Tampilkan postingan dengan label poetry. Tampilkan semua postingan
Tampilkan postingan dengan label poetry. Tampilkan semua postingan

Kamis, 03 September 2015

Jane Shore Reading: Wednesday, September 9

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GW Arts Initiative Program: Poetry Reading: The Best Dressed Girl in School

"I could make you the best dressed girl in school," my mother said, "but I won't." GW Professor of
English Jane Shore grew up in the apartment over Corduroy Village, her parents' dress store in North Bergen, New Jersey. She will read poems from among her seven books of poetry, two of which are coming-of-age autobiographical novellas in verse about 1950s and 60s urban Jewish New Jersey. From when she was a young girl sleeping over the rows of dresses in her parent’s store, to taking her own daughter to shop at Urban Outfitters, clothing has always been at the metaphorical center of Shore’s life. 
GW Arts Initiative Programs explore topics related to art, history, and culture, and connect GW faculty, students, and the public. A collaboration with GW arts and humanities faculty. Free; no reservations required.

When

Wednesday, September 9, 2015
12:00pm

Where

The George Washington University Museum and The Textile Museum
701 21st Street, NW

Selasa, 28 April 2015

Shaun-Dae Clark Reads a Poem

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Shaun-Dae Clark Reads a Poem


Shaun-Dae Clark is a second year student at The George Washington University. She works at Gelman Library and will be studying abroad at the London School of Economics this fall.

-Justice Spencer, Nico Page, Marwa Roshan

The Recitation




The Interview
interviewed by Justice Spencer

Justice: Why did you choose the poem? ("To Be in Love," by Gwendolyn Brooks)

Shaun-Dae: I chose the poem because it is about the power of love, to be completely cliché. Though I’ve never been in love, it makes me excited (and kind of scared), about the prospect of it. Though it indicates the heartbreak and agony often associated with love, the blissful and intimate experience of being in love is emphasized, and that’s enough to make me dream. I think everyone yearns for that euphoric feeling that brightens your overall outlook at life and allows you to empathize to the greatest extent, even when the crushing blows of lost love are your reality. It somehow has the power to make us still chase it, and I think that is beautiful, and perfectly transcribed in “To Be in Love.” 

Justice: How does it fit into your everyday love?

Shaun-Dae: I’m pretty obsessed with the idea of being loved and loving someone else. Every day, consciously or otherwise, I wonder if I’ll meet my person. And every day I don’t, my heart breaks a little bit more. So I listen to love songs, watch romance movies, and read poems about love that all keep my faith in the prospect. It’s evaded me for far too long.   

Justice: What connection do you see between music and poetry?

Shaun-Dae: Music is poetry. In the same way poetry tells a story and/or expresses or evokes a feeling, music does as well. My go to, whenever I feel sad, happy, or heartbroken, is the accompanying music and I imagine those who write and read poetry look for that same therapeutic feeling.

Senin, 27 April 2015

Vice Provost and Dean of Student Affairs Peter Konwerski Reads a Poem!

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Vice Provost and Dean of Student Affairs Peter Konwerski Reads a Poem

As Dean of Student Affairs, Dr. Konwerski is the chief student affairs officer for GW, managing a diverse staff of education professionals responsible for academic success; student academic engagement; parent engagement; and wellness, education, and prevention for GW undergraduate, graduate, and professional students. In addition to his administrative work, Dr. Konwerski holds academic appointments in the Graduate School of Education and Human Development, and the Columbian College of Arts and Sciences. Dr. Konwerski earned his bachelor’s degree in human services, master's degree in higher education administration, and doctorate in education and human development from GW.

-Sahara Lake, Damini Kunwar, and Scott Dillon

The Recitation





The Interview
interviewed by: Sahara Lake, Damini Kunwar, and Scott Dillon


Poets: What is your favorite poem? 

Peter Konwerski: I don’t know, that’s a good question. My sister was a huge Shel Silverstein fan and I remember, there’s a poem about like, my sister…and if you look it up, it’s a really sarcastic poem, “my sister for sale” or something like that, if you have siblings you understand. Then, if I think about historically, I probably read more Whitman and probably more American poetry. In courses, there is the ability to digest “what is the meaning” and “what do the words say?” “What do the words really mean?” and also “What is the symbolism?”. I was not an English major but in the courses I’ve taken, that was the opportunity I had to delve into it a little bit more. 

