Movies: Quantum of solace

Ah, the teaching semester is over, and that means I get to go to the movies. Not that I don't during the semester, but I get to go a lot more when I'm not teaching. I love the movies. And I've been a big Bond fan since way back.

When I was travelling overseas in the 80s (yes, showing my age, I know), A view to a kill was newly released, and I used to listen to the soundtrack on my Walkman (big clunky thing that it was!). And then when I was on my Contiki tour, possibly the most fun two months of my life, for a few short days we had Papillon, one of the Bond girls from A view to a kill, on tour with us. (She was the girlfriend of the Contiki photographer who came on board for a few days to shoot some photos of the more photogenic of us.) Of course, I wasn't one of the cool kids, so she didn't hang out with me, but she seemed nice enough. My cassette of the soundtrack was later stolen when my car was broken into when I was back home in Melbourne. 

I was always more of a Connery girl than a Moore girl, but liked both. Watched some but not all of the Brosnan films, though I thought he was a very good Bond. (I think I missed the later ones because I was busy dating The Gadget Man, who is not at all a movie goer.) But Craig -- I just love Daniel Craig's interpretation -- it's so much more human, so much more emotional than any of the others. And, strange as it is, I love that they've retained Judy Dench to play M, even though it means she's gotten older as he's gotten younger. A paradox, but an enjoyable one nonetheless.

I do have to say the name Quantum of solace is an intriguing one -- because what does it actually mean? Did I miss something -- because I saw the film, and I'm still not sure. Well, I suppose I do get it -- it's just that it's such a mouthful.

Sir Talkalot and I discussed the opening sequence -- he saw the film initially with friends who all complained that the audience was too close to the action, that it was hard to follow what was going on. He loved that. And so did I. I felt like I was right there in the middle of it. And yes, unlike Life of Pi, it does begin in media res. No doubt about that. Things are happening!

It is very much a modern way of showing a car chase though. I think of the earlier, seemingly fast-moving car chase scenes in other movies, and they seem slow in comparison. But it's that modern day snatch of images that is often blamed for the shortening attention spans of our kids (and why modern day readers tend to like shorter chapters and have vast impatience with any guff).

My one regret is that I hadn't sat down to rewatch Casino Royale, because there were a lot of references back to that film, and while I remembered most of the thrust of it, I may have forgotten some of the finer details. It's the first time I remember two Bond films being so closely linked, but that's something else I rather like too!

Living a writing life

This year, I increased my time-fraction at work from 0.4 to 0.6 (two days a week to three). Now, the number of days a week I work is a bit laughable really -- it's teaching, and that means lots of marking and in our cases workshopping at home.  Some people are able to do some of their prep/marking at work, but we have to do admin work like answering phones and student enquiries and various other things, so we almost never get this luxury.

As well, I've taught a new subject, which is always a heap more work -- lots of extra unpaid work for sure, but work that is rewarding, nonetheless, as we research our subjects, looking for great writing exercises, better understanding, in-depth explanations or whatever. So, while it's a bind, it's also very rewarding.

Also, in second semester I've taught an online subject, which means my time-fraction has effectively been 0.8. I feel like my whole life has become teaching.

On the one hand it's been great. The Gadget Man was out of work for much of last year, and we ate up all our savings and then some, so it's been nice to have a bit more income and try to catch up on debts and stuff. The worst part about it has been the effect on my writing, which has really fallen away, especially as the semester progressed. 

There is one thing writers do, and that's write. Well, there are a lot of other things too, but writing is the main one. And there is no better time than the present -- we will, none of us, ever have more time than right now. It is a truth among writers, universally acknowledged. (See, all that Austen is rubbing off!) 

And yet . . . 

And yet sometimes the things we do, the choices we make, affect more than just the amount of time we have for writing. The amount of headspace is also affected.

Teaching is not the ideal job for writers. A lot of our creative energy goes into our students, into their work. We're left scrabbling with what's left over. (Neither, as my friend E will attest, is writing (nonfic) the best job for fiction writers. Again, all that creative energy is poured out into the daily grind. Not the most conducive for going home after work and settling again in front of a computer.)

