet said she didn’t think much of it but what I love is she didn’t think much in it she just did it. Her not-thinking transmits with no loss of energy her embodied gesture to this embodied eye and the mind of it.

AP

Dōgen: “When Yaoshan was sitting, a monk asked him, ‘In steadfast sitting, what do you think?” Yaoshan said, ‘Think not-thinking.’ ‘How do you think not-thinking?’ Yaoshan replied, ‘Non-thinking.'” This is that!


My conversation with the poet of this one went something like

—Why does this work so well??! (me)

—I don’t know! (her)

—I don’t either but it does!

—I know!

It’s barely more than scriggles. But that it gave me a word, scriggles, totally for free, means lots. It’s second-order creative; it creates creativity; it’s generative. Those earth and vegetal tones are life-in-potential. (Even what colourblind I thinks to be purple, the chlorophyll of the low-light set.) Just as asemic writing itself is meaning-in-potential.

ES

A student in my other class, damn but I love her ambition, and so see myself in it, wants to elicit from Marvell’s “A Dialogue Between the Soul and the Body” the whole mind-body problem, link back to the Buddha on that and connect forward to modern materialist theories positing mind as an emergent property of material systems. Had to say, that’s an MA thesis, not a ten-page critical research paper. But emergence is where it’s at, complexity, new reals irreducible. (Why the eff am I advisor to a journal called Occam’s Razor?) And I trust her to find a scope to make it work. And – point of the digression – emergence is what’s here, too.

I do love this teaching thing. However good I may be at it, it is better to me. I hope the overseers will let me keep doing my work as intuition says to. How do you say, though, to an office oriented to conduct codes, chapters and verses, that I want and try to teach from prajna?

Exercise: Asemic writing

Gave my poetry workshop an exercise in asemic writing. First time I’ve tried it & they done good. Will post some of their scriptures soon. For now, the exercise, with prelims.


In class, showed some alphabets invented or divined. Hélène Smith‘s Martian:

Smith

Something cool by Andrew Clark I found:

Clark

Razorsharp letterset, with pareidolia, by Christopher Skinner:

Skinner

Wish I’d remembered the Deseret writing created by Brigham Young:

DeseretMore widely used perhaps is Klingon:

Klingon


And then an in-class exercise: Create a new alphabet. You have 15 minutes.

There was time when they were done (!?) so I had them write their names in their alphabet and put them on the board.

photo (9)

Click this one to biggen it, so worth it.

The characters illegible but full of character – I can almost tell, weeks later, whose letters are whose. (Of course the palindrome’s a giveaway.) And that’s asemic writing for you: all the meanings semantic meaning was veiling, when we were distracted by it, shiny toy, creep forth, peek out.


The exercise they went home with: Compose a page of asemic writing. And man did some come out good. I will post post haste.

To those who had trouble with the ex, I said, try it anew with your eyes closed. (Makes me no better than some Obi Wan voiceover, I know.)


Examples of asemic writing I had for them, who now are you, to look at.

Zhang Xu‘s “wild cursive,” or loosely (or wrongly) “wild grass cursive”:

Zhang_Xu_-_Grass_style_calligraphy_(4)

A few by Henri Michaux:

A couple by Paul Klee:

And this wonderful ongoing project, The Geranium Lake Properties, by Lyn Tarczynski, maybe my favourite asemic compositor out there.

And this bed of asemic misadventure, The New Post-literate, edited by one of the mode’s current progenitors, Michael Jacobson.


Also had them read these good orientations on the practice:

Tim Gaze on asemic writing.

Michael Jacobson on asemic writing.

Minnesota Center for Book Arts, “Making Sense of Asemic Writing.”


Postscript. Orientations, orient, Orient, Orientalism. Can’t help but wonder, worry a little, as I play around in the asemic stream, what kinds of othering might be going on. It’s pleasing to make a script one recognizes and doesn’t, cognizes and doesn’t. It gets fantasy circuits firing without any durable duty to, I dunno, the actual world of beings bedded in history. Sort of the way paintings of Turkish harems might have got Euros turned on in the 19th C?

Play’s okay, we all need to sometimes. But while most of the asemic stills in SCRO, my current project, are redolent of leafs and bugs and unraced faces, there are those that might mind one of an ethnographic rattle, or petroglyphs I saw somewhere, and others please me maybe for imping the fluidity of Arabic.

