Allusions and airs

Imagine you are discussing a current government situation with a friend. You mention an insight you learned about behind-the-scenes working of government while in our capitol. Perhaps you briefly mention that when George Bush explained this the first time, you didn’t quite catch it, but now you understand. 

You’ve implied that you talked personally with the former president. However you could have simply heard his explanation while sitting in a hotel room in Washington D.C. and listening to the evening news. What you are doing is leaving a hint about a famous person that you hope will be understood in a manner to make you seem more important—name dropping.

Allusions are literary name dropping. They make your writing—the setting, the situation, and the characters—seem more important because of their relation to famous ones. However, a weakness that I see increasing in current writing is the superficial use of allusions. Characters are compared to others based on appearance rather than action. I suppose this occurs because authors are alluding to what appears on the screen rather than in books. However, if allusions are going to help your reader connect to the character, they should deal with actions and motives.

Shakespeare was a master of using allusions as short-cuts in developing characters and conflicts. For example, in Hamlet, Shakespeare makes allusions to Greek mythology, Roman literature and the Bible. Hamlet, a prince of Denmark, despises his uncle who his mother married within a month of the death of his father, the former king. Hamlet decides to keep mum and not to tell everyone that he suspects his uncle was complicit in the death of his father. But the prince has a hard time not letting his feelings leak out. Rather than a direct verbal attack, Hamlet compares his father to his uncle as “Hyperion to a satyr.” Hyperion was the Greek sun god, a fairly noble one; the satyr (more familiar to modern audiences) was a lecherous, half man-half goat creature of myth.

During the play the Prince Hamlet requests itinerant actors perform a play at his palace for the “entertainment” of his mother, among others. For this play within a play Shakespeare uses Hecuba’s stirring funeral speech as written by the Roman poet Ovid in Metamorphoses Ovid. According to ancient literature Hecuba was the Trojan queen who grieved eloquently at the death of her husband and son. But the purpose of this illusion was not just to throw around Shakespeare’s knowledge of classical literature. It was to portray a parallel situation so the audience could see how Hamlet was trying to embarrass his own mother because of her hasty marriage to a questionable man.

Hamlet also refers to Cain and Able, from Genesis in the Bible in reference to his uncle and his own deceased father. This is an obvious allusion to fratricide, so that the less learned among Shakespeare’s audience would realize that Hamlet was practically stating that his father’s murderer was none other than his own brother. The majority of modern readers would catch that last reference even if they missed the other two.

In Shakespeare’s day, literary allusions were flung left and right during a play. The Baird didn’t underestimate the intelligence of his audience and they appreciated that. If you were watching a play and caught the meaning of an allusion, you thought of yourself as a learned person. For those that didn’t, well, there was plenty of lowbrow humor and sexual innuendo to keep them entertained.

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Figures of seeing

Beowulf.firstpageReading ancient literature is difficult not just because of archaic words, but also ambiguous figures of speech that attempted to help the reader see the image and not just hear the words. Translate an early English text, such as Beowulf into completely modern words and students would still stumble over kennings (old idioms), such as whale road, sail road and swan road. All of these descriptive phrases are used in place of the word sea, as is the Latin word mere. Huge whales and sailing ships travel the ocean, but I’ve never seen  swans there (I suppose they may be found in estuaries that border the sea). Writers realize it sounds boring to use the same word over and over again. Sometimes they are too eager to to use alternatives.

When I read in Beowulf of a person described as a breaker of rings, I could see somebody hacking gold rings apart. Could it be a thief preparing his latest heist to  be melted? Actually it is leader, a minor king or chieftain, who may have gotten his gold by trading openly, as opposed to the stealth of a thief. The leader is a giver of rings as well as a breaker of rings. I suppose a more successful chieftain could give his loyal followers entire rings rather than breaking them into parts in order to have enough to reward them all.