The year before I started teaching, I was writing about 30,000 words/month. My best month was about 50,000. In one of my early years in teaching, I wrote a short story in January and another in December and nothing in between. Signing a writing contract with my students has helped keep me more honest than that, but this year has been particularly hard. And has left me with a decision. Do I keep with the higher time-fraction or drop back?

There are no correct answers to this question. Commitment is something I often talk about with my students. How much you commit is all a matter of what's right for you. The best writers are often selfish with their time -- and perhaps you don't want to be. 

It's the same in any field of art -- I remember watching an interview with Bill Cosby and his talking about his selfishness in his early years of acting and how he regretted the time he lost with his family, but his acknowledgment that he wouldn't have been where he was without that.

No-one has the right to decide our priorities for us. It's something each of us must do for ourselves -- weighing up what we want out of life and how much we're prepared to pay for it, in terms of what it will cost not just in terms of dedication and hard work, but also in sacrifices.

After long discussions with my family, I've decided to cut back on my hours. The person I am when I'm not writing is an angry, frustrated person: one I don't like very much. I'd much rather be less well off financially and more whole spiritually, because that's what writing does for me.

Reading: Life of Pi

I'm currently reading Yann Martel's Life of Pi, which is interesting, coming off Jane Austen and thinking about literary novels and how they differ from mainstream and genre novels, and about things like beginning in media res and using conflict etc, things this book doesn't do. 

I'm at page 60 and so far the story hasn't started. I mean I've read the blurb on the backcover -- which tells me I'm expecting my main character to be in a boat sometime soon, but so far he's not. So far we've had his ruminations on zoos and on religions and various other things such as his name (a very humorous chapter), and I'm learning a lot about the main character, but nothing is happening. Nothing. I'm not seeing his interactions with other characters. There's little dialogue -- and mostly what it is is remembered dialogue presented through his ruminations. (And my one complaint is that I would expect a zookeeper's son to know that a platypus is not the only egg-laying mammal -- let us not also forget the echidna! But of course Aussies are likely to be more in touch with our monotremes than most other people.)

I suppose that's the thing about literary novels. If the writing is good enough, a book can hold your interest even if it flouts the cardinal rules about conflict. The bottom line, or perhaps the first rule of writing fiction, is to be interesting. So is this book interesting? Yes, to a point. (And, after all, it's a Booker Prize winner.) But if something doesn't happen soon, I may be putting it down and picking up something else. Other literary novels are able to combine story with beautiful writing -- take books like fellow Booker Prize winners Possession (AS Byatt) and The bone people (Kerri Hulme) -- in both of these I've been caught up in the story well before page 60.

Some of the reviews of Pi talk about the wonderful storytelling -- great! I'm looking forward to experiencing it. If I last that far... And truth be known, I probably will. There are very few books I'll abandon. And often I'll do this in the first few pages, in a rage at purple prose, or because the beginning absolutely positively hasn't hooked me and doesn't show any promise of hooking me. So, 60 pages in is a good sign, I guess! 

Online teaching

This year, I've taught my first online course, which has been quite a different experience to teaching a face-to-face class. I've been prepared for this by first studying as an online student and doing courses on e-learning and course design etc. I think it's important to begin as a student, so you have a good feel of the types of problems (not just technical) your own students might encounter.

A few years ago, my friend Sherryl and I signed up to do a Diploma of VET (Vocational and Education and Training) online with a number of colleagues from our university. We were the only two who managed to complete all the units. Many never made it online. This astonished me. These were fellow teachers, committed to upgrading their quals. There's a very important lesson about motivation in that for any would-be online facilitator.

Sherryl and I worked on the course design of this course together, and we structured it to reflect as well as we could those things that work well for us in the classroom. This meant there are plenty of writing exercises, analysis, discussions.

I had also been involved in the development of another subject, but my input had been mainly "teching" -- taking the writing and getting it ready for the web. That subject was more self-directed where students could plug away at their own pace -- complete the whole course in a week (a very intensive week) if they wanted. Ours was much more interactive, requiring students to log on each week (at their own time), and interact both with the teacher and with each others. I suppose each way of doing it would have its own fans and detractors, but I must say I think the second method is far more rewarding -- both for the teacher and the students.