Poets: What are some of your experiences with poems? 

Peter Konwerski: It’s interesting, I think today everything is so much more digital; there is more access in some way to the arts and poetry broadly. I think poetry and lyrics often align…you think of a great rapper or a great spoke-word poet. One of my favorite poets, you all might know her, she is an GW alum (Elizabeth Acevedo), when you hear it, it’s different from when you read it, and I think we are visual, and auditory, and also being able to watch [helps]. I think about the dynamic nature of art, not just poetry and everything is colliding. I don’t just think of it like great poetry, but great writing, which has more of a lyrical cadence or more of a musical feel to it. That collision of it…it’s on social media, it’s on the radio, and we see it all over. 

Poets: Do you have a favorite song or lyrics? 

Peter Konwerski: I don’t know if I have a favorite song. I like a lot of instrumental stuff, like jazz, part of that is the beat and the tempo. I actually listen to more, you guys will laugh but, what I consider classic rock, which goes back to Elton John, Steve Miller Band, Crosby, Stills and Nash. I’m not into hip-hop or more modern techno music, but I recognize a lot of that music. But, for example, in the (human services) classes that I teach, there is an exercise I give where I have people give reflections on the city, or spirituality or activism. [From that], I get amazing poems, lyrics and songs and students are pulling a song from Beyoncé or Kanye West. The influences I get now as an administrator or as a faculty member, are from the students in a more contemporary society…because, students will say to us, this artist is speaking about poverty, injustice or social action. Some of the stuff that happened with Ferguson this fall, we saw this great dialogue, often times through poetry or spoken word. 

Poets: Have you ever written poetry of your own?

Peter Konwerski: I mean probably when I was a kid [laughs] but no, I haven’t. But sometimes, in a way, I think it’s good, in any exercise, to use your left and right brain. When you use a different part of your brain…like a friend/faculty member at Corcoran and when you actually have to use some creative expression, it’s good to get out of your mind set of saying “Oh, I typically write a proposal or a memo” as oppose to “Oh, let me think about this a little more creatively.” Creativity is something that affects all of us. When you think of things that cross the total student experience, like being creative, and being a critical thinker and being able to problem solve, those are bigger picture skills that people want when you graduate. [You want to able to say] “I can think critically, I’m a good collaborator”, which means you probably can be creative. 

Poets: Do you think GWU can benefit from poetry? 

Peter Konwerski: Yes, I think in the context of creativity and the arts. I think people at universities appreciate the variety. We are not set on “this is only my discipline,” [points to Sahara], you’ve studied Political Science, and there is part of political science that is statistics and numbers and part of it that is theory, and you have to appreciate both.  A lot of [having a] well-rounded, liberal arts education is being able to appreciate the value of sciences, languages, theory, practice…they all matter. And you might gravitate towards one but you can’t do one without the other. Like if you are fixing a problem today, you can’t fix the problem without math or technology even if you’re building a road. There are things that go into that “what tools do you need to build it?” or “how do you measure the space that you need?”…you have to use all those things together. 

Poets: Can you give us a reading of your favorite poem? 

Shel Silverstein’s “For Sale” 

One sister for sale!
One sister for sale!
One crying and spying young sister for sale!
I’m really not kidding,
So who’ll start the bidding?
Do I hear the dollar?
A nickel?
A penny?
Oh, isn’t there, isn’t there, isn’t there any
One kid that will buy this old sister for sale,
This crying and spying young sister for sale?