But can you imagine the difficulties that that someone from that period would have reading our common writing, even if it was translated into old English, (and it did not discuss any technology that didn’t exist at their time). Are our highways, freeways, and interstates any less confusing than whale roads, sail roads and swan roads? These are distinct types of roads that conjure up distinct images for us, but in reality they overlap. 

Recently I was reading an email from my daughter in response to one I sent about how to cut mats with multiple openings to display pictures of a recent art fair. I concluded by saying the pictures had to be the “same direction.” She responded by saying there was no mixing of portraits and landscapes. That threw me for a second because I knew some of the pictures were of people, and others of the trees in park in which the art fair took place. Then, I realized she was referring to the orientation of the pictures. Rectangular pictures have been aligned either horizontally or vertically for eons. But now we have a new kenning, a new way of describing orientation based on how it is described in the print options.

Figures of speech fill our conversation and our writing with words pertinent to our time and our location. It is hard to see those common phrases as not necessarily being ordinary. Seeing outside of our own existence is struggle. Learning to understand figures of speech from another time and place is one of the steps to really understanding diversity.

 

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Word of media

ruokRecently we had to evacuate the school due to a gas leak. Students were jammed up against the back fence of a subdivision across from the school. Fire trucks roared past, lights flashing and phones were raised in the air capture the sight. I’m sure similar shots were posted in hundreds of Facebook pages. Within minutes a guy yelled “Check out Twitter # gas leak 2013.” The head fire inspector arrived in an SUV full of detection equipment, and we spent an hour outside waiting for him to do him job. At least the weather cooperated, sunny, with a slight cool breeze. In the end there was only a brief mention on the local news, without photos, even though I’m sure hundreds of posts about the event flooded the electronic media.

While waiting outside, my thoughts went back to a class discussion that occurred early in the week. Students were supposed to describe the effect of electronic media – Facebook, Twitter, Tumblr, etc. – on their writing. A teacher had lamented how the abbreviations used in text messages, such as LOL and IDK, had crept into other forms of writing. I actually first saw IDK as answer by a clueless student on a test five years ago.

However, I have used abbreviations in writing for years. In addition to technical acronyms, like radar and sonar, I include an older set of common abbreviations – CEO, ASAP, and RSVP (which is not even English) –  in everyday writing. Those ever pervasive abbreviations students use tend to give the nuances that are often expressed by tone of voice such as sarcasm (IMNSHO – in my not so humble opinion) or affection (143 – I love you).  They contain the frequently used phrases that we say in conversation just to show that we are listening (GR8 – great, VSF – very sad face), or about to leave (TTFN – ta, ta for now). Of course, some are attempts to hide real meaning of words from parents and other adults; like the slang that tends be reinvented every 5 years.

I have discovered that these abbreviations and variants of  L33T (elite) speak really affect the way students talk more than the way they write for classroom assignments. Most of them understand that these phrases are not proper words.  But they still struggle to figure how to replace them with a word that means the same thing in standard quasi-formal writing. The increased number of technical words to name new things that didn’t exist a few years ago is taking up room for vocabulary in their brain. This results in a loss of variety or richness in words. Students may know that N00B should be written as newbie in letters, but they have little concept of what a novice or fledgling is.

Many of the generation that did not grow up with internet at their fingertips have vocabulary that is just as limited. They are comfortable repeating the same words that they’ve heard their friends use. It marks them as a group. Pushing beyond this is difficult, but that is exactly what creative writing requires.

Recently I read a blog in which the writer used “drill down” and “deeper dive” (basically meaning the same thing). She inferred that her audience could guess her vocation from the use of these phrases; but her word choice really revealed how old she was.

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The school of social networking

057With students glued to Facebook rather than paying attention in class, teachers begin to wonder if they could teach better using a social network instead. Social media and e-learning may be useful, but Facebook is by no means universal. The belief that everyone is using sometimes lead to further exclusion of more people than we realize.  There are four people in my household and each of us prefer different sites. Only two of us have Facebook accounts (I am one of those and I pay scant attention to it). Everyone follow the sites where discussions center around their interests, and the number of sites is growing. Forums are set up so viewers can see only what they want to on sites such as Pinterest and Tumblr.