The plus-side of online teaching is that there's very little prep (though I did have to read or reread all the set stories for discussion), that I don't have to travel in to the university to teach my class, that I can do it in my own time. I do have to log in most days of the week, so students feel I'm around and available. And it's fun! And you have students from all over the place -- so this year I had one in outback Queensland and one in Hong Kong as well as the local students. Also, you get to know the students in a different way -- as with all things online, people will often reveal more about themselves than they will in the real world, which can be a rewarding and interesting thing.

The minus-side is that I have to log in most days of the week, and that the workshopping seems so much more onerous to do online. I'd much rather be able to scribble on a typed manuscript than use Track Changes (Word's editing feature) and Insert Comments. There's also the inadvertent misunderstandings that happen when one person writes a comment, perhaps in fun, and someone else misinterprets the tone of the message. That's when the facilitator sometimes has to facilitate, and not let things fester. This didn't happen very often, fortunately. For me, the other downside is that I felt much less like attending to my other online "duties", such as emails and blogs.

I'm not sure I'd like to do all my teaching online -- I value my real-life interactions too much -- but it's a great way of adding some variety to your teaching. It's a different experience but a rewarding one. And, although I still thing the face-to-face classroom is better (with its instant feedback), this is a close approximation and offers some things the face-to-face classroom can't -- for example, feedback on in-class writing exercises is written rather than verbal and hence more permanent.

Teaching and learning

A few years ago, I taught for one semester in another course, in an area that was new to me, so it was always a scramble to stay ahead of the class. I took the gig to fill in for someone who was going on long service leave, and she very helpfully sat me down ahead of time and went through how she taught the class. I tried to mimic what she did, and it was a struggle. I was hating the class, and they were hating me. About a third of the way through the semester, I realised this really wasn't working for any of us and sat down to think about why. 

I love teaching in Professional Writing and Editing, so I wondered at first whether it was the fact that I wasn't as familiar with nor as passionate about the subject matter. No, I decided, it wasn't that. I was definitely interested in the subject matter, and was working alongside another teacher, who was driving the course, and she was most helpful and prepared stuff for me, which I then went away and researched so I knew what we were talking about. 

Okay, if it wasn't the subject matter, perhaps it was the students. They were definitely different from the PWE students, being much rowdier, more multicultural, less literate and -- hmm, dare I say "serious"? But they were a vibrant lot -- I didn't really think that was it either. (And, in fact, later I learnt it definitely wasn't that.)

Then it hit me. I was trying to be this other teacher who was on long service leave. I was teaching the course her way, not approaching it the way I approached "my" classes. Sounds silly but that was a momentous discovery to make and a real turning point. That week I threw out my class plans and started again from scratch, and the next week, the students didn't know what had hit them. The first thing I abandoned was the thing they (and I) hated most, so they were very receptive to the change.

Within weeks I was loving the course and loving them, and they were obviously enjoying it a lot more. I found they were a lot more serious about their studies than I had thought -- once they started getting more out of it, they settled in and knuckled down. Or perhaps it was just that I had won their respect. I don't know. I do know the course evaluations were very positive -- something I don't think they would have been if I'd continued on the way I had been going.

It's so much easier, though, teaching something you love. And so it is for me with my writing and editing subjects, and though I sometimes get burned out from workshopping, and find I'll do almost anything to avoid doing it outside work, I love the fact that teaching enriches my own writing, through my research, through my interactions with students and hearing them discuss other people's work. Sometimes I think that to teach writing is to be truly blessed. (But, of course, that's not how I feel right in the middle of those big assessment weeks when my eyes are bugging out,  and I'd do anything to get to my own writing . . .)

What we call ourselves

Terminology is a funny thing, isn't it? I often wonder how many jobs I have really had compared to how many names the jobs I've had have had. That sounds confusing, right? Wait: it gets worse.

