Mark Bukovec ([info]diekreuzen) wrote,
@ 2006-05-19 07:45:00
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Goals
I'm a goal-oriented person. I believe people become what they envision themselves to be. I work hard at planning the best future for myself.

I don't always reach my goals. I had planned to finish a draft of my novel before the baby arrived. Right now I'm halfway through. Half a manuscript is better than none (the perpetual "I've got this great idea for a book ...").

I've been thinking about what my goals for the Clarion West workshop are. My primary goal is to have a three-year writing plan. I find three years is a "workable" time frame for planning daily tasks against lifetime goals.

Also, three years from now all my kids will be in school, at which point I'll no longer be a full-time parent. Then I have to decide to what degree I'll focus my energies on writing and whether I'll "get a job" (one that actually pays money).

I'm looking for avenues to explore: subject matter, genre, technique, long vs. short form, etc. What are you doing and why are you doing it?

I'm glad I missed my last fiction class. Since we're coming to the end, students are starting to get touchy about their progress. They wonder why their writing hasn't gotten better. They're lashing out at the critiques, questioning their usefulness. Such displays make me cringe--like witnessing adult temper tantrums.

All of this is the unhappy realization that no one can tell you how to write. You have to figure it out for yourself.



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[info]eclexys
2006-05-21 01:42 am UTC (link)
That class sounds painful. I studied once with a guy who'd just gotten a huge national award in Canada -- his second -- and his method was to shut up and pipe in at the end for a couple of minutes. Interestingly, he usually didn't just amplify what he said, but he did reiterate some most of the time.

Yeah, "teacher knows all" is an easy thing to buy into. It's a little more understandable where I am, as I'm the only native English speaker in that classroom, but I wish the students would recognize that they can learn a lot from one another -- everyone has different weak points and when they do try editing one another the results are great -- except they don't trust one another's editing. Argh!

My students are less of the "what do I have to do to get an A" and more of the "If I write much more, it's better, right?" There's a bell-curve enforced onto me because the class is over 20 students, and so they're all trying their darndest to stand out. Well, the people who still haven't learned to double space or to use paragraphs instead of point form -- things we covered on the first day -- are going to be on the bad side of the curve. (Notably, people who don't bother to double space are also the ones who don't spent much time on the homework anyway.)

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