Social media is a tool of technical tool; it can be viewed passively without any involved from the viewer.  The person posting on YouTube most often does not know who views or is affected by their video. Success is measure quantitatively, but number of hits – with impact remaining unknown. It does not require the relationship skills of setting expectations, giving encouragement and watching out for others – it is not the silver bullet to fix the problem with the school system. I instruct students in technology whenever I can because it is a necessary skill – but there are a lot of things (especially when it comes to pedagogy) that digital natives do not know and cannot learn even with the most sophisticated program. As my son the programmer pointed out all artificial neural networks are based on what humans have programmed and contain human errors.

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Vibrant verbs

fun run 2Writers can throw around the terms used to describe interesting language – sensory images, unusual syntax, well-developed descriptions, and vibrant verbs. But incorporating these into writing and preserving the flow is a challenge. Recently I worked with some nascent writers trying to conjure vibrant verbs to replace the old, tired, common ones.

Actually, the common verbs are quite useful (which is why they are common). Did you ever try to carry on a conversation and not use some form of have, get, go, do or say? As the first exercise the participants had to tackle finding vivid variations of the past tense of “said” the past tense of say.

When I write dialogue I am acutely aware of how many times I have employed “said.” However, it interferes with the flow of the dialog if I have to keep stopping to search for alternate words. My own solution was to create a handy list of words for “said” that indicated basic emotions–timid, angry, scornful, happy, excited, surprised, scared and sad. Unfortunately “screamed” describes multiple emotions and using it every time it popped up in my list was equivalent to constantly crying wolf. To be honest, when I write I end up using “said” more than anything else. I’ve heard readers don’t notice this, and I hope that’s true.

In the second exercise the participants had to replace “walk” in the sentence “He walked across the room.” The new verbs had to express walking in a manner that indicated the person was slow, fast, in pain, exhausted and overjoyed. The tendency is to use adverbs or metaphors. I had to repeatedly explain the idea was to exchange the verb, using one word only. There is a pleasure in economy of writing, using few words even if it does sacrifice the richness of description. When one came up with “He walked across the room, sliding like a slimy snail.” I had to admit it was creative and worked just as well as “He slithered as across the room.”  

In the end we basically performed charades. I asked a volunteer to walk slowly across the room while others yelled out single words to describe what she was doing. They managed to come up with crept, crawled, shuffled and slunk. As we moved on to the remaining verbs, I realized that when a person walks  slowly  or with pain, it looks very similar. They still managed to come up with variations such as stumble, stagger, and totter. My favorite verb replacement “He slouched across the room” sounded more like the walk of an self-conscious teenager, a category that definitely fit some of my participants.

In the end, everyone borrowed from their neighbor to find the minimum of five verbs for each style of walking. By the time we finished we were all a bit bored with reading the same “vibrant verbs” over and over again.

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How to rant like a literature professor

Standard_Poodle_black_male_sitting (2)“That was the year I came to class at the start of the new semester and found only one student to sign up for Drama from Aeschylus to O’Neill.” Do you know who Aeschylus or O’Neill were?  I assume you know who Ray Bradbury was. The words comes from Ray Bradbury’s book “Fahrenheit 451.” We  might be going the same direction as Ray Bradbury predicted.

For required reading, my daughter had “Three Cups of Tea” in eighth grade, “Kite Runner” in ninth grade and “A Long Way Gone” in tenth grade and “A Thousand Splendid Suns” in eleventh grade. She felt only “A Long Way Gone” was a quality book.  She also realized she was receiving a very lopsided and inadequate education. Why? Evidently the canon of books by dead white men, had been replaced an even more restricted one – living authors that wrote about violence in Africa and the Middle East. The tendency was to concentrate on current, easily consumable, best-sellers in order to get students to read. Students need more help understanding literature that is not from their time. They can read the best sellers as they please. 