When I first finished my science degree I was working as a medical technologist. That was what I'd put on my tax forms. A few years later, I was still doing the same job but was then classified a hospital scientist, and a few years further on I was a medical laboratory scientist, which is how I still think of the profession, and the title I prefer. A technologist is different to a technician, by the way, because a technologist does diagnoses and is more highly qualified. But many people (including those in ancillary fields) didn't recognise this difference, and I suspect that's why the qualification first changed its name. It's all about snobbery! I do, however, think "medical laboratory scientist" is a good descriptor: we were working in the medical field (usually attached to a hospital, but I did work in one private practice that wasn't) in a lab as a scientist. Perfect.

I'm no longer working in the field, so it could be that I'd have a completely different name now. (And, you know, when we graduated the whole class graduated as having a Bachelor of Applied Science in Medical Technology except for one student who'd already hopped onto the Medical Scientist label. That was rather odd.) 

In that time I worked as a microbiologist and a haematologist, but as a scientist, rather than a doctor. For the uninitiated, it's all very confusing. So the haematologist you have a consultation with in a big public hospital is going to be a doctor, not a scientist. The scientist-haematologist is the one who'll do your blood work up, who'll look at your blood film and tell the doctor what's wrong. Both are called haematologists.

Now I'm a teacher, I don't find the terminology is any better: I can be labelled a teacher, a tutor, a lecturer (though I tend to think of this as more a Higher Ed than TAFE thing) and, now we're teaching online units, a facilitator. I probably like the term "facilitator" the least, as to me it seems to have little to do with "teaching" per se. I think it pays more homage to collaborative learning, though, which is a technique we do use a lot in the classroom through workshopping, and I have to say I'm a great believer in collaborative learning. But we still do "teach" -- it's what the students want, what they recognise us as. We facilitate as well, but we do more than this.

Even in writing there is the difference between a "writer" and an "author". (Or authoress, as my mother seems determined to say. I point out that this term is now considered sexist, and she tells me that I'm out of my mind. I could talk about the linguistic distinctions, and how the suffix is dependent on the male word to determine its meaning, but her eyes would glaze over. Such things excite me, though. It's the editor in me!) 

We had great discussions about the difference between a "writer" and an "author" in my online course. I see the two as completely interchangeable. But for others an author was more serious, or was published, or had a book or number of books published. To me, the distinction is once again a snobbish thing. A writer writes. Does an author auth? If you've written an unpublished and unpublishable short story, aren't you still the author? 

Me: I'll go for "writer". I think I'll always prefer the plainer, more simple descriptor. 

To NaNo or Noto

This time last year I was about to embark on NaNoWriMo, but this year has been a different prospect for me. Last year, I was teaching two classes, both on a Tuesday, and as the first Tuesday in November (our final class) was a public holiday, I'd finished teaching by the beginning of November (though I still had late assignments to mark). This year, I'm teaching the same two, and have a Monday class and an online class, which has meant I'm still teaching into the first week of November, and have lots of marking to do.

That was my first strike against doing NaNo this year, because really it is about commitment, a big commitment. Last year I got myself off to a great start by going on a writing retreat with my friend Ellen and was flying, but once I came home that soon tailed off, and by the end of November I found myself with about 5000 words/day to write for three or four days. But I did it. Nothing like a deadline, right?

I still might have embarked on NaNo if I were in writing mode, but I'm currently in the middle of an edit. Or rather the tidy up after the edit -- going through reader comments. I want to get this done and off to my agent, rather than putting it aside and churning out another 50,000 words (as rewarding as that is!). I haven't even read over last year's yet -- that's a job for when this edit's finished. Nor have I worked out how to put my NaNo winner sticker on my blog.

Constancy is the trick to NaNo -- staying on top of the word count, rather than having days off and ending up with a big chase at the end. Constancy is the trick to novel writing full stop! It's much easier when you are immersed in the story: you are thinking, dreaming, breathing it. The cogs are oiled and spinning; the words flow. It's such a magical feeling. Those are the days when it's hard to understand how anyone could not want to write. The counterpoint is the time when the words are mired in mud, when the rejection letters are forming a pyramid in the letterbox, when everything you write seems to be crap. (In hindsight, it doesn't mean they were crap -- it's just a function of the self-confidence rollercoaster that many writers seem to ride.)

