Learning to write with Lucy Barton

In 2015 a creative writing tutor told me: “Publishers don’t want books about writing and writers; readers don’t want to read them.” In 2016, along came My Name is Lucy Barton,  longlisted for the Man Booker prize.

Elizabeth Strout, a stylish and moving author, can elucidate in few words what others take lifetimes to understand. Lucy Barton themes include motherhood, memory, childhood, abuse, small town life and much else, but for this post I’ll concentrate on writing.

Lucy becomes a successful writer after escaping poverty and ostracism. She writes what she cannot say. “…books brought me things…they made me feel less alone…I thought, I will write and people will not feel so alone!” A major influence on Lucy is another fictional  author, Sarah Payne, whose writing advice is a generous gift from Strout to writers everywhere. 27875970Self deprecating Sarah: ” ‘I’m just a writer…Oh you know, books, fiction, things like that, it doesn’t matter, really.’ ” When people are kind to her and she can be kind back, she relaxes. Otherwise, she’s nervous and tired (though beautifully groomed). Yet she lectures on the professional author treadmill, a mouthpiece for valuable guidance.

At one lecture, Sarah defines the job of a fiction writer. “To report on the human condition, to tell us who we are and what we think and what we do.” She mentions readers who have threatened her for the views of characters she’s written, and she’s emphatic that her job “is not to make readers know what is a narrative voice and not the private view of the author.” This strikes me as more an American problem than a UK one. Here, we tend to say: if you don’t like what a character or a world represents, just don’t read it, and anyway, it’s fiction. But I wonder whether the passage, ironically, comes from experiences Strout has had herself as a writer. The idea of attacking a writer for a character’s views clearly angers her: as Sarah says, “Never ever defend your work.”

25893709Sarah aims for compassion: “There was something decent in the way the friend and Sarah treated this man who was in pain…” After a student aims a cruel comment at her, “Sarah talked a lot to the class about judging people, and about coming to the page without judgement…” “…you never know, and never would know, what it would be like to understand another person fully.”

“…we all love imperfectly. But if you find yourself protecting anyone as you write this piece, remember this: you’re not doing it right.”  Sarah says: “If there is a weakness in your story, address it head-on, take it in your teeth and address it, before the reader really knows. This is where you will get your authority.” Lucy admires that: “I like writers who try to tell you something truthful”. It’s good counsel, but perhaps Sarah can’t – or won’t – always follow it herself. A male friend calls Sarah a good writer, but with ” ‘softness of compassion’ that ruins her work” and Lucy too feels “she was not telling exactly the truth, she was always staying away from something.” In fact it’s what Strout’s characters do again and again, circling the unnameable. Paradoxically, it’s a more evocative way of writing than a clear description would be. (When I blogged Behind the words, between the lines on writing silence, I had not yet read Strout, or there she would be.)

As a writer who struggles with plot, I was relieved by Sarah’s dictum: “You will have only one story. You’ll write your one story many ways. Don’t ever worry about story. You have only one.” Even if she’s only a fictional voice, I so want to believe she’s right! Lucy also appears in Anything is Possible (2017) and I’d be happy to hearing more and more of her her one story, from various angles.

Finally, “Sarah Payne spoke to us about going to the page with a heart as open as the heart of God.” I do not know, and have decided not to try and find out, whether Elizabeth Strout is a believer. But I think Sarah’s is a loving God.

328741031Other writing advice comes from Lucy’s high school teacher who told her not to use the word ” ‘cheap – it is not nice and it’s not accurate.’ ” (It’s good to read a book that values teachers’ contributions!) And Lucy’s friend Jeremy who tells her to be “ruthless”, which she decides means “grabbing on to myself … saying: ‘This is me, and I will not go where I can’t bear to go… and I will hurl onward through life, blind as a bat, but on I go!’ “

As a writer, I find fictional Sarah Payne’s instructions comforting, generous, challenging, and compassionate. As is the writing of Elizabeth Strout; I’ll return to her other themes soon.

Footnotes:

  1. I’m fairly sure Strout isn’t aware of the British namesake Sarah Payne, whose daughter Sara Payne was murdered after disappearing from a cornfield where she was playing. If only their tragic story had been one of Strout’s compassionate fictional chronicles of small town America instead of real life.
  2. My giveaway of three mystery books – one I’ve reviewed, one I’ve liked and one I’ve written – is still open if you comment here on my short story before April 19th BST. Please do!