This slideshow requires JavaScript.

What the fuck am I redoing the Mikado for the 21st C or something? I don’t mean to, but do I get to claim the privilege of not meaning to? A couple friends and I are putting together a proposal for next year’s CCWWP Convention, theme of necessary conversations in a time of racial and gendered violence. Had thought to propose on this – show some, say my self-questions, see what other questions flew. (Our thinking’s gone another way, another post on that.)


Post-postscript. Are many Arabics gorgeous and asemic to me meaning God.

In the name of Allah
“In the name of Allah beneficent and merciful”

There needs to be room for play of equals. That astonishing face is full of play.


Post-post-postscript. The book that got me started on this whole misadventure – erasure, asemia, the limen, the lumen, the clinamen, compostery even I’d maybe say, is Imagining Language, eds. Steve McCaffery and Jed Rasula. I met Hélène Smith there, e.g. Now out of print. SAD!

Grrr on health care

Shitty news in the mail today.

Migraine

First third post-it, “Thanks lots” was “FUCK YOU.”

Even as revised, glad it’s not searchable. Yay post-its.

That said, am mad enough to post it goddamn everywhere. After a whole afternoon feeling pissed as hell about my second-class status at work, thinking well at least I have good health insurance – bam, the thing I need it for, taken.

I’ve had these headaches for years, I soldier up and teach through them, meds come at a personal cost almost not worth it, thought I was on track to ease out of them. Fucking fuck.

Someone should start a religion about how bad luck comes in flocks, and it’s okay, or something. Oh one did, and I signed on. Not doing very good at staying on right now. Though shouting FUCK YOU YOU FUCKING BASTARDS to my empty house does seem to have cleared the migraine I was in all day.

Anyway. It is health care rationing. Cloak of reason, cloak of clinical evidence, whatevs. It’s market forces pretending not to be, pretense of disinterest. GAH. It’s about the money, assholes, so say so.

I am so selfish. I am, and that sickness, no insurance can cover, it’s on me. But my headaches, you jerks, could you? I have a little good to give, and it goes to my students, whom I do love and you did hire me to teach.

I give more and better when I’m not in pain, right, you get that?

If I put it as a calculation, a trade of commodities, do you get it?


“Jerks,” “assholes” – stop. It’s like road rage. You can be mad at a car as long as the person in it’s an abstraction. (That abstraction is the same sort of abstraction money is. I’m doing what I’m accusing of.) Whoever’s made this decision is caught in the same web I am. It’s just, it hurts, and it’s going to hurt a bit more, in head body or pocket, and I want someone to lash out at for it.


Why you shouldn’t post in the heat of the moment. People have lost their homes in Santa Rosa and others are drinking water from hazardous waste sites in Puerto Rico. (And that’s abstract to me.) My troubles are what. Low-level chronic pain is tough, yes, and I’m in it. (And it’s concrete to me. Arg.) Loss of almost every material thing you own is tough too. Abandonment by your arrogant government is tough three.

I have a bumpersticker: IMPEACH. The rest is self-explanatory. But it has to mean, impeach the Trump in you – don’t be a blowhard, self-concerned, always putting the wrong on others.

I can’t impeach Trump! (Oh if only.) I can though impeach the Trump in me.

Sorry, Washington State Health Care Authority, the people who make you up. I think as an abstract entity you’ve done a dumb thing. It does me a modest amount of harm – I’ll have to cut into precious savings to get the treatment I want and need. But the people who make you up, I’m sorry. I forgot you were there behind the glass as you drove by.

Close reading worksheet: Wyatt

The close reading guidelines I posted last week got more attention than I’d of expected. So thought to post, also, a worksheet I slapped together to help students build the skills they need to do all the damn fool things I say they might should.

This one’s on four of the six poems we’ve read by Sir Thomas Wyatt. Two sonnets, one sonnet on steroids, and one song that ne’er was, it thinketh me, no song never, and his lute be damned.

You might find the sheet haphazard and’d not be wrong. But a bunch of the Q’s on it, I framed after we’d talked about the poems some, so we had some lines we were thinking of them along, and I wanted to continue those.

