Posts in September 2023
Take Your Words for a Walk
 
 
 

The theme of the fourth Creativity Catalyst module is “Move Around,” an exhortation that I’ve taken rather literally by traveling to Australia for ten days! Sydney is a great city for walking — not to mention bussing, biking, training, and ferrying — and my notebook has been happily accompanying me to all manner of cafes, museums, beaches, and other lovely writing spots.

If you’re like me, you may find that some your best thinking-about-writing happens when you’re out walking. Paradoxically, however, the act of walking is not conducive to actually writing. Sure, you can record your thoughts on your phone as you walk and write them down later, or you can stop for a while to scribble down your brilliant ideas (if you’ve remembered to bring along a notebook); but at that point you’re no longer really walking, are you?

Conversely, you may find that some of your best writing happens just after you’ve been engaged in physical activities that don’t involve thinking-about-writing. Sometimes your brain needs a break so that you can return to your writing with a clean mental slate.

In this post, I draw a distinction between mindful walking — when you deliberately focus on your body, your senses, and the world around you as you walk — and writingful walking, when your body is moving forward but your thoughts are consciously turned inward. Go for mindful walks when you want to clear your head and for writingful walks when you want to push your ideas in new creative directions.  Both kinds of walking are good for you, after all!

To finish off, I’ve included links to some walkingful reading materials that explore in greater depth the many historical, conceptual, and metaphysical connections between walking and writing.

Enjoy!

Mindful walking

The phrase mindful walking is something of a misnomer, as the meditative practice of mindfulness — often described as “living in the moment” — involves attending to your physical senses rather than to the messy machinations of your intellect. Mindful walking recalibrates your body, refocuses your brain, and reminds you of the power of sensory experience to engage our emotions (a useful principle for any writer to keep in mind).

Mindfulness feeds your writing by deflecting you from thinking about your writing. Here are some prompts you can try next time you stand up from your desk to go for a walk:

  • Bodyful walking
    As you walk, pay attention to how you hold your body as you move through space. Spend some time taking your mind through a slow body scan, deliberately sending your awareness first to your feet as they flex and fall, then to the pivoting of your ankles, the stretching of your calf muscles, the hingeing of your knees, and so on, all the way through to the top of your head. Think about the pendular swing of your arms, the line of your spine, the way you hold your head, the slope of your shoulders: are they hunched up near your ears as you walk, or are they relaxed and mobile? Bodyful movement develops your postural awareness and prepares you for the hard physical work of sitting and writing.

  • Senseful walking
    Hone in on each of your senses in turn: sight, sound, smell, taste, touch. For example, you could bring your attention to a single color, or to visual patterns in the landscape — I like focusing on the interplay of straight lines and curved lines — or to the many different sounds that you hear when you tune in to notice them: your footfalls, your breath, the wind in your ears. How many different scents can you pick out as you walk past a garden or a market stall? What textures can you touch as you travel?

  • Spaceful walking
    Trace a horizontal line through space as you walk, attending to the vertical volumes that rise above or fall away below you along your route. Notice the layers of the landscape you’re moving through: what’s happening at ground level, at tree level, at cloud level? Walk in a straight line, in circles, up and down stairs, in zigzags. You can add an aleatory dimension to your travels through space by flipping a coin at every street corner — heads means turn right, tails means turns left — and following wherecwe chance leads you.

  • Artful walking
    Look around you with an artist’s eye as you walk. Stop to photograph intriguing objects and scenes, or at least to frame them with your eye. Listen to the music of the landscape: chattering birds high above you; a radio blaring from a passing car. Notice the art and artistry all around you — architectural details, street signs, posters — and create your own works of art through the transformational magic of your gaze.

  • Freddieful walking
    Not to be confused with fretful walking! My wee dog Freddie reminds me daily to savor the pleasures of the material world. While I may not share his delight in certain odors — rotten food and dog pee come to mind — it can be a lot of fun to try to picture and sense the world through his merry little eyes.

The only rule involved in mindful walking (if you want rules at all) is that you must not think about your writing as you walk. As soon as your mind begins to stray, simply bring your thoughts back to the designated object of your walk: birds, buildings, body, or whatever else you’ve decided to focus on. If you get bored, shift your focus to something else: flowerful walking, peopleful walking, birdful walking, architectureful walking, dogful walking (paying attention to other people’s dogs, not just your own) — the possibilities are endless!

Writingful walking

“Simply bring your thoughts back to the designated object of your walk” — hah! That’s easier said than done. Thoughts have a pesky habit of following their own path, especially when our bodies are moving too. So you may wish to put a time limit on your first attempt at a mindfulness walk — say, 5 or 10 minutes — then let your thoughts off leash for a while.