So this year I'll have to live NaNo vicariously through Luke, one of my students: the type of student who has sheer the determination and enthusiasm to get him through. I hope he finds it as rewarding as I did -- and maybe next year we can compare word counts as we go. In the meantime, go, Luke!

Persuade me

Each summer, as the semester winds down (or after it finishes really), I go into reading mode. That's not to say I don't read all year round -- I do. During the year, though, I don't read as much for the pure pleasure of reading. I do read the novels we're studying in class, submissions for Poetrix, student work, the papers and Time magazine, the back of the cereal box, texts on writing, blogs, poetry, the occasional novel or short story -- all sorts of things. But I don't get to devour novels the same way I do on holidays.

The last two summers have been themed. Two years ago it was Dan Brown. I had been determined not to read The Da Vinci Code because of all the hype. Rarely does the book (or movie or whatever) live up to the hype. But then a student subbed the first chapter (prologue really) with an analysis as part of an assignment, and I was hooked. I went out and bought the book (the lovely illustrated version) and read it in about 24 hours. My eyes were bugging out of my head. Then I went on a Brown hunt.

Last year, it was Matthew Reilly. (Hmm, I can see a plot-related theme running here -- both writers are masters of tight plotting with lots of twists and turns.) I had similarly avoided Reilly and thought it was time I gave him a try. I started with Ice station and had to follow this up with the other Scarecrow books. I'm not sure I'd start on his other books -- there are just so many writers out there that I likewise should dip into -- but if he writes any more Scarecrow ones, I'm there. And I'm sure his others are a great read. Don't study him for characterisation (there's not a lot), but do study him for plot because he's brilliant at it.

This year it's Austen. So, I've moved away from plot into character, into literary. And the thing that persuaded me to do this was the 2007 BBC version of Persuasion. Do I love that show, or what? The funny thing is that I was watching it on the ABC, and it was only when I got to the scenes on the Cobb in Lyme that I thought, I've seen this before. I remembered having loved it, but hadn't remembered what it was called. Obviously, what I'd seen before was the 1995 one.

Earlier this year, I had a Pride and prejudice obsession, having fallen in love with the Keira Knightley and Matthew Macfadyen film. So, everyone else, you can keep your Colin Firths. I liked him as Mr Darcy until I saw Macfadyen and the vulnerability he brought to the role. Now, the old BBC series seems a bit overblown (though not the all-too-brief appearance of Tom Ward, of course!).

And now it's Rupert Penry-Jones (Adam in Spooks) as Captain Wentworth, and Sally Hawkins as Anne Elliot, who is not a modern hero in any sense of the word: not feisty but calm, reserved, angst-ridden, not proactive in getting what she wants. But perhaps she's more like me than Knightley's Elizabeth Bennet is, and so I can relate. I don't know. I do know that I've finally read Pride and prejudice and am now firmly ensconced in Persuasion. Already, I can see the writers have taken some liberties, but I have no problems with that (and in one sense they've made it a more modern telling by making things harder on Anne -- she misunderstands the situation surrounding Louisa's wedding far longer in the show than in the book, for example). 

A film adaptation is an adaptation and works best when people don't try to hold too religiously to the book. They're different media, so writers and fans shouldn't become overly precious or we might miss out on masterpieces like Lord of the rings, or the most modern adaptations of both Pride and prejudice and Persuasion.

And as far as my reading goes, I've got Emma lined up as well, and am thinking I must get Northanger Abbey and Sense and sensibility.

Idyllic retreat

We're coming up to crunch time -- the end-of-semester marking spree, and never have I had more subjects to mark, so I can't say I'm looking forward to it. For a few weeks, it means I have to live, eat, breathe and sleep marking. I have had years where I've stayed up till 4 am and then got up again at 6 for another burst. Can't say it's very conducive to good health, but the mountain has to be scaled.

It also means my own work is pushed to the side. For a few weeks of the year, I barely even think about it, and I can feel myself get toey about it. So, with all this in mind, it was fantastic to get away with a few members of the SuperNOVA novel writing branch for a writers' weekend.