Kamis, 16 April 2015

Sally Wen Mao Reads April 24 in the JMM Reading Series

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Poet Sally Wen Mao
Reads April 24
Poet Sally Wen Mao treats words like clay.  She molds them into new ideas, even as they retain their  original meaning. Language is shaped and adapted in her hands.  She also plays with a variety of forms, including field notes, and travelogues. The results are original, ironic and fresh.   Her debut work, Mad Honey Symposium was described by Publishers Weekly as "linguistically dexterous and formally astute" with a strong connection to varied sources including "news clippings, Greek and Roman history, and Chinese myths" and maintains a "rich, deliberate emotionality and musicality."
Mao was born in Wuhan, China and raised in Boston. Her work has been featured in Colorado Review, Guernica, Gulf Coast, Indiana Review, Third Coast, West Branch, Washington Square, Poetry, The Missouri Review, Black Warrior Review and other publications.  She is the winner of the 2012 Kinereth Gensler Award and a Publishers Weekly Top Ten  Pick of Fall 2014.  Her work has been anthologized in The Best American Poetry 2013 and she has received fellowships from Kundiman, Bread Loaf Writer's Conference, Hedgebrook, and Saltonstall Foundation.  She is currently a professor of Asian American Poetics at Hunter College.

Mao is the Jenny McKean Moore author for April.  The GW English Department will be hosting a reading by her in Gelman, Room 702 on Friday, April 24 at 7:30 pm. 

 Here is an example of her work:
Lessons on Lessening
In the rigmarole of lucky living, you tire
of the daily lessons: Sewing, Yoga, Captivity.
Push the lesson inside the microwave.
Watch it plump and pop and grow larval
with losses. Watch it shrink like shrikes
when they dodge out of this palatial
doom.  On the sky's torn hemline, this horizon,
make a wish on Buddha's foot.  How to halve,
but not to have--how to spare someone
of suffering, how to throw away the spare
key saved for a lover that you don't
have, save yourself from the burning turret
with the wind of your own smitten hip.
Do you remember how girlhood was--a bore
born inside you, powerless?  How you made
yourself winner by capturing grasshoppers
and skewering them?  You washed a family
of newts in the dry husked summer, wetted
them with cotton swabs before the vivisection.
That's playing God: to spare or not to spare.
In the end you chose mercy, and dropped
each live body into the slime-dark moat.
Today is a study in being a loser.  The boyfriend
you carved out of lard and left in the refrigerator
overnight between the milk and chicken breasts.
Butcher a bed, sleep in its wet suet for a night.
Joke with a strumpet, save the watermelon
rinds for the maids to fry in their hot saucepans.
Open your blouse and find the ladybugs
sleeping in your navel.  Open your novel
to the chapter where the floe cracks and kills

the cynget.  Study hard, refute your slayer.

Senin, 30 Maret 2015

A New Poetry Course with Professors Chang & Hsy

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On the eve of the first day of National Poetry Month, the English Department announces a dynamic new course on poetry. This course is ideal for students curious about the relationship between literary analysis and composition practices, and it can be taken to fulfill a requirement for Creative Writing majors (see below):




The ABC’s of Poetry: How Poetry Matters

Fall 2015, T/Th 11:10am-12:35pm
Prof. Jennifer Chang and Prof. Jonathan Hsy


Clockwise from top left: Dickinson, Chaucer, & Agbabi.
How do poems make meaning? In this course, we will approach poetry as a creative practice and a provocative tool for thought, tracing a history of the symbiotic exchange between form and content from the Middle Ages to the 21st century. In asking how poetry matters, we will study poems as not only rhetorical structures and prosodic occasions, but also material objects and encounters.  Poets make poems out of language, among other things, that generates new ways of thinking about the world and new habits of mind. This class is team-taught by a poet (Prof. Chang) and literature scholar (Prof. Hsy), and the class aims to rethink the distinction between literary interpretation and creative composition.

Our class will focus on six poets: Geoffrey Chaucer, Thomas Wyatt, Emily Dickinson, Ezra Pound, Anne Carson, and Patience Agbabi. As we read selected poems by these authors, we aim to understand how form and content interact and where theory and practice meet in collaboration and, sometimes, in conflict. This course will give students exposure to poetic forms (lyric, sonnet, ballad, free verse), and it will consider how the physical presentation of any poem shapes its meaning (manuscript, fascicle, printed text, textile, YouTube video, collage, etc). Assignments may include translation assignments, analytical essays, and creative adaptations.