©Jessica Norrie 2018

 

 

 

 

 

Advertisements

A story and prizes for my second blogiversary!

The blog is two! Looking back I see I haven’t included as many short stories as I originally promised, so there’s one below. If you tell me what you think of it (good or bad), I’ll put you in the draw for a book prize – could be one I’ve reviewed, one I’ve liked or one I’ve written. UK only, sorry, readers elsewhere, but I’m a struggling writer….

Anyway, you’re all winners, because this story is for you. It came from my writing course at the British Library, when we had to identify an object in the Library to write about. No photos are allowed in the exhibition I chose, so you will have to make do with the brochure, but do visit; it’s free and very inspiring.

bl treasures
About the “Treasures of the BL” , from the current brochure

TEMPORARILY REMOVED

The exhibition’s sparkling name seduced me: “Treasures!” Entranced, I pored over illuminated manuscripts, hand scribed scriptures, painted vellum and pages of early print. I followed a sign that said: To the Magna Carta. But there was only a glass display case, containing a perspex-or-similar stand, and a printed sign with the  message: “Temporarily Removed”.

I racked my memory. What was the Magna Carta, anyway? And remembered: among other clauses, it declared that everybody, including the king, was subject to the rule of law and had the right to a fair trial. It was, in effect, one of the first declarations of human rights.

And now it had gone. Who took it?

Was it taken by a curator, for legitimate purposes? Perhaps it needed a polish, or was dog eared? Or letters had faded and blurred, and the curator had gone in search of ink and whatever medieval scribes used for Tippex – something made of flax, possibly. When she found nothing suitable for a running repair, she took the whole thing away for safekeeping. Temporarily, of course.

It was unlikely to have been stolen. The area bristled with alarms, the Magna Carta would have screamed “Traitors!” as it was lifted, and the thief immediately been apprehended by the elegant Egyptian security man and his Roman nosed Ukrainian colleague, with their ramrod backs and their epaulettes to die for.

I shared my disappointment with a fellow passenger on the trolleybus home. He confided a rumour, and a few days later it was confirmed by a brave investigative  radio reporter. The Home Secretary herself had had the Magna Carta since last Michaelmas quarter day. Picture the scene:

“Basil! I’ve forgotten the law of the land! Fetch me the Magna Carta!”

The under Home Secretary bowed. “You’ll have to fetch it yourself, I’m afraid, Cynthia,” he simpered. “Only you, the PM – and the King I suppose – have the right to remove the Magna Carta from the Treasures Collection.”

So the Home Secretary sent the British Library a pneumatogram and arrangements were made for her collect the Magna Carta at sherry time, to temporarily remove it to Queen Anne’s Gate or wherever it is the Home Secretary resides nowadays. You’d think it would be safe there, but…

… at tea time on All Hallows Eve, she was sitting by a roaring fire, her Persian cat Nero purring in his basket and Basil buttering steaming crumpets for the three of them. She was studying the Magna Carta, her eyes glowing in the firelight.

“This Magna Carta is too long.”

Basil knew that tone of finality. He put the butter knife down and wiped his hands on his pinny. Only that morning, during the regular watch he kept on the Fortnum’s community noticeboard, his careful fingers had stripped the address of a radical organisation from a recipe for gunpowder soufflé. Cynthia’s deft gesture was identical, pinching a section of the Magna Carta between her coral painted thumb and fingernails, and ripping it decisively away.

“Too many rights, too much to police, administer, and communicate. We can never assure them all. The country can easily do without this one.” Rip, tear.

“And this…”

With gusto the gleaming nails scored, tore and flicked.

Much of the Magna Carta lay in shreds on the Home Secretary’s monogrammed carpet. Basil scurried for the bronze dustpan and brush. Efficient percussion filled the room: stiff swipes of the bristles keeping time with Cynthia’s knuckles cracking.

“Decluttering, Basil. Taking back control. A compact Magna Carta will be neater than all that swollen old waffle.”

She rubbed her hands in satisfaction but her hooded eyes remained restless. “Then again, if a job’s worth doing…” She swooped on the shrunken pages.

“I’ve started so I’ll finish.”