When you’re ready to shift to “writingful walking,” take a moment to recalibrate, then set yourself a writing-related topic to focus on or an issue to work through. I enjoy brainstorming about new projects while I walk; the rhythm of my legs and arms sets my ideas flowing, and it’s easy for me to retain a few key bullet points on my phone or in my head (as I did, for example, with the list of “mindful walking” ideas above). When I try to compose fully-formed sentences and paragraphs, by contrast, I’ve found that the words tend to unravel as soon as I start recording them or writing them down; so I’ve stopped trying.

Writingful walking can be solitary or social, freewheeling or focused. It requires just two key ingredients: time and space. In Writing with Pleasure, I observed that “the contemplative rhythms of walking demand ample investments of unstructured time, historically a commodity more readily available to men than to women”:

William Wordsworth striding over daffodil-covered hillsides; Charles Baudelaire flâneuring through the arcades of Paris; Charles Darwin wearing a groove in the section of his garden path where he paced up and down for several hours a day; Wallace Stevens jotting down snippets of poetry while he walked to his job as an insurance executive, where he gave them to his secretary to type up. (Writing with Pleasure, p. 52)

Time remains a rare and precious commodity for nearly every writer I know; but space for generative movement is generally easier to come by. Note that the romantic landscapes of Wordsworth and Baudelaire — the mountains of the Lake District, the grand shopping arcades1 of Paris — find their mundane equivalents in Darwin’s well-worn garden path and Stevens’ daily walk to work through the decidedly unromantic streets of Hartford, Connecticut.

Writingful walking allows you to double-dip on both time and space: you’re writing and walking, moving your words and your body, rather than having to choose between intellectual labor and physical exercise. How efficient! But remember, you can’t be hyperproductive all the time. Writingful walking activates the writing brain; mindful walking clears it; but sometimes it’s best just to go for a walk and let your mind wander where it will.

Walkingful reading

The relationship between writing and walking has been the subject of numerous books, articles, and scientific studies,

from Merlin Coverley’s cultural history of the writer as walker (The Art of Wandering) to Frédéric Gros’s lyrical meditation on living and thinking in motion (A Philosophy of Walking) to Stephanie Springgay and Sarah E. Truman’s dense account of how carefully staged “research-creation events” can help participants navigate their way through tricky topics such as “settler colonialism, affective labour, transspecies, participation, racial geographies and counter-cartographies, youth literacy, environmental education, and collaborative writing (Walking Methodologies in a More-than-human World: WalkingLab). (Writing with Pleasure, p. 52)

You can find a whole section on Writing and the Body in the Bookshop on my website; don’t miss Cheryl Pallant’s Writing and the Body in Motion: Awakening Voice through Somatic Practice (not just on walking!) and Tim Ingold’s brilliant Being Alive: Essays on Movement, Knowledge, and Description.

My favorite short article on writing is On Walking and Thinking: Two Walks Across the Page by writing scholars Evija Trofimova and Sophie Nicholls (the latter’s Substack newsletter Dear Writing is a weekly delight). Sophie likens unstructured freewriting to a ramble in the woods near her home in Yorkshire:

The woods are full of darkness and danger, grandmother’s cottage, wild beasts, witches, poisonous fruits. The woods are where traps are laid, where children wander and get lost, where enchantments befall us. By stepping into the woods, we surrender to not knowing, to walking off the path and into the depths of our imagination.

Evija, by contrast, summons up the flat, wide-open landscape of her native Latvia:

When I’m stuck, I crave openness and space. . . . Here, where the landscape is simple and spacious, my thoughts can breathe. Ideas quietly graze as I move through them. The country road is under my feet and I know exactly where I’m heading. . . . I need to be able to look far into that hazy distance to get my sense of seeing things “in depth.”

I used a walking-and-writing line drawing by Evija as the starting point for my paper collage this week, which depicts a word-strewn path that draws us enticingly forward into unknown landscapes. Was there ever a better description of writingful walking — or, indeed, of walkingful reading?

This post was originally published on my free Substack newsletter, Helen’s Word. Subscribe here to access my full Substack archive and get weekly writing-related news and inspiration delivered straight to your inbox.

WriteSPACE members enjoy a complimentary subscription to Helen’s Word as part of their membership, which costs just USD $12.50 per month on the annual plan. Not a member? Sign up now for a free 30-day trial!


 
 
The Drama of Writing
 
 
 

Just two months after launching Helen’s Word on Substack, I’ve found that locking away my essays and experiments behind a paywall doesn’t sit well with me — so I’ve flung the gates of my Writing Garden wide open. Even if you’re a free subscriber, you can now find the full texts of all recent posts on my Substack homepage and here on my website blog.

To my precious paid subscribers, including my entire WriteSPACE community: thank you for your continuing support!