My mother tells me off when I go away like this. "You've got a family," she says. "It's selfish to leave them behind while you go on holiday." She's missing the point. This isn't a holiday per se: it's a chance to spend intensive time working on your novel. We do write. Or edit. And we do do it for most of the day. And the evening. And well into the night.

When I've been out with Western Women Writers, half the group wants to spend the whole time writing (I'm in that half), and half wants to spend half the time writing and half socialising. There's nothing wrong with this, of course. Balance is a good thing -- if you're not too time-pressured. I relish the time to be focused. And I get a lot done. 

There's something about being away with other writers -- we all inspire each other to write lots. Procrastination is frowned upon. My friend Ellen is the task-master and gently keeps us all in line. Like me, she's not there to muck around. We measure success sometimes in words, or sometimes in more esoteric terms -- the feeling of having reconnected with your novel after time-out, or of nailing that difficult scene.

The worst part, always, is having to come home, and this weekend was a particularly short one, because of traffic concerns. But it's wonderful to have had dedicated time to spend with dedicated people -- something every writer needs.

Back to the novel

The best way to write is to write a little every day. There are a thousand excuses we can find not to do this, and I have times where I seem able to exercise them all. But the hard truth is the writing flows best when we are at it every day -- it is then that the juice oozes. The words come easier, and the ideas zing.

I would like to say I'm capable of writing every day, and that I manage to achieve this, but it would be a lie. I invest a lot of time into my students -- into workshopping their work, into preparing classes -- and this year, teaching a new class (always a big time consumer), and this semester doing double my workload is really taking its toll. It leaves me thinking that next year I have to cut back my hours: after all, I'm a writer, and I want to write.

James N. Frey talks about this in his book How to write damn good fiction. One of his chapters is on the seven deadly mistakes a writer can make, and one of these is leading the wrong lifestyle. He tells of the advice he gave a would-be writer whose husband was an obstacle between her and the writer's lifestyle, and that was to get a new husband! While I do think that extreme, we do, in the end, have to decide on our priorities: what it is we want to achieve and what we're prepared to pay for that. There are no right and wrong answers -- only answers that suit you and your circumstances. What if your job is interfering with your writing? It's up to you to decide what to do. I've known people who have been in a position of having to choose and who have gone with their job. Sometimes, they've admitted to a great sense of relief on having made that decision. That's all right. They might come back to writing one day, and they might not. The world has enough writers; what it needs -- what we all need -- is more readers.

Think about it. The writing life is a hard one. There is little financial gain for most of us. After all, how many hairdressers can make a living out of hairdressing in this country? How many writers? Even of the best writers in the country, most have to supplement their income. And we're already talking only of those in the top echelon who get published. Much easier to be a hairdresser. Or bank-teller. Or anything really. It's a life full of rejection (unless you're one of a very elite few like Isobelle Carmody, who has never had a rejection letter), a life of harsh criticism and pulling yourself together and getting your work out there again and again and again.

But we have to do it.

We are driven.

And those who do give it up often come back to it. Writing is the nectar that feeds us.

Those struggling to find time, do find ways of carving out a niche here or there. Or don't.

I know when I'm not writing, I feel angry and frustrated. I am filled with self-loathing at my own patheticness. But when I finally unstopper that testube, then the creative potion fizzes up, a flood of it. In the meantime, I keep it ticking in my head. I think about my characters; I play out scenes in my imagination -- even scenes I've already written. I flesh out backstories, and sometimes, sometimes, I get fired up enough to find the time I need to write.

Reading and writing

Sometimes we get students who apply for our course who hardly ever read a book. They seem surprised that we expect them to read. I mean why would we? Being a writer who doesn't read is rather like being an architect who never looks at the buildings around you, who never browses the latest in the architectural magazines. If you were hiring an architect, wouldn't you want someone who was up with what was going on, who felt inspired by the amazing things that other architects were doing, who wasn't just peddling the same old, same old? I know I would.