That evening the British Library received pneumatogrammed instructions. The investigative reporter was too late to intercept them and could only report post factum. Visitors to the British Library now will find a new sign:

MAGNA CARTA. PERMANENTLY REMOVED

©Jessica Norrie 2018

Please leave a comment below before midnight BST on April 19th 2018 – improvements, continuations, deletions – to enter the draw. And please stay with me for a third year of words and fictions – it’s a fiction, by the way, that the Magna Carta is anywhere other than safely inside the British library, for now. It was something else – I didn’t check what – that had been temporarily removed.

prize 4

Mark my words: teaching, writing, learning

My so far unpublished novel The Magic Carpet involves the demands schools make on families. I was pleased to see my themes reinforced this week by Andria Zafirakou who’s been named “the world’s best teacher”. Ms Zafirakou is one of so many committed, imaginative colleagues who deserve awards, and interestingly, she works in ways this government may barely regard as teaching. With characteristic goodwill she’s now using the prize and publicity to reinforce the same messages I believe in.

Ms Zafirakou teaches creative subjects, art and textiles – yes, they do matter, Mr Gove and successors! She provides breakfast because hungry pupils can’t learn – take note, ministers who proposed abolishing free school meals for over a million children this week? She knows their housing conditions because she makes home visits, unlike the council leader who’d never entered a tower block before Grenfell burned down. She sees children onto the bus at night to protect them from gang violence. (How sad – senior staff were doing that when I was on teaching practice in 1983.) She greets them in their home languages and shows them art from their own cultures before asking them to appreciate  “our” Renaissance.

A G girls use this one
I’ve blanked these faces in a snap I found from a 1985 school outing, as a courtesy to their now middle aged owners. If one of you sees it and wants the original, get in touch!

I got burnt out after far smaller efforts than Ms Zafirakou makes. When you leave teaching to be a writer, you swap wielding a red pen over other people’s work to being marked yourself, first during the writing process and then at the final exam. It’s a salutary lesson. I’ve been working out level descriptors and grade boundaries for The Magic Carpet since my agent began submitting it.

A* I thoroughly enjoyed reading it / absolutely loved this / a great cast of characters / Jessica is a very accomplished writer/ it was such a topical read / engagement in such a wide range of contemporary issues

A – a clever idea / certainly timely and thought-provoking / an enjoyable read / really authentically written / I thought that was a really nice touch and something quite different

B a nice premise / it’s a lovely novel and I wish you lots of luck placing it elsewhere / well written

C –  I couldn’t quite see how we would position it on our list and it is for this reason that I’m going to have to pass / I wish you the best of luck in finding the right home for it / We were a little conflicted on this one 

Dconcept a little contrived / the pace suffered a bit / this didn’t quite grab me enough to take forward / voice not distinctive enough

Edifficult for me to invest in the characters / a bit confusing due to the amount of characters and the contrast between children’s and adult voices / too many changing viewpoints so the narrative didn’t quite have that flow

Fail – I may have been a little over generous to myself with these grade boundaries, as none of the (real) remarks above have led to a bidding war or indeed a single offer, so in a sense they’re all fails. 

What to do? I could move on – my sardonic mother would say: “If at first you don’t succeed, give up!” I could revert to teaching. Or I could learn from the grade E lesson – too many viewpoints.

One theme of The Magic Carpet is how differently people experience the same intended provision. My story shows diverse pupils in a typical London school, the contrasting ways their families support them (or don’t/can’t) through one school demand, and the implications for their futures. The story theme and structure involve multiple experiences stemming from the same request, so I’ve written several viewpoints. But I did whittle them down from the standard thirty in a class to five, and each voice does have discrete chapters. In real life they’d all be clamouring at once! I also focussed on a single homework project, whereas as any parent knows, schools often make simultaneous demands: uniform, outings, payments, charity events, sports, closures, exams…

Although the disparate audience is any teacher’s everyday reality, successive governments have proved increasingly dense in their pursuit of a one size educational model for all. (Stay with me: it’s a novel, not a political discussion paper.)

School languages
My bible, for many years of my career, published by Reading University in 1996.