Students will read classic literature if someone is willing to spend the time to walk them through this, even when it is difficult. My daughter is dyslexic. When she was much younger, I asked her pediatrician to refer her for testing. He told me “Read to her, constantly.” So I did. Often, I read old books I had enjoyed as a child, but she still learned that reading was fun and a way to connect with other people. Sometimes, I obtained recordings on computer if she wanted them, because reading was hard for her. However, she relished the time we sat down and read together the most.

My daughter asked about the classics that I would recommend; I gave her a long and varied list. She chose “Anna Karenina,” “Faust” and “The Scarlet Letter” over the past three summers. The books were difficult, so we started having discussions. She realized authors are not irrelevant because they wrote in the style of their time. They are not boring just because their books required a lot of thinking. Sometimes we talked about why they were deemed classics, and what the author was trying to do. Soon, my son (four years older) started joining in the discussions. Now, my daughter is both dyslexic and a gifted student, although she was not identified as one until eleventh grade.

Just getting a student to read doesn’t give them the richness they need.  We are very conceited to think that books written in our time are the most important. There is a reason that some literature from the past has lasted so long, while the rest of it has been forgotten. Classics often require higher reading skills, but they also provide a more diverse picture of life – not just what has occurred in the past ten years. If this doesn’t happen students unfamiliar with classics become teachers unfamiliar with classics and the information is lost to the next generation. If they do not understand what is a classic from the past, how are they going to be able to determine a classic from the present?

Recently an American literature teacher who works in a German school read a story he had written. He asked what the class thought his black dog in his story symbolized. My daughter answered Mephistopheles who first appeared as a black poodle in the German classic “Faust.” It fit because the dog was an indication how the main character, who seemed religious, had committed a horrible crime. However, the poor guy, a recent literature graduate, didn’t even know who Mephistopheles was.

Art from photo by A. Wray, CC BY SA

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Superhuman weakness

A-fest12 004cAt one time there was a “story” circulating about a famous producer of modern supernatural fiction movies, and an unknown screen writer.

The famous producer says “I have a new idea for a movie.”

“What’s the plot?” asks the writer.

“There’s this boy, and he’s really a robot.” the producer answers.

“That’s a plot device, not a plot.” the writer responds.

The American public has an on going love affair with superheros and a lot of writers want to cash in on this. Yet, we keep on recycling the classic superheros. Why? When you give a character a supernatural powers, you can easily become preoccupied with the special ability. Every crisis that arrives is another chance to showcase the special power. Although the crowd of spectators may be astonished, the hero finds solving the problem as natural as breathing. So having a superpower does not guarantee an interesting plot, anymore than having a boy actually be a robot will keep audiences coming to theaters. If a story contains a character with powers so that problems can be quickly overcome, essentially there is no conflict, no plot–just a plot device.

Carefully crafting an interesting hero with unique powers requires attention to other things. For example, what are the character’s weaknesses? They need to have both an Achilles’ heel and a personality flaw.  The physical weaknesses is like Superman’s Kryptonite or the dragon’s soft spot. There may be a plant, an element, a delicious food that doesn’t bother us ordinary humans but it can drain the supernatural character’s power or even cause death.

The personality flaw actually helps us relate to the hero with super powers.  We automatically assume that characters that walk and talk like people (at least some of the time) also share the  traits of human nature. However, a superhero could have a drastically different way of thinking or feeling (or lack of feeling). This kind of character is more difficult to create but is ultimately more fascinating when well developed.