*This course may be substituted for one of the ENGL 3210 (Techniques) requirements toward the Creative Writing major.  








Rabu, 25 Maret 2015

American Poetry to WWI with Professor McAleavey

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A course to consider for Fall 2015!
Walt Whitman
(Library of Congress)

ENGLISH 3620.10   FALL 2015                  American Poetry to WW I
TR 4:45-6:00                        CRN: TBA                  Room: TBA
David McAleavey     Rome 655      202-994-6515           Office Hours: TBA

This course satisfies the CCAS Oral Communication G-PAC requirement.
(Syllabus still subject to change.)

General Description:
This is the first half of a broad survey of American poetry from its beginnings to the present. In 3620, we will read from the 17th century up into the very early 20th century. (In 3621, offered in Spring 2016, we will continue forward chronologically, ending with vital living poets.) The two most important poets we’ll be examining in 3620 are Emily Dickinson and Walt Whitman, both of whom did crucial work from mid-century through the Civil War and in the decades after. However, we will start with earlier poets whose work has continuing artistic appeal and historical relevance, Anne Bradstreet (17thcentury) and Phillis Wheatley (18th century) among them. From the earlier part of the 19th-century, we will consider William Cullen Bryant, Edgar Allan Poe, Ralph Waldo Emerson, Henry Wadsworth Longfellow, and John Greenleaf Whittier; later poets we will read include Emma Lazarus, E. A. Robinson, and Paul Lawrence Dunbar.

Requirements:
Because this course is designed to address the CCAS oral communication requirement, students will be expected to deliver multiple brief informative presentations about specific poems throughout the semester. These presentations will be graded in terms of their effectiveness. There will be a midterm and a final (formats to be determined), as well as a documented persuasive paper (8-10 pp., prior to Thanksgiving).


Selasa, 03 Maret 2015

GW English Alums on the Move: The Poetry of Andrew Kozma

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Andrew Kozma
"GW was the place where I first dreamed myself as a writer."
GW English and Dramatic Literature Alum and poet Andrew Kozma recently had one of his poems selected for inclusion this year in The Best American Poetry.  Professor Margaret Soltan caught up with Andrew to talk about poetry and pedagogy, and about his time at GW.  The poem of Andrew's that Professor Soltan mentions is reproduced at the bottom of the interview.
First, congratulations on having one of your poems selected, by Sherman Alexie and David Lehman, for this year's edition of The Best American Poetry.  I look forward to reading it. 