We talked through about 1/2 of it today, and while they didn’t find it near so fun as wondering whether he did or didn’t do X with Anne Boleyn, they did brave and well. Noticing, e.g., how the fricative alliteration in “Fainting I follow” (in “Whoso list to hunt”) makes for a heavy breathing mimicking the breathless faltering hunter’s. And the echo, in “Since in a net I seek to hold the wind,” of the bag of winds given by Aeolus to Odysseus – a connection I admit I’d not have made, but I do think may be there, via Ovid if not from Homer straight.


Wyatt Worksheet

Apportion tasks as you see fit – but do collaborate, so as to come to the most complete answer to each of these questions. Take thorough notes, so you can report back to the class as a whole.

“Whoso list to hunt”

  • Describe the rhyme scheme (ab etc.) and locate the turn. What changes, rhetorically, at the turn? In other words, what is the speaker up to, before the turn, and how is what he’s up to different, after?
  • There are spots where alliteration becomes prominent. Find them. What’s the effect of the alliteration?
  • There are two lines that are metrically regular iambic pentameter except for a trochaic substitution in the first foot. Find them. What’s the effect of the substitution?
  • Feel your way into this metaphor: “Since in a net I seek to hold the wind.” What does it say, reflect, embody, about the speaker’s endeavour?

“My galley”

  • Describe the rhyme scheme of the sonnet. How is the rhyming practice here different from that of “Whoso list”? How does it support or complement the poem’s content?
  • We said in class that the extended metaphor in this sonnet qualifies as a conceit, in which unrequited love is equated with a sea voyage. Identify every point of connection you can find between the two terms of the metaphor: literal (ground) and figurative (figure). E.g., “A rain of tears,” rain = the lover’s tears; “The stars,” stars = the beloved’s eyes.
  • Paraphrase lines 7–8: rephrase them in modern English with no loss of detail.
  • What do you make of the paradox that the speaker’s “enemy” is also his “lord”? Does it matter that these two descriptors are on two different lines?

“They Flee from me”

  • It’s never specified in the first stanza who or what “they” are. We can surmise, of course: they’re deer (figure), they’re lovers (ground). Why might Wyatt leave it implicit though – both deer and lovers unnamed?
  • “Busily seeking with a continual change” seems to apply well to young ladies of the court, not so well to deer. Is this a flaw in the poem, a metaphor fail? If not, why has the metaphor collapsed before the stanza and the sentence are done?
  • What do you take lines 18–19 to mean? What tone are they spoken in?

“My lute, awake!”

  • Scan stanza six. There are four trochaic substitutions in the stanza – find them. Is there anything that can be said about the effect they have?
  • Find the spots in the poem where the addressee, the thing or person spoken to, changes. Are these shifts important to the poem, rhetorically, structurally?
  • The poem imagines someone speaking (singing), someone spoken (sung) to. To what ostensible purpose? Is there some other obscured purpose we can discern? While we’re on the subject, does the poem imagine, in addition to its addressee(s), anyone overhearing?

That last one because these poems are as complex rhetorically, as aware of their ostensible audience, of possible intended unintended audiences; of their manifest purpose, of secret but broadly acknowledged purposes; and of purposes secret to all but the speaker, also of purposes the speaker has kept secret perhaps from himself – as any of the machinations were at that royal court, Henry 8’s, in which precincts these poems became so sharp and multiple, deadly and fine.


The image, in its whole glory, is Hunt in the Forest by Paolo Uccello.

Hunt_in_the_forest_by_paolo_uccello

Click on, to see if you know where is an hind.

Guidelines for close reading

What I gave my lit students a few hours back. With the advisement, the heavy lifting begins about now. Posting it here cuz it may not be a bad protocol to follow, if you’re ever asked, please close-read this poem, and you don’t know how to begin. Fellow teachers, yours to steal from; credit if you grab a lot?


Assignment: Close Reading Draft

Close reading is the heart of literary study. And it asks a challenging shift – from thinking about what a poem says, to thinking about what it does. With that difficulty in mind, I’m making some other things easier for you in this assignment. Specifically, I’m going to give you a template for this draft, so you don’t have to think about how to organize it. Later, when you revise, you can bust out of the template, find your own organization, one that suits the guiding question(s) or WTF moment(s)[1] you’ve uncovered in the drafting process.

Your draft should be in paragraph form, but follow the template below; include subheadings. Some sections will be short, some long, depending on the poem, and what in it interests you.

