Response to Boice Article

My reactions to this article were pretty mixed: I really disliked parts of it, yet I also found that some parts were helpful and rang true with my own writing process as well as what I've seen in most students'.

The part that rubbed me the wrong way was the article's attitude towards hypomania in writers--personally, I LOVE hypomania, live for it, even, and so does nearly every successful poet or novelist that I know. My friend Kent, for instance, could be the poster child for hypomania, and he just sold a two book deal to Grove Atlantic for a big fat check and signed movie rights and international rights to boot, all at twenty-six years old. So there's that. Hypomania is fantastic. You feel crazy and raw and alive, and it gets the work done.

However, I also understand that the heart of this article--that habit will always be more fruitful than waiting and hoping or forcing work--undoubtably remains true for any writer. (Kent, for instance, is one of those people who simply makes a habit of hypomania.) Thus, the article prompted an idea for something I could try with my English 1000 class that might help them in the invention/planning part of their writing process. The passages "The empty page beneath the title bespeaks the dilemma of many aspiring writers: Attempts to unblock seem doomed to failure" (11) and "...we can solve the problem of motivation by becoming involved first and motivated later" (15) sparked this particular idea.

Here's what I'm thinking: During the first week of Unit II, when we'd just be starting the invention/planning process for the research paper, I'd ask my students to wear comfortable walking shoes for the next class period. When we'd get to class, I'd have them get out their journals and title a blank page "Questions Worth Investigating." Then, I'd have them put down their pens and journals, stand up, and leave the classroom. They're not allowed to bring anything to write with, and they're not allowed to use their cell phones. We would simply take a walk. My idea is for it to be a rather long walk, too, maybe between 20-25 minutes. We wouldn't be allowed to talk about the research paper or any questions they might use. We would just be walking around campus (I'd have to find a route beforehand, obviously, so we wouldn't get too lost, and this activity would also be weather-dependent). They'd be taking everything in--both clearing their minds and observing the activity all around them. Then, once we'd get back to the classroom, I'd ask them to write down at least five questions that would be worth investigating in a research paper. The questions could be about anything. Then, they'd share.

I have no idea if this activity would work or not, and it's not something I usually do in my classroom. It might be a complete waste of a day, or it might generate some great ideas and inspiration. I just know that for me, whenever I get stuck in either my habitual writing or my bouts of hypomania, the absolute best thing is to get away from the computer. A run outdoors is best, but really even walking across the room to refill my coffee mug can be productive. There's just something about physical movement that translates to intellectual muscle, and I think this article acknowledges that as well.

Welcome!

Welcome to the 8010 blog for new PhD students! I look forward to reading your posts this semester and thinking with you.