Meanwhile, I love your poem, "Ode to the Love Bug," which concludes O Tiny Fuckers, teach us to let the world consume us.  I find your 'ode to bugs' series of poems wonderful, the work of a postmodern John Donne.  Tell me something about your approach to poetry, your influences, etc.
First, thank you so much for the comparison to Donne. Though he’s not a direct influence of my poetry in the past, he was definitely an inspiration for the insect odes. Part of what I wanted to do was combine the highest diction with the lowest possible subject, which is in Donne’s line of conflating the spiritual with the sexual.
 My approach to poetry is very language-oriented, the sound of a phrase calling forth another series of words. Ideally, in successful poems, the meaning of the whole poem is constructing itself as I write.
 One aspect of my writing which helps my free-wheeling composing style is that I’m somewhat addicted to form. While I think this attachment to symmetry has always been in me, William Logan at the University of Florida really brought it out completely. The benefit to being fluent in the sonnet and relatively comfortable with various poetic meters is that I can let my mind focus on the form, which then frees up my unconscious to reveal the metaphors and poetic ideas I didn’t even know I wanted to talk about.
 I’m not sure I have poets who influence me in the way that I feel like I’m emulating them, but there are a number of poets whose work I admire. Anne Carson. John Berryman. Anthony Hecht. In some ways, it’s easier to point out younger poets who I feel I’m writing like, who seem like kin. Lisa Olstein and her book Radio Crackling, Radio Gone, for example.
You've written in a number of prose as well as poetry modes.  Talk a little about the other kinds of writing you do.  
I like writing every genre except that of academic essays: non-fiction, plays, novels, stories, flash fiction, and poetry. In every case, the mode of writing does something different for me, allows me to tell a specific kind of story or create a specific effect. For example, the difference between fiction and drama: in fiction I’m often trying to make the unreal seem real, while in drama I’m twisting the real so it seems unreal.
 I’m also interested in storytelling through unconventional means. I did a Kickstarter a few years ago (The Postcard Story) which told a single story through four postcards, each postcard being a picture (taken by a photographer friend of mine) meant to comment on the story obliquely, almost like images in a poem.
Do you enjoy teaching writing?
 Currently, I’m teaching technical writing, essentially the bare bones of professionally-oriented writing. Strangely, being skilled in poetry is useful for this task since both technical writing and poetry deal in compact forms, saying the most in the smallest amount of space possible. Granted, poetry focuses on allusiveness while technical writing (business letters and the like) concerns itself with facts and the manipulation of the facts—the more I talk about both, the more similar they seem. 
What did your experience at GW mean to you?  Were there particular professors who made an impression on you?
 GW was the place where I first dreamed myself as a writer. I ended up taking a creative writing course every semester and majored in Dramatic Literature partly because the required courses allowed me to focus on what I wanted (writing) while avoiding what I didn’t want (everything else). My interests have always been varied, so in the first few years I dabbled in Physics (which would’ve stolen me except for the math involved) and Philosophy (which spit me out) before simply settling on English mostly because in studying literature I could study everything else as well.
The professors who made the most impact on me were Patricia Griffith and Faye Moskowitz. Patricia was so supportive with my playwriting and encouraged me to do whatever I wanted within the form—as a fan of the absurdists and Eugene Ionesco in particular, this encouragement was very welcome. Faye, on the other hand, was encouraging more simply by who she was and is. She gave me the sense that I could do anything, and that if obstacles showed up in my path, I should simply push against them until they gave way.
 Where did you study after GW?  What sort of degrees did you pursue? 
 After GW, I took a few years off and then went to the University of Florida for an MFA in Poetry, directly followed by heading to the University of Houston for a Ph.D. in English Literature and Creative Writing.
 For our current students who may be thinking about doing similar things, could you talk about the decision to pursue higher study in literature, in creative writing?  Was it difficult to make the choice to do this?  Why or why not?
 1. I’ve always enjoyed school, and never been in a hurry to leave it.
 2. After my experiences at GW, I was pretty sure that writing was what I wanted to do. As far as I could tell, the best way to do more writing—while learning about writing and studying literature—was an MFA program. After I completed my MFA, I was still hungry, and so looked at Ph.D. programs.
 3. The choice wasn’t difficult to make, but I had a lot of things going for me. I had no debt (due to lucky scholarships and generous parents) and no other obligations. Also, I only applied to schools which provided funding so that I didn’t have to pay for any of my post-graduate studies. 
4. Finally, there was no job I was itching to get out into the world to do. I wanted to write, and if you can go to a graduate program that pays you for being there, then it is sort of like having a fellowship specifically to write. I didn’t go into higher education expecting a job to be there waiting at the end of it, and you shouldn’t either if you are studying writing. Writing itself is the end point, and whatever you can do to make that happen is what you should do, whether that’s taking a job that allows you freedom outside of the job to focus on writing or going on to get your MFA.
 What, if anything, do you miss about GW, Foggy Bottom, the east coast?  Does where you're located make any difference to the sort of writing you do? 
I miss the city a lot. I miss being able to walk across the breadth of D.C. in a day through sidewalks crowded with people. I miss the way the city empties out at night to become its own ghost.

Where I write definitely influences the sort of writing I do—or, more specifically, what I end up writing about. The writing itself has a lag time, though, in that even after having lived in Houston for thirteen years now, I feel that it’s only just becoming a major force in my writing. It’s a city that’s constantly changing, reinventing itself, re-constructing, not its ideals, but its body, the roads, the buildings, the parks, all of it ever in flux.

What are some of your future writing projects?

