Dr. Johnson identifies nine meanings for composition in his Dictionary. The first -- “the act of forming an integral of various dissimilar parts” – recalls Aristotle’s notion that perceiving similarities among dissimilar things constitutes genius. A basic human drive is to find pattern in the seemingly random. Johnson’s sixth definition is the most succinct -- “written work” – and corresponds to my favorite subject in grade school: composition. That’s what they still called writing when I was a kid. I was a lazy student who excelled only at what interested him, and putting words together was always a kick, a way to organize my disorganized thoughts. Soon I discovered that often I didn’t understand something until I had written about it – a phenomenon that remains in place. Words are thoughts and sounds made real and sharable with others.
Writing, of course, is
complemented by reading. A writer – say, Jonathan Swift – impresses you with
his precision and concision, the power he musters with words. You imitate him, plagiarize
him, try out his voice and technical devices. With time, you absorb his lessons
and customize them to meet your own needs. Occasionally, you reject him entirely and
find a new teacher.
A veteran fifth-grade
teacher among my readers tells me her students, to put it bluntly, don’t read
and can barely write. None find writing a pleasure, even at the level of
storytelling and autobiography. It’s a familiar teacherly lament. I have no
solutions. It may already be too late to fix things.
Eric Ormsby is a
sensualist of sound, one of our finest poets and critics. In 2005, Canadian
Notes & Queries dedicated an issue to Ormsby and included an interview
with him, “Menageries of Vocables,” conducted by Robyn Sarah. It was later
collected in her Little Eurekas: A Decade’s Thoughts on Poetry (2007). Ormsby
is enviably articulate:
“I’d like to think that
there’s no English word I couldn’t conceive of using in a poem somehow. And why
not? The world is full of fantastic beings – why should our lexicon be any less
so? But I have to admit too that this besottedness with words, this playing the
ring master in menageries of vocables, can be a self-indulgence.”
That’s poetry. Ormsby’s
prose is comparably accomplished. He chose it as a conscious act:
“Slowly I came to see, to
my pleasure, that there were many things I could express in prose that would
not have worked in poetry, and I began to enjoy writing prose enormously. . .
[Y]ou fashion a different authorial voice when you write prose; you can be
casual, digressive, a bit offhand or even genially banal – you can make various
forms of small talk – all gambits that doom a poem.”
I’m speaking as a writer,
one who learned the hard way that he can’t write poetry. Good prose of many
sorts – reading it, writing it -- can be as intoxicating and fulfilling as
verse. Ormsby says:
“[P]rose is connected in
my mind with the world of affairs, with conversation and interchange, in a way
that poetry isn’t – or at least not immediately so. . . . I can’t write the
essay or review until I’ve mulled it over for a while, and I can’t actually put
words to paper until I’ve thought of an opening sentence or, better, opening
paragraph. Once I have that, the rest follows smoothly.”
1 comment:
I'm five weeks into my twenty-second year teaching fourth grade, and the difference between when I started teaching in 2004 (hardly a Golden Age of literacy) and today is palpable. The kids now indeed read for pleasure far less then they did twenty years ago, and even many of the brightest of them struggle to extract any information from text; it's often just invisible to them, even when it's right there in front of them. Of all the things I do in my class, the one I put the most value on is encouraging them to read any way I can (often by reading books aloud to them - I'm pretty good at it). I do think it has some effect on (some of) them. I wish it had more.
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