Families don’t have a simple, single point of view. I chose the voices of two mothers, a father, and a grandmother who provides daily childcare. Also one child, because too much discussion of schools doesn’t allow children to speak. They’re from different ethnic backgrounds, because around 37% of Londoners were born outside the UK.  Readers need to get their heads round these five viewpoints, which are initially separate but link as the story progresses. By comparison, a teacher seeing infants off at the end of the day routinely receives random information from up to thirty carers of any gender, orientation, religion, mother tongue, ability or class (potentially involving housing, health, safeguarding, relationships, finance, tuition, leisure, progress, immigration status…) I wanted to get a flavour of that onslaught, without leaving anyone as overwhelmed as teachers often are.

But the E grade editors tell me it’s confusing. A simple aid, discussed by Book Connectors recently, would be to insert a list of characters by household at the beginning. I prefer that to radical surgery. Cutting the viewpoints would weaken the point: the mix of generations, heritages, preoccupations and capacities sharing the same space.

On a lighter, equally important note, The Magic Carpet is about stories, creativity and drama, learning through fun and allowing children a childhood.

I’d love this quote from Ms Zafirakou on the cover of The Magic Carpet: It’s great to say every child should have the same potential, but you need to know the personal background and the lives of your children, and how different and complex they are.” I hope she’d approve of my fictional children who in their creative storytelling are, as she advises, “communicating…  building up social skills, talking about and breaking down role play…  life skills that every child needs.” They’re being entertained and entertaining too, as my readers will be if/when the magic carpet makes its maiden voyage and lands on the booksellers’ tables.

So I’ve decided neither to give up or cut viewpoints for now (unless a publisher offers to guide me). I’ll maintain faith in my product, and wait for one of the people who “absolutely loves this” to be Chair of the Board and override everyone else. I’ll continue to advocate for children, through writing, not teaching. Meanwhile congratulations, Andria Zafirakou and all the teachers and assistants like you.

©Jessica Norrie 2018

 

 

 

 

 

 

A prescription for blocked writers

I’d written my Work In Progress into a dark, locked cellar. It was time for something to stimulate and inspire. My budget precludes a long writing course, and I don’t like online learning. But since 2014 I’d had positive experiences at a Guardian Masterclass with William Ryan, a summer workshop with Marina Warner, and a Spread the Word mentoring session. So I booked “Building Stories” with London Lit Lab. The course aimed to “use the experience of our public and private spaces to inspire evocative fiction.” At the very least I’d have the privilege of working in two of London’s most impressive buildings. At best I’d start writing my way back upstairs.

Attendees included published and unpublished writers, academics, artists and therapists hoping to write fiction or poetry, and our tutors were Zoe Gilbert (Folk) and Lily Dunn.

Riba hall
RIBA, 1st floor landing, with busy participants

Our Saturday setting was the Royal Institute of British Architects, designed by George Grey Wornum, with interiors by his wife Miriam. Light from huge windows and etched glass doors floods the gleaming floors and emphatic angled spaces. Why architects would need a ballroom isn’t obvious, but they have one here to suit the most demanding Cinderella, with a grand staircase for her glass slipper to trip down and curved sofas inviting assignations. The library was modelled on a cruise liner and the soundproofed council chamber had a throne. In our conference room, originally white leather walls had turned uncleanably yellow from the smoke of a thousand meetings. We creaked across sprung floors and hauled ourselves up from the public space to narrower private staircases. Then we jotted our sensory impressions in short unpolished phrases, some of which we shared, anonymously.

An architect helped us study plans from the RIBA archives, including homes, schools, a debtor’s prison, a pheasantry, and an exhibition space. Our new understanding transformed them from codified diagrams to pictures in the mind’s eye. Stories unfolded.

Next, we were to imagine a building used other than for its original purpose. Writing an activity that didn’t fit the space would subvert it, creating tension. A derelict house, bereft of domesticity, is sinister. A church converted to flats must be deconsecrated. When a psychiatric hospital becomes a gated estate of private homes is it more or less of a refuge for the residents? Tube stations in the Blitz with people sleeping on the platforms, stables for cars instead of warm, living horses, ice hotels, the ruined swimming pool where Djokovic practised tennis as a boy. Map the mismatch, said Zoe and Lily. We scribbled away under the nicotine walls. I found myself immersed in a semi-serious idea from years ago, clamouring to be used. It had come to the fore because repurposing a building activates parts of the brain we don’t often use.