I have been working on young adult novels recently, mostly science-fiction and fantasy. Though I never think of myself as a horror writer—though my poems might disagree—each novel is strewn with horrific elements. To return to an earlier question, one of the benefits of writing in multiple genres is that you learn things about your own writing you might not otherwise, in the same way you learn more about your native language by studying other languages.

On the poetry front, I have a new manuscript consisting of the bug poems plus songs—more persona-esque poems sparked by states of being or, more concretely, how someone might be identified. A couple of the latter, to give an example, are the “Song of the Starving” and the “Song of the Psychopath.”


Sometime this year I’ll be doing another postcard-based Kickstarter called Mailpocalypse that, if funded, will tell the story of the end of the world via alternate futures described in letters by those experiencing it. This will happen over the course of a year with one postcard being written each day, and then collected into an on-line repository (so that everyone can read all the postcards) that might then be further collected into a book.

Ode to the Love Bug

O Unthreatening Sex Fiend, climb your gendered body-twin
and strive to futurize. Four days alive (a little more

if male) is barely time enough for love, or even death.
But, O Fragile Gloves, how you throw your bodies into it!

In smokes of thousands, you dress the baking highway
and declare your passion to every passing glass. Do you see

yourself eternal? Even as you die, your angel-self in air
declares another love affair, and those two, too,

are crushed against the grill of this fine day. O girl, come with me
and love as only insects can. Let us be reborn

a hundred times an hour to fresh our faces to each other’s lips.
O Tiny Fuckers, teach us to let the world consume us.

*******************
("Ode to the Love Bug" originally appeared in Kenyon Review.)

Kamis, 08 Januari 2015

Professor Frederick Pollack Publishes New Poetry Collection

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GW Creative Writing and English
Professor Frederick Pollack
Frederick Pollack is the author of two book-length narrative poems, The Adventure and Happiness, both published by Story Line Press.   GW English is happy to announce that his collection of shorter poems, A Poverty of Words (Prolific Press), will appear in a few weeks. Many other poems of his have appeared in print and online journals.  He is an adjunct professor of Creative Writing at GW.

A Poverty of Words contains 92 poems written between 2010 and 2013. Its themes combine politics and metaphysics. Stylistically it is neither mainstream nor postmodernist. At various times Pollack has described himself as a “Beat classicist” and as “redoing Stevens along Marxist lines.”

A poem from A Poverty of Words, "In the Hallway," is included below.  You can also read a few more poems by Pollack, published in the Modern Poetry Quarterly Review, here.

In the Hallway

A girl pressing her cheek against a door,
doorjamb, or wall beside a door.
Crying probably, possibly
mumbling. That’s it.
Her face is turned away,
you can’t see if she’s pretty.
Which would make a difference
in your quotient of empathy
divided by reluctance
to get involved plus eventual impatience.
And if and how quickly
you escaped the sense
of not being a plausible
savior (someone she’d find
attractive when this is over), or –
long-cherished, firmly-held –
of helplessness. A novelist
cases the hallway, the smells and light,
social class as revealed
by her dress. Or should.
For my part, I (not making this
about me) check
the decaying file, the yellowed partial volume
of memory. Not finding her.
But she exists now, therefore always did
and will, and is both punishment and forgiveness.

Kamis, 23 Oktober 2014

Pramila Venkateswaran, GW English PhD, Named Suffolk County New York Poet Laureate

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Suffolk County New York Poet Laureate
Pramila Venkateswaran

Professor Pramila Venkateswaran, who received her PhD from GW's English Department in 1988, recently became the Poet Laureate of Suffolk County, New York.  We chatted with Professor Venkateswaran about her selection as laureate, her poetry, and her memories of the GW English department:


1.    When did you graduate from GW?  What was your degree?  With whom did you study?


I graduated from GW in 1988. My dissertation advisor was Prof. Judith Plotz.  My Ph.D. was in English; my dissertation was on  “Romantic Irony in the works of Thomas Beddoes.”

2.    Are there particular professors at GW whom you remember more than others?  Why?

My favorite professors were Judith Plotz and Robert Combs. Plotz got me to think more analytically in the area of literary criticism (later known as critical theory) and Combs’ comprehensive knowledge of European, particularly German poets, and his ability to make his students ask penetrating questions about modern poetry enhanced my love for poetry. Although I did not take courses with Lucille Clifton when she was poet-in-residence at GW, I hung out in her office showing her my poems and talking about the significance of punctuation and how it affects the line in a poem.