(0) Paraphrase

Begin by writing a paraphrase of the whole poem. This won’t be part of the essay, but it will ensure you know what the poem is actually saying, phrase by phrase. You can check your paraphrase against one you find online, but do not go to an online paraphrase before you do your own of the entire poem. If a paraphrase you find disagrees with yours, go back to the passage in question; if your source changes your view of that passage, change your paraphrase accordingly. But do not incorporate any wordings (cited or otherwise) from any source you find. The wording of your paraphrase must be your own, because at some point it may find its way into your essay.[2]

(1) Prosody

Scan the entire poem – mark each line for stresses and divide the line into feet. Also locate the caesuras. (We’ll go over this some more in class.) Don’t include this complete scansion in your draft; you may however want to include scansion of individual lines that are especially interesting. Do identify the dominant meter. Would you describe the meter as fairly regular or somewhat irregular? Most interesting will be spots where the meter varies in a way (a “substitution”) that mimics, underscores, or complicates the meaning. Locate any such spots and describe what happens there. And, any other interesting metrical or rhythmic effects you notice? Be sure to read the poem aloud; do any particular spots land strangely or interestingly on your ear?

 (2) Rhyme and stanza

Describe the rhyme scheme. Describe and/or name the stanza form. Do the rhyme scheme and stanza form have any noteworthy characteristics? (E.g., an abba quatrain has a feeling of closure and completion, while an abab quatrain has a leapfrog quality of forward movement.) Do those characteristics complement or complicate the poem’s content? Are there any internal rhymes or cross-rhymes worth noting? And, remembering that rhyme draws two words together in mind by drawing them together in sound, are there any rhymes that stand out as interesting or unusual? Finally, is there a refrain? If so, how is it varied, if it is? How does the refrain work in the poem? (imagine it gone – how does the poem change?)

(3) Other sound effects

Any noteworthy alliteration, assonance, consonance, euphony, dissonance, onomatopoeia? What relationship does that move (what the poem does) have to the content (what the poem says) at that moment? It might emphasize, complement, complicate, even undercut the content.

(4) The line

The line is the fundamental unit of the poem. It’s what makes a poem a poem. Each line is, in a sense, a little world – all we know of the real, for as long as we’re there. If there are lines that strike you as resonant, strange, important, or WTF, treat them as compositions: how do meter, rhythm, sound, diction, figures of speech, other moves come together in them, work in concert?

Also, think the line end, whether it’s end-stopped or enjambed. An enjambed line breaks in the middle of a syntactic unit. A poem can use enjambment to create suspense or forward momentum, or even to layer one meaning over another: you get one meaning at the line end, another one a bit later, when the thought completes in the next line. Look for such moments. If you find any, identify and describe them.

(5) Diction

Are there words that stand out as especially charged, interesting, strange, difficult, or problematic? Trust your WTF reactions here; they may mean that word that had a different use than it has now; or maybe its use was strange even in its time (e.g., “newfangleness”). Research the word in the Online Etymology Dictionary and the Oxford English Dictionary – what can you learn about the history of its usage? what secondary meanings did or does it have that might enhance your reading of the poem?

 (6) Metonymy

Are there any words or phrases that have a particular metonymic charge – that, more than most others, use our habits of association (“contiguity”) to call to mind other things, feelings, conditions, qualities, or actions? Be careful not to project modern or personal associations onto the poem; try to judge, from the context the poem provides, plus the cultural context you’ve been reading about, what associations the word or phrase would elicit in a contemporary reader.

 (7) Metaphor and simile

Where metaphor uses contiguity (next-to-ness) to elicit an association, metaphor uses similarity to assert an identity – an identity that’s not actually so, but if the metaphor works, it’s imaginatively right. There are implicit and explicit metaphors, local and extended metaphors, conceits and Metaphysical conceits, and (yuck) allegories, which we may avoid completely. Western literature loves metaphor because there’s something escapist at the heart of both.

What local metaphors are at work in the poem? What effects do they have? Is there an extended metaphor? If so, describe how it’s sustained, developed. Is it a conceit? If so, track its development, the different moves it makes, what gets identified with what. Finally, are there any similes in the poem? If so, what gets compared to what, and what are the effects or implications?

(8) Other figures of speech

You may find pun (double meaning), hyperbole (exaggeration), paradox (apparent contradiction), allusion (literary, historical, or mythological reference), personification (treating the non-human as if human), or others that have come up in class discussion, or that the Norton Anthology identifies. As best you can, identify and describe these, and say how they affect the poem as a whole.