After lunch we discussed the psychology of spaces. How conversations run depends whether we’re sitting in a cafe or on a roller coaster. The rooms we’ve lived in are repositories for dreams, thoughts, conversations we’ve had in them (think of Proust). I was reminded how unsettled my father’s house seemed, when he was in hospital and I was popping in to pick things up. Something intangible had left with him, as though the house already knew he would never return… In the deadly quiet of the soundproofed council chamber we read of a Kate Chopin heroine in her hallway and her bedroom, her emotions and expectations adapting to each. The more private space meant she could explore her own secrets, have her epiphany and the story could move on.

We imagined someone with a secret, in a place where they feel safe. What happens? Zoe had postcard portraits, for anyone without such a character in mind already. Hooray! One was Protagonist J, in my stalled WIP. Now I know what he looks like! I described his safe space, nothing like the cold flat air of the council chamber but encouraged into existence there. Then I threatened it.

For a final Point of View, we were given a secret character – mine was a woman with a migraine – and had to write her POV on entering RIBA that morning. Could the others guess her traits from our narrative? It was an elegant way to end the day by referring to how far we’d come since we met.

BL seen on a staircase
British Library foyer, showing “The Tapestry”, from a Kitaj painting with the same name.

The British Library was a contrast on Sunday, our home turf a colourless basement “learning room” with an enormous expanse of white table, and no natural light (but better than my cellar). In groups we tried Erasure poetry, extracting evocative words and phrases from existing work(s), erasing or juxtaposing them to “write” something new. I was tired so on this occasion it didn’t do much for me, but others were immersed and stimulated, creating new poems together on huge sheets of paper. (My Erasure on that sentence might be: It did       for me,      creating    on     huge sheets. ) I thought of Rachel Whiteread’s blank windowed buildings, and of my favourite sentence from Reservoir 13: “There was weather”. So often, silent spaces are as important as what’s there.

Riba writing in council chamber
Council chamber, RIBA
BL room
Our learning room at the BL

We wandered the British Library, making notes for a story about some aspect of the building, or an object housed there. Touch, memories, smells: not only visuals. We drew mind maps of our journey, and of imaginary places in the invisible, non public parts of buildings. This time the huge sheets did work for me, my notes proving fertile fodder later.

BL underground
Who knows what’s in the invisible spaces of our public buildings?

In the afternoon with much shushing and confiscation of pens, we wrote in the Reading Room, normally closed on Sundays. (Pencils only, for fear of marking valuable books.) This room exuded concentration, and we all wrote for forty minutes in palpable silence like brocade drapes muffling us from distraction. (Bit overwrought – Ed.)

BL lightswitch
We stood back for the bigger picture and homed in in the details

Lastly, we discussed editing, considering two versions of a Raymond Carver story. A useful, practical discussion, ending with wine and some shared readings of our stories, before I dived even further underground for the tube home.

Thank you to Zoe, Lily and colleagues for a constructive and enjoyable weekend. For me, the tendency to focus on more literary fiction was especially welcome. These courses don’t end with the final well earned glass of wine, but give participants ideas to draw on for years to come. I enjoyed taking the writing medecine so much, I’ve treated myself to a day at Chawton too. I’m on my way back upstairs!

This slideshow requires JavaScript.

 

©Jessica Norrie 2018

 

 

 

 

Patience rewarded in “Reservoir 13”

I do like a book that shatters the rule bound splodge of too much current creative writing advice. I especially like it when it’s by a Professor of Creative Writing (at Nottingham University, where the course doesn’t sound splodgy at all).

The professor is Jon McGregor, whose If Nobody Speaks of Remarkable Things (2002) I admired in my post on beautiful writing. You must devote time and space to his books, so I waited until nearly a year after publication to read Reservoir 1333283659

The Goodreads reviewer who wrote: “Lovely descriptions of nature are insufficient compensation for an uneventful plot and a slew of forgettable characters” missed the point. There’s a whole village worth of plots, the stories of many families and their members. A creative writing mantra broken: multiple characters, no clear main protagonist. But what’s to stop the reader following and embroidering those that interest her most? Or you could tease out each plot strand horizontally.

