So here’s the thing: I didn’t learn how to diagram a sentence until I was twenty-eight.
Sometimes, not often, I’ve found the writing of a story or a novel to resemble Nansen’s smooth and well-planned voyage. Sometimes I know, roughly, where I’m going; sometimes I can also guess the routes by which I might reach that destination. Usually, though, my experience has more closely resembled that of the hapless souls aboard the Tegetthoff.
Oh, the energy of autumnal days! Summer has its blisses, winter its purities; spring lays out romance and adventure, but these short weeks, the light falling like a voice into the distance—they grip me like nothing else. These are the days of the private pleasures of the mind opened into conversation, days in which I thrill at blank pages, new music, appointments fulfilled in the noise of crowds, and my breathe materialized in the cooling air. It’s a time of study and practice. It’s a time of education.
Today, when I read student work that relies on a clever conceit—such as a piece of fiction that is, ultimately, an elaborate joke; when I read stories that are technically functional but devoid of insights, I cringe. I prefer a piece that is overly sentimental but that is trying to get at something true to the undergraduate’s experience, such as love, longing, heartbreak.
In a recent conversation with a fellow prose writer, I articulated my frustration with writing my artist statement, one of the many documents I crafted on the job market this past fall and one I am still revising. (Is an artist statement ever done?) I told her while I know my work is interested in the relationship between artistic practice and social justice, I don’t yet know what that relationship is. She put down her glass and blinked at me as though I had asked her if paper was thin, then proceeded to tell me that while art itself might not be capable of instituting change in the world, it creates the space for change to be imaginable.