(9) Tone

How would you describe the speaker’s tone? What words and phrases establish that tone? Does the tone change over the course of the poem? How does the tone intersect with other features you’ve identified? (E.g., there might be a bitter, cynical tone, framing a radiant, transcendent metaphor, which would be a peculiar tension – WTF?!)

 (10) Rhetoric and convention

Who is speaking? (It’s not the poet, it’s a persona the poet creates; what is that persona like?) To whom? (And, who is expected to overhear?) To what ostensible purpose? What other purpose might there also be? What words and phrases reveal these purposes and relations to you? Finally, what lyric conventions might the poem be taking part in, when it has its speaker speak in the ways s/he does? (E.g., Marlowe’s “The Passionate Shepherd” is a lyric in the pastoral genre, and conventions of that genre inform everything the shepherd says.)

(11) Structure

What’s the global structure of the poem? A sonnet may be octave–sestet, with a volta (turn) between them; or three quatrains, volta, couplet. A poem in multiple stanzas might have one or more turns – as in “My lute awake!” which turns each time the speaker changes addressee. Once you’ve discerned what the poem’s major parts are, try to describe what it does in each part. For instance, in “They flee from me,” we saw that the first stanza describes the general or collective case, and the next two stanzas illustrates that case by giving a specific instance.

(12) Guiding question(s) or WTF moment(s)

Finally. Some of these questions will have yielded a lot. Some not so much. But by now you know the poem a lot better than you did. Still, it’s not like all your questions are answered. In fact, if this went right, some questions got resolved, while new, deeper, more interesting, more difficult questions arose. Or maybe a question you had from the start got more and more thorny – an image or word that stands out as not belonging, a sonnet convention that isn’t obeyed. For this last part, survey everything you wrote, staying in touch with what you find most interesting, and frame three or four possible guiding questions and/or WTF moments that might serve to organize your close reading when you revise it. A few examples:

What do the second two lines of “Western Wind” have to do with the first two lines?

Why does the speaker of Wyatt’s “They flee from me” present himself as harmless to the women who used to seek him – indeed, as their victim – and yet say categorically that they used to “put themself in danger” in approaching him?

The final couplet of Shakespeare’s “Sonnet 18,” by insisting that it immortalizes the beloved, actually emphasizes how quickly she will age and die – does the poem intend that contradiction?

I’ll read your draft with your questions in mind, asking, what in your close reading most warrants development, further exploration, if these are the questions you want to pursue? So please take time and care in framing them. They are how you will guide me in how to guide you.


To be honest – if you’ve made it this far – it’s a heavy-handed programmatic way to approach a poem. I’d much rather move lightly and fleetly over it, touching down here, there, as wish and whim would have it. But I’ve been given the task of teaching lit majors to analyze poetry. So I’ve taken the various things I’ve seen myself do with a poem and arranged them. I hope they own it and also resist it – dive into it and also through it.


[1]Our working term for aporias small and large, brief and enduring. I put it this way in the syllabus:

A WTF?! reaction [is a] spot where something strange and surprising (for you) happens, [and] you don’t know what to make of it, it confuses, irritates, and/or intrigues you. The secret to success as a literature student is turning towards these moments even though you want to turn away from them.

[2]I described to them here the bit of hot water Jill Bialosky’s got herself into.

Summer teaching once more

Decided last week to dumpster my course design for Intro to CrW. It’s gotten old and tired. Was real fresh and alive when I started it (as an overhaul like this one it happens) cuz I made it day by day in relation to what I sensed from my students, who they were, what gave them life. And then, over the next few years, I institutionalized it, why, cuz I belong to an institution, and it presses on me, walls, ceiling, floor, in the form of hours demands infighting and discouragement. Well fuck that shit. I can’t ask my students to keep it fresh if I don’t. So I’m pitching the design and going back to the unknowing my own work comes from.

It’s scarier and it burns more brain glucose, which I want to hoard for my own creative work, but I think a mistake we make in the profession is to feel we’re in a zero sum game. In fact if I’m feeling on a live edge teaching, that enlivens my creative activity, too. As I said to a friend at a little fest held this weekend to mark the vertical publication of the first part of SCRO, the visual poetry courses I’ve taught have fed and informed my own work in visual poetry – have made, in a sense, my current work possible.