Jessica in peak district 1984
Hills above Sheffield, 1982

I may have been especially drawn in because I once lived on the edge of the Peak District, so nostalgia was an added factor. In descriptive prose like painted brushstrokes, at least sixty familiar seeming  individuals move to the foreground, retreat, are glimpsed in the distance, pass by as we’re engaged with someone else, disappear… Nature is a character too, or several: the badgers who thrive as the book progresses, the vulnerable foxes, the endangered butterflies. Man-made structures take on personality: the locked butcher shop still with chopping boards and knives used by generations of the same family; the footbridge that may collapse or hold in times of flood; the school boiler room where distasteful things occur (or do they?), and even the boiler itself. It’s all enmeshed. (Les Thompson) nodded when people spoke to him, and his handshakes were heavy and warm. The snowdrops were up and the crows flew overhead and the wind moved through the trees. Jane had to keep herself from smiling.

The hook goes behind the clouds, so the reader must find their own motivation. After two chapters, I asked my partner: Does it continue like this right through? Yes, he said, it does, and once I knew that, it was comfortable to ride with it rather than await something different. The book starts with a disturbing incident. A teenage girl has disappeared in the countryside around the Peak District village and reservoirs where her parents have a holiday let. Cue the blurb of every other book on Waterstone’s front table. I yawned. Abducted child, missing girl, sinister holiday… If I’d submitted this – in my dreams! – the editors would have said, “I already have something similar on my list”.

Peak District 1982 by Steve
Cooper explained there had once been villages down there, that all the reservoirs had been made by flooding the valleys. They looked at him, waiting to see if he was joking. The world didn’t always sound right when it was first explained.” Ladybower reservoir, near Sheffield, 1983

The villagers turn out to search and we hear snippets of their interweaving stories, garnished with the local flora and fauna and changing with the seasons. In the conifers above Reservoir no 5, a buzzard sat warmly on her eggs while the wind pulled through the trees. The narrator goes inside the villagers’ heads and informs us of their back stories, up to a point. Then we’re free to fill in from our own imaginations, should we wish to. The occasional dialogue is embedded, unsignalled by speech marks, within long paragraphs echoing previous paragraphs. POVs swing back and forth. Goodness knows how many rules that breaks. The Show-not-tellers must have hit the tequila by now.

Martin, she said. This has to stop now. I’m not here to be won back. He was shaking his head. I’m telling you, he said, I didn’t send that. There was a softening in his expression. He felt as if he had the upper hand for once. She looked at him and she didn’t know what to believe.

The tequila drinkers had better buy another bottle because so many passages like those above contain words from the list often banned to creative writers. There were/there was/he felt/it seemed/they looked/she understood/he said/they went… Too much distance between the reader and characters, swig, glug. But to me, stretched on my sofa in the muffled quiet of last week’s snow, the banned words provided space to consider setting and characters. Such writing gives time to digest. There was something of the prison yard about him. Paradoxically, understatement goes a long way; space and silence provide proportion. There was weather, and branches from the allotment sycamores flew onto the roof of the Tucker house. I nearly overstated my case by putting the simplest opening clause ever in bold print. Peak disrict

The ragged robin was still in flower, but this isn’t some idyllic dreamtime: farmers can’t sustain a livelihood; arson, theft and alcohol are problems. There’s domestic violence and mental illness among the wheatsheaves and elderflower cordial. The place had been empty now for seven years. There was a dispute to be settled before it could be sold, but no-one seemed to know what it was or who might be involved. Jones went up a ladder and took the branches down.

I was lost in details of lambing and growing courgettes and barely aware of the Show-and-tellers slumped by the empty tequila crate. Already assaulted by banned words, they’d now been subjected to a deluge of passive voice. At the school the lights were seen on early…. The decision was made to pack up…At the heronry the nests were rebuilt.

So there are no cliffhangers, no five or three act structure, no thwarted will or protagonist struggling desperately through an apparently unsurvivable crisis! Yet several stories are told. Each chapter covers a year. The first sentence mentions New Year fireworks; then there’s Shrove Tuesday and the May well dressing (now I understand this local craft, thank you, Professor McGregor). The chapter ends with carol singing and life goes on: births, marriages, divorces, deaths. The narrative weaves through time at the same tempo. Time, calendar events, weather are the stationary, longitudinal warp threads; the characters are the weft, drawn through and inserted over-and-under them, to be kept even or the fabric wouldn’t hold together. I rooted for some, disliked the randy farmer, hoped the wild twins would calm down and longed to lift the spliffs from teenage lips. (You can forget deep POV: the narrator tells us exactly what their parents don’t know they’re doing in that car, in a sympathetic depiction of teenage friendships, uncertainties and mistakes).5172rqnad5l-_sx347_bo1204203200_And what of the missing girl, and the thirteenth reservoir? You’d have to read the book to find out, but you may become more interested in those left behind. For more books set in villages, see the Guardian article by Xan Brooks here.