In a discussion with high school aged writers about the changes in literary rules for vampires, many of them lamented the fact that the new breed of vampire doesn’t have to watch out for sunrise. They seem just like humans only stronger, immortal and with a taste for blood, not necessarily human blood. However, one astute student noted that even the modern “humanized” vampires were more interesting when stories revolve around their interactions with humans and the conflicts that resulted. So the superhero with the fantastic new power that you have created needs to care about humans and be involved their society. The plot may not differ much from man of the age-old man versus man plots. But the addition of the superhuman power, and superhuman weakness, can make the plot more intriguing.

 

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Avoiding flat earths

A few years ago, over the holidays, I stayed at a hotel on a scenic bend in the Riverwalk in San Antonio. It had been build in little over 200 days. How? Concrete cast room units, already decorated, were stacked in place. The rooms were still very nice, just identical. The prefab structure even had little wrought iron demi-balconies that evidently only the pigeons could access as evidence by the multiple layers of white bird excrement.

Sometimes, science fiction/fantasy authors would like the same kind of pre-fab world–an intriguing, complex landscape already laid out for them. Simple plug in characters and start the action. On the other hand, if that has  occurred, the reader must somehow be familiar with this particular world. People picking up this fantasy must have encountered it before, and obviously not everyone has read the same canon of literature. Lack of common knowledge among readers is especially true of fantasy. Each society has developed it’s own mythological backdrop, which often becomes the basis of fantastical literature.

Part of this trend to have an established fantasy world is based on public demand for works such as. J.R.R. Tolkien’s Lord of the Rings. He wrote this second venture into Middle Earth at his publisher’s insistence because his prior novel The Hobbit became unexpectedly popular. He based much of his made-up world on mythology–Germanic, Norse and Finnish. But, that did not mean that he got away without completing the tedious process of world building. This meant constructing the physical characteristics, flaws, and temperament of the world and its societies.

For example, in The Hobbit he gave details about the mountain in which the dragon Smaug lived. This story came to life with minutia about the appearance, the habits, and even the smell of this fire-breathing beast. Tolkien was somewhat restrained by the general ideas about mythical gold-hoarding dragons held by his audience. This was actually a benefit, which allowed him to elaborated even further, giving the dragon a unique personality and explaining the motives for his reign of terror on the local people.

Tolkien took these personalities of places even further in The Lord of the Rings. Regions within Middle Earth have unique characteristics–the humble homey Shire, the angry Misty Mountains, the eerily unnerving Dead Marshes, and the delicately balanced Isengard trying to flourish on the border of a wasteland.

For me and a number of other readers these passages detailing the imaginary world piques our interest. They are not simply pages of unnecessary exposition. Basing a fantasy world loosely on some existing culture or mythology that has been transported to another time and space does not do away with the need to flesh out the culture. The author must include ironic details about the society and describe the uniqueness of the environment to provide a well-rounded world for all readers. A fictional world can be flat, round or well-developed, just like a character.

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Unhuman geography

pen estonians (3)cScience Fiction and Fantasy do not describe the type of plot as much as the setting – a world in which imagination changes some of the rules. It is a world in which coming of age, adventure, mystery, romance, war or philosophical musings still take place. (Science fiction and fantasy novels should really have dual genre classifications.) It is actually a world that shares much more in common with the ‘real world’ than it differs from it, or it simply would not make sense to the readers.

Before embarking on creating your own world, you need to decide exactly what those differences are, as well as the limitations imposed on them. What kind of things need to be considered? How about a brief human geography lesson:

Population: Who lives there? Are they like earth-like people, animals and plants, or something else? If they are something else, limit your species drastically to prevent writing an alternate biology book.

Settlement: What kind of places do they live in? Metropolis, cities, villages, nomadic camps or massive hives?

Culture: How do language, religion, and education differ between groups in the society?

Political: How is the state organized? Even in a small group such as a family there has to be structures of leadership and division of labor.

Economic: How do they gain sustenance, protect themselves from the elements, produce goods and trade with others? Denizens of imaginary worlds must do some kind of work to survive.