So here’s the bit of my syllabus where I explain there’s no plan for the class.

(Overheard at Menace as I write: “Are you really worried about rhizomes?”)


Course Outline

There is none. I’ve taught this course many times and it’s grown hidebound. So I’m doing the same thing with my course design as I tell a student to do with a story or poem or essay when they’re bored with it: throw out your structure, your idea of where it should go, and discover from the materials at hand what it’s supposed to be. It’s scary fun and way more real, as a way to write, a way to teach.

We’re going to wing it, figuring out, class by class, what we’ll do during our time together, and what your assignments are for the next class. I’ll be making the decisions at first, but I expect that, as we come together as a crew, you’ll collaborate in the calls we make. Rest assured, we won’t be structureless; we’ll just discover as we go the structure natural to our being-together. And, by the end of our six weeks, you’ll have met and grappled with most or all of these creative writing constructs:

General

showing and telling
concrete significant details
triggering and generated subjects (Hugo)
diction and etymology
“the writer’s antennae”
using found material
revision and editing

Poetry

sounds
the poetic line
poetry and Poetry
imagery
simile and metaphor
metonymy
making sense less

Fiction

dialogue
characterization
point of view
story structure (inverted checkmark)
text and subtext (Hemingway’s “iceberg”)

Creative Nonfiction

scene and exposition
truth and truthiness
questions of ethics
nonfiction forms

That’s for the worrypants. May send ’em, first day, to Cage’s guidelines:

cagerulesteachersstudents

It’s all just organic form in pedagogy, not so scary.

Writing Exercise: Erasure, Interference, Noise, Distraction

Last exercise for my advanced creative non-fiction workshop. We’ve been reading Mohamedou Ould Slahi’s Guantánamo Diary – riddled with redaction marks a government that couldn’t find him guilty of a damn thing, yet could not for 14 years see him to be innocent, saw fit to strike his voice through w/.

An ex on the eloquence of silence; on wrenching eloquence out of silencing.


First, to remind you of the assignment for your fourth and final essay, it’s

a text that incorporates erasure, interference, noise, or distraction. You can put a text of your own (it must be written for this course) under erasure like this or like this: ████. You can take another’s text and put it under erasure to elicit new meanings from it. You can do an audio essay and overlay a second track that makes your voice difficult or impossible to hear at key junctures. You can compose a hypertext that instead of offering a linear reading becomes a garden of forking paths. The possibilities are myriad. Crucial though is that your essay draw erasure, distortion, noise, or distraction into its formal body. In this way it becomes a study of how we make meaning at all.

For this exercise, make a first experiment towards that essay. No more than one page – if it’s on paper at all. I can’t imagine all the possibilities for you here. I can only say, I’m looking for language, written or spoken, that gets interfered with somehow, visually or aurally, in a way that sheds light on how we go about making meaning. (The redaction marks in Slahi’s book, included the way they are, do that, yes? How does Slahi insist on what he means, his humanity, when he’s shut up – imprisoned, silenced? He cracks jokes. He answers absurdity with absurdity. He writes, and gets his writing out there, replete with the redaction bars that speak his silencing.)

Learn too from examples posted – Johnson, Phillips, Bervin, Foer, Strickland, Wave Books. Ask yourself too, what’s missing from these examples that I wish were here? What could you add to this assemblage of interferences?

You could go entirely paperly, erase and/or illuminate a text, your own or another’s. If you erase someone else’s text, be sure to credit the source, and sure your work upon it’s transformative. You need not confine yourself to negation; consider illumination, á là Phillips; hands-on cutting or tearing, á là Foer; other ways of turning gap and omission into a sort of presence.

You need not pin yourself to paper either. I’m open to audio essays, hypertext essays, multimedia enterprises. Interference, noise, distraction can take the form – as we said today – of static, crowd noise, a robotic voice intoning “redacted,” many many things. (The MTA’s “mind the gap” comes to mind.) Our roundtables next week will be a chance to think through options.

I’d like to take these in Thursday, but if you are working off the page, and would like till next Tuesday to make that happen, I can give you till then.


I’m curious what they’ll come up with. It’s been a curious class, invented one week, enacted the next. Improvisatory. Creating a world one step ahead of what you see. I don’t mean I am, we are.