Anyway, hurray for the rule breaker. This is a wonderful book. When he finished, I hope McGregor broke the mould: the last thing we need is a slew of formulaic imitations.

©Jessica Norrie 2018

 

 

 

 

Smorgasbord Invitation Blog Magazine – The Literary Column with Jessica Norrie – O is for Loneliness

Reblogging this to my own blog from Smorgasbord…Comments welcome, as always, here or there!

Smorgasbord - Variety is the spice of life

Jessica Norrie joins us for her monthly literary column and explores Loneliness in fiction and also in recently published articles on the subject in leading business and science journals. When you have read the article, Jessica would love to have your views on the subject.

O is for Loneliness by Jessica Norrie

https://images.gr-assets.com/books/1405259930l/18774964.jpgI thought I knew why my daughter gave me A Man called Ove for my birthday. I recognised this grumpy middle aged man who drives the computer shop assistant mad with his poor understanding, and grumbles about neighbourhood litter and other people’s driving.

https://images.gr-assets.com/books/1334848488l/13486632.jpgI was amused, then slightly hurt. Ove is less appealing than The hundred year old man who climbed out of the window, or Harold Fry who took a break from his mundane marriage to rescue an ideal from his youth.

https://images.gr-assets.com/books/1335816092l/13227454.jpg But by chapter 4, I realised my daughter hadn’t intended a dig at me…

View original post 1,753 more words

Testing times

Sadly, the fronted adverbial raised its ugly head again this week, and prompts me to blog again about teaching children to use language. Cathartically, I imagine the fronted adverbial as a long necked carnivorous dinosaur, head waving from the primordial swamps in search of food. Entertainingly, it bobbed up on Michael Rosen’s Facebook page. Angrily, I read the rotten saga. Happily, I remembered I’m no longer a teacher. Crossly, I empathized with those who are. Achingly, I sympathized with the children.

Do you now know what a fronted adverbial is? Certainly, now I’ve modelled it ad nauseam, and you didn’t need to know the term for it anyway, because you’re not linguistics professors. Neither do children in junior school.

worksheet from Rosen
Worksheet quoted by Michael Rosen on his Facebook page

To be fair, I believe there’s some confusion over whether children themselves are supposed to know the term or just their teachers. I’m not churning through pages of Dfe* bumf to find out, but I can tell you enough people seem to think children need to know it for the 87,700 results of my Google search today to start like this:

fronted advbs(I’m not knocking my colleagues who produce these although I do think the one Rosen showcases needs to chill. You teach what you’re told to teach as best you can, and teachers are wonderful at sharing resources and ideas – the less prepossessing the subject, the more they rise to the challenge.)

A lesser relation of the fronted adverbial, the irregular past participle is another busy little pest that scuttles about causing mayhem to even younger children. Once it infested my classroom. The previous week, I’d teached regular past participles (a benign member of the same genus). We called them Ed. We walkEd about and talkEd about them, lookEd for them, hookEd some from the pages of our books, took – oh dear! and shook – gadzooks! – some into our writing and I releasEd the children into the playground where they shoutEd and playEd and exercisEd their dear little limbs in the satisfaction of knowledge learnEd (t?!) and a past tense story inventEd. Hooray!

DSC_0538
The awful reality of writing in Year 1, before teaching …ed. Teaching chronology looks overdue, too.

For the more literal minded of you, I didn’t teach the …ed suffix with a capital letter. I’m just banging home the point here. I did teach “…suffix ed” (yes, 6 year olds have to know the term suffix) with ellipses (I’m not sure they have to know ellipses but see comment on government documents above) and I telled them “Poor …ed. It isn’t a full name, it can’t go out on its own, it’s just the last part of another word, so it never has a capital letter.” “My name’s Ed and it does!” saided a boy. “Couldn’t your mummy have taken you on an unauthorised holiday today?” I spat through grat teeth.