Some writers use the excuse that they don't want to be influenced by what other people are doing -- as if they would have no control over what they were doing and might be impelled to copy ideas or plagiarise actual phrases or sentences. That's a rather naive attitude. Ideas sometimes seem to have a currency -- there's nothing worse than finishing a short story or a book, feeling that satisfaction, then picking up a new book for relaxation -- and there's your idea! What a gut-sinking moment. Only, you know they didn't copy it from you, because your version isn't even out there yet. And you didn't copy it from them, because you hadn't read this book before.

Still, if the book's been published, people might think you've copied whether you have or you haven't. So aren't you better off being aware what's out there so that you can make sure yours is different? How else are you going to become aware of the cliches of your genre?

Fine, so you should read widely in the genre you're writing in -- and I maintain you should write in a genre you know and love, not one that you don't respect but think is easier (is there such a thing?) or that is more likely to make you money. If you don't have absolute respect for the genre, it will show through in the writing. Fans will sense the disrespect and respond to it -- even if they can't put a name to it. But is reading widely in your genre enough?

No.

You need to read widely to teach yourself how to write well, and if you are already writing well, to keep raising that bar. Different types of fiction will teach you different things. Want to know about suspense? Go read some crime. What about language use or characterisation? Look at lit fic. Plot? Try a thriller. Experimental fiction might help you take risks you'd never even thought about. Who knows where you might end up? But if you don't read, you won't ever know.

My sessions at the Writers' Festival

I booked for five sessions, but because of a family crisis ended up missing one. Still, four isn't too bad.

The first of the sessions I attended was on creating worlds -- I was particularly looking forward to hearing Margo Lanagan speak, as I love her short stories, particularly the sublime "Singing my sister down". If there is one short story I wish I had written, that has to be it. This was a good session, except that a fair portion of the time was spent in writer readings, which I'm not a big fan of. I'd rather read the book myself, and have the extra time hearing the writers talk about their craft or their processes. I caught up with my friend Ellen, who I was meant to be spending the afternoon and attending an earlier session with but, regrettably, that was the session I missed.

The next weekend I had three sessions.

My second session was on love. Now, there was a separate session on the philosophy of love, so I was expecting this one to be on the craft of love scenes, but it wasn't. It had a philosophical bent and included the love of writing as a major component. I love how I go along to these sessions, and they're often different to what I'm expecting. Some (a few) disappoint, and some are unexpected gems. This was one of the latter. 

My third session was two writers (David Malouf and Michelle de Kretser) talking about the books they loved as kids: the books that inspired them. This also involved readings, but readings of passages from other authors that they loved, and I really enjoyed hearing them talk with such passion and enthusiasm. What I didn't enjoy as much was the introduction by the past editor of a highly esteemed literary magazine (which I won't name) who talked about the uselessness of writing courses. His take was they don't work, and he's in a position to tell because graduates of these courses used to send him stories, and most of these stories were unpublishable in his magazine. Okay, that predisposes that most of graduates want to write that kind of story. Most of our writers are not writing literary fiction, and really why would I encourage them to if it's not their passion? At book length, it's not as marketable as mainstream or genre fiction -- and, interestingly, in a conversation I was having with a book publisher last year, she told me how great it was that we had such strong stories coming out of our course. So, yes, publish in a lit mag with an erudite but low readership, or publish more widely to a less-educated audience? I have nothing against literary fiction -- I think there are some brilliant lit stories out there -- but I do believe that writers should write what they like reading -- I've had other writer friends who were doing courses receive low grades on genre fiction stories that ended up being published and winning awards. What a shame they weren't writing "literature" -- we have no such snobbery. This isn't to say that perhaps the said graduates hadn't done their research, but then there are always the people who send off something inappropriate anyway, but have it picked up because an editor wants to try something new. Go figure. Okay, rant over.

My fourth session was a reading. Let me fall over right now, because I never normally book in for readings, but this was a poetry reading, and I particularly wanted to hear one of the poets. I won't add details, but it's someone who's highly esteemed, and I don't get why. And, really, this didn't change my mind. I don't get it. All right, I don't get it. So, it was worthwhile going just for that... But I did enjoy the readings (most of them) anyway.

I must say the move to Fed Square has me looking forward to next year's festival!