Health: The medical rules depend on the species inhabiting your world (are they like earth or not) and their level of development. Characters will have to deal with the challenges of illness and death.

Development: What is the standard of living and quality of life in your world? Is it changing…. for better or for worse?

History: This is an area that I like to spend a lot of time on which prevents me from actually writing. Most readers don’t want lengthy back stories, so it often works best just to give hints about the history as needed,  unless it is a very intriguing history.

In fact, the final challenge is informing your audience of the differences without writing an alternate history for your world at the beginning of the novel.  The rules of your world should be introduced sporadically but before they are actually needed. If one or more of these imaginary characteristics (especially super human powers) are going to get your characters out of a sticky problem, make sure to introduce them far enough in advance.  In business just-in-time training is all the vogue, in writing just-in-time solutions are the mark of an amateur.

Artwork by S.L. Listman

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Sci-fi delineated

sci-fi copyI, Robot is a collection of short stories that trace the development of robots until they take over running the world while humans remain blissfully ignorant of this fact.  In Perelandra, an earth man is sent to Venus  on a mission from God to counsel to the ‘Eve’ of that planet so she does not fall prey to the wiles of Satan’s agent. What does a work like Isaac Asimov’s, I, Robot  have in common with Perelandra by C.S. Lewis? Both are considered science fiction. That is the general classification for variety of seemingly disparate literature. What defines science fiction? Also what separates sci-fi from its twin, fantasy? It is a matter of time, travel, technology and transformation. These are the aspects that change the world in the book from the one we know.

Time: If a story takes place in the future, it is almost always considered science fiction in a broad sense. This allows authors to play with new technology (like cloning) or explore the possible outcomes of today’s issues (like global warming) when constructing their story. If the future society is regressing, that typically weighs heavily in the plot. However, if it appears to be advancing new technology is likely to contribute to the action. Our course, there is a third option. It could be a society just like ours, only with driverless cars and hover boards in widespread use. Novels in which the action is driven by magic (the basis for fantasy) can also occur in the future, but rarely do.

Travel: Many of the early sci-fi novels dealt with travel to unimaginable places, such as the moon (which we finally reached). However there is still a wealth of settings not visited by humans except in fiction, such as the center of the earth, the deep ocean trenches, or other planets. Jules Verne’s goal in his work was to describe the world through a series of Extraordinary Voyages. Of course, journeys that occur through time are a hall mark of science fiction. Also, works in this genre maybe be set on an imaginary planet, not only in the future but in the distant past. However, if the imaginary inhabitants of that place use magic more than machines, you have fantasy, such as Ursula Le Guin’s Earthsea series.

Technology: The best way to flaunt convention and write a science fiction novel set in the past, is create your own technology. Base the story on an intriguing invention that doesn’t exist in reality and is secretly possessed by a small research group, an ingenious inventor or even a mad scientist.  It doesn’t have to be confined to mechanical advancements–such as in the play, The Water Engine  by David Mamet. Bizarre biological and drug experiments are repeated themes and found in works like Island of Doctor Moreau, by H.G Wells.

Transformation: As mentioned earlier science fiction changes the world as we know it. When I was younger radiation was a favorite cause for special powers, until it became obvious that radiation simply weakens and eventually kills organisms. However, this idea stills shows up among rehashed super heroes.  In Sci-fi works, transformation is not caused by magic (as in fantasies) but the results could be the same. Advanced technology, visiting aliens, or a new microbe could result in humans becoming fairies, elves, vampires or shape-shifters. But, then you lose part of the fun of sci-fi in which you decide how humanity is changed, unrestricted by a cannon of fantasy creatures.

These four characteristics may define science fiction, but that is not all that is required. An imaginative, altered environment without a plot will not go far. There must be a hero with a problem to overcome, a problem that cannot be easily wiped away by the advances of science.  In fact, the problem may even be caused by these advances.

 

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