I’m not against teaching grammar. I remember starting French, discovering verbs, nouns and adjectives and thinking this is jolly useful. A rule to apply. An apparatus to climb. A tool for cobbling together sentences. I wonder if you can do it in English too? Ah, yes… Why didn’t they tell me at junior school? The 1970s approach needed and the current approach needs to consider what’s age appropriate, from either end of the spectrum.

The advantage of grammar is government can test it, (like testing scales or memorising the periodic table. But would anyone teach those before playing tunes or lighting a bunsen burner?) The advantage of test results is government can judge the test takers and test teachers easily, categorise a school as in “special measures” (ie more tests), and solve the problem with an academy that makes money for shareholders. I first heard that from an Ofsted inspector and suspected her of conspiracy theories. But fast forward six years and these tweets make the same point:

Twitter page

Oops. That’s what happens when I don’t plan a post strictly enough – someone else takes over the rant. Where was I?

Teaching grammar can be fun. I invented the “Full stop police” and the children begged to play again. One child reads aloud and the “police” clap where the full stops should be. “Pass the full stop” requires a satsuma, representing a full stop. It’s passed around and the child holding it when the narrative comes to a full stop gets a segment. Or throw a black foam rubber ball… etc. There’s pleasure in finding patterns and rules in every subject. Nothing wrong with that, but do it at the right age. Infant children should be playing snap, not bridge. They should absorb the harder rules by exposure to good and varied writing, and have more time to read and listen to stories.

Teaching grammar can also be profitable. Here’s an article about what grammar schools earn from publishing mock tests for their entrance exams. They’re expensive to a parent on a low income, at between £28 and £60, as are the tutors to mediate them. Do I detect another conspiracy theory?

Let’s return to my 6 and 7 years olds, in their second week of past participles:

Me: Hallo children. Today we’re going to write another story. (Some smile, some groan. Children can be irregular too.) Another story set in the past.

Child (sounds pleased): With Ed!

Me: Do not call out, Jason. No, …ed will not be in this story.

Children (chorus): We likEd Ed.

Me: This week, children, we’re going to meet the irregular past participle. Soliloquy: Irregular PP is to PP as the hornet to the honeybee. He stings big time, repeatedly. A single attack can be enough to kill a child’s interest in writing for life, without expert treatment. You are only 7 – many of you are only 6. There is no known vaccine. So tread carefully, my dears. Better staff than I have lookEd at their year 2s and quailEd. Time for the dreary trudge of exposition.

Me: Any suggestions from you? Hands up! Readed? No, sorry. Eated? No. Buyed? Wented? No. Ringed? Like “the bell ringed?” No. Singed …now, you heard what I said about “ringed” so don’t push it…

Child: (piping voice, shellshocked tone) We’d be safer if we just didn’t use verbs at all.  

Little Amaara: (weeping) We won’t be able to write anything without getting it wrong! And I was looking forward to finishing my story from last week with Ed. (Puts head in hands.)

I remember when there were few government teaching guidelines. Poor or nonexistent guidelines, poor planning (including mine), inadequate resources, firebells, abusive behaviour – all these cause difficulties and part of a teaching career (not the part they show in the recruitment ads) is learning to overcome them.

I “helped” children sew when I was sew untrained myself I sewed trouser legs together (that’s another story). I was tasked with explaining STDs to embarrassed teenage boys who spoke no English. I attempted painting when the only paint in the stock room was brown, and gluing with Pritt Sticks that dried up before the pupils were born. I triumphed over an interactive (huh!) white board that wouldn’t be reorientated no matter WHAT so the pen never connected with the surface. I taught forces with magnets that didn’t work due to badly designed storage. I’ve written poems about snow with children who weren’t allowed (health and safety) to play in it.

But when the irregular past participle came buzzing along for the 6 and 7 year olds and nouns became noun phrases and verbs became present progressives and exclamations had to start with What (How ridiculous!) I wented home and choosed a fortifying drink and after 32 years I writed an email with my resignation.

exclamation
From 2017 KS2 grammar test paper

Mischievously, here’s a possible slice of revenge. On many Government web pages, there’s a bit at the bottom that says:

Government website 2

Have fun! But remember not to include financial information, duh.

Sorry about the rant. Will be back to posting about books, next week, via Smorgasbord,

©Jessica Norrie 2018