3.  How much of your education took place in India?  Were there significant differences between your Indian and American schooling?

 I did my Masters in English in Bombay University and came to GW for my Ph.D. In the Indian university system, I did not have any choice in courses in my major, which was English literature. We worked our way all the way from Chaucer to the moderns, read most of the novels of the 18thand 19th centuries, and all the major literary critics. Since the exams we took at the end of our B.A. were national exams, we had to know these writers really well to be able to sit for these exams and pass them.  So when I arrived at GW, I found the comprehensive exams for Ph.D. (8-hour exams in 4 areas) to be more or less an extension of my Indian exam-taking experience. What excited me about GW was the opportunity to explore different courses and have the choice to venture outside of a strict curriculum, such as taking a course on Epistolary Writing in the 18th Century at the Folger Library or a course on the Transcendentalists.


4.  How long have you worked at Nassau Community College?  What are some of the courses you teach?

  I started teaching at NCC in 1990. At first I worked in the Writing Center and then from 1995 I started working in the English Department.  I teach Freshman Composition and English electives, such as Modern Poetry, Survey of American Literature, Poetry Writing, Creative Writing, Introduction to Women’s Studies, and Goddesses in World Religions. 

5.  You have just been named poet laureate of Suffolk County, Long Island.  How did that come about?  What does the job entail?  How do you yourself conceive of the position, both locally and nationally?

I was among a list of names that were submitted to the poet laureate committee for consideration. The nominations were based on their track record of publication and poetry service to the community. Since I had already published 4 books of poetry and had many poems in national and international journals and had been featured at the Geraldine R. Dodge Poetry Festival, I was asked by the committee if I would like to serve as poet laureate. I agreed, since it seemed like the right time for me to do this work.  As poet laureate, I give readings all across the county, organize readings at different venues and arrange for poets in the community to be featured at these venues, and bring poetry to places where it is not known to happen, such as farms, hospitals, government offices, and beauty salons! I have so far organized readings at farms, veterans hospitals, elementary schools, and breast cancer survivors groups.  I also mentor a couple of young poets. I think laureateship is important for it brings attention to poetry and its function in society.  I was surprised when I had to go to the Suffolk Legislator to be officially assigned the position, reminding me of Shelly’s words about poets being the “unacknowledged legislators"!

6.  How would you characterize the kind of poetry you tend to write? Are there particular poets by whom you've been influenced?

I am not sure what label would fit my poetry. Some of my poetry is feminist and political, while some of it explores our relationship to nature and the spirit. I write both in free verse and in form and love to play with language. My major influences while in India were modern Indian poets like Nissim Ezekiel and Arun Kolakar, and after I came to the U.S. I became devoted to Carolyn Forche and Adrienne Rich and many more.  I carry with me the melodies of Sanskrit poetry—a lot of which we knew by heart growing up since they were part of Indian devotional culture. I admire many European poets, such as Anna Swir, Rilke, Zbigniew Herbert, and Paul Celan.

7. Do you have any thoughts to share with GW English majors who are thinking about their professional and creative futures?

My advice to students of creative writing is to write every day, even if it is just a line. The Sanskrit term “sadhana” or discipline is important if one wants to become reasonably good at a task. And if you are reading a poem by your favorite poet, study the poem carefully by going over every line and word to understand the structure of the poem, your pencil marks littering the poem, helping you grasp the creative process of the writer. Modeling your favorite writers can be a beginning to later finding your own style and voice.  Even if your work after graduation may not relate to your major, you may find that the act of reading and writing sustains you in more ways than you can imagine.

Jumat, 03 Oktober 2014

Open Space Recap Part II: The Pictures!

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Student organizers Tess Gann and Sara Policastro
welcome the crowd to Open Space.
    

Jenny McKean Moore Writer Brando Skyhorse
talking to student poets. 


It was standing-room only in the hallway outside the living rooms.   

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