Moving forward, I plan to publish a series of monthly podcasts called “Swordswings”: short, easy-to-digest audio snippets in which I’ll address readers’ questions about writing and wordcraft. My very first Swordswing, coming up in early October, will respond to a query from Stephanie, a PhD student in Art History in Australia:

I am looking for some exercises / information / instructionals on how to write good transitions: I particularly struggle with the transitions between the big movements in my argument and sections within chapters. I am keen to read or watch any articles, books, etc that you could recommend.

These podcasts will be available to paid subscribers only. There are three ways to get access:

  1. Sign up for a monthly or annual paid subscription to Helen’s Word ($5/mo or $50/yr).

  2. BEST VALUE: Sign up for an annual WriteSPACE subscription ($150/yr), which includes unlimited access to hundreds of extra writing resources, weekly prompts, live workshops, and exclusive tools, all for just $12.50/mo.

  3. Sign up for a monthly WriteSPACE subscription for $15/mo, or $45/mo if you choose the premium WS Studio plan. Click the button below for a free 30-day trial.

I’d love to see you there on the other side the playwall.

Be dramatic!

This week, in the “Be dramatic” module of my 6-week Creativity Catalyst, we’ve been playing with ways of bringing dramatic elements and techniques such as dialogue, roleplay, and theatrical staging into our daily lives, our writing lives, and our personal and professional writing.

I’ve been laughing out loud (and sometimes crying, too) reading the brilliant experiments that the course participants have been sharing in the online forum. It’s been so inspiring to watch these brave academic and professional writers pushing themselves so far outside their creative comfort zone!

Imagine presenting the Results section of your design education article as a series of children’s games from a Brueghel painting; or exploring theories of identity via a creepy carnivalesque drama dubbed Identity Theatre; or staging a conversation at a philately conference between stuck-up characters called General Duffer and Dr. Smartyskirt.

Pam, a social work researcher in Australia, was generous enough to allow me to print in full a satirical piece that she wrote, as she put it, in “a moment of frivolity” while responding to a Creativity Catalyst prompt called “Stage a Scene”:

Write about your research in the form of a screenplay or stage script. Describe the setting, props, and costumes; write dialogue for your characters; specify stage directions, camera angles, lighting, and sound effects. What famous actors would you recruit to play the lead characters in the movie of your research? Could it be adapted into a Broadway musical?

Enjoy!

STAYING ALIVE: A comedic drama in one part

Setting

A cold hard pavement near a busy road. Discarded papers blow about in the gritty breeze. Laughter, singing, shouting, and occasional applause can be heard intermittently in the background.

A thesis (dissertation) lies gasping on the footpath. People rush past on either side, intent on their own research, teaching, service . . . barely pausing to notice the near-death experience happening at their feet.

Soundtack

The soundtrack to this scene is “Staying Alive” by the Bee Gees. The Bee Gees have been around for a long time and some of the group have passed into a different life, and yet they still have some influence. It is not accidental that First Aid teachers use this track to help people learn the correct rate of compressions in CPR.

Props

The set is sparse and unwelcoming. There are few props — just a battered rubbish bin and a single streetlight. The set's colour scheme is monochromatic, inspired by brutalist architecture in many shades of grey.

Costumes

The thesis is wearing a royal blue coat, with silver details and a classy ribbon that matches the coat. Pam is in her pyjamas from waist down, but wears a neutral top and has brushed her hair and applied just enough makeup to keep people from telling her she looks tired. The First Aid team (Helen, Amy and Victoria) are in exuberant contrast: they are wearing bright colours, streamers and ribbons in their hair, with dramatically confident stage makeup. The cast of onlookers who stop to offer assistance are a varied bunch, their costumes ranging from tender pinks to vivid purples, one cast member in artistic black setting off the bright burnished orange of another’s outfit.

Lighting

The action takes place in the glare of the single streetlight, with the background movement taking place in subdued shadows.

Staging

The audience is seated a little distance away from the stage, grouped in various seating positions, and looking up at the elevated ivory-hued stage. A long delay occurs between the curtain going up and the start of any action, and the audience becomes restless. A few start to move towards the door, having little patience for academic/dramatic processes.

Scene 1

[The thesis is lying awkwardly on the pavement, one arm raised to attract attention, while shadowy crowds bustle to and fro in the background.]

Thesis (gasps): Help! Help! Please, someone...down here. I can’t hold on much longer.

Pam: Oh my goodness, it’s you! Thesis! What happened!

Thesis: I’m getting old and frail. I haven’t been getting enough sunlight. I haven’t had much exercise and I’m suffering from neglect, as you can probably tell. Where did you go?

Pam: I got caught up in marking! I feel so bad about this, but I had to earn a living, and, academia, you know . . .

[Pam clutches her pearls]

Thesis: Hack, cough, splutter.

Pam: Someone! Call an ambulance! There isn’t much time!

[Pam remembers her own phone, and dials frantically.]

Thesis: I’m so glad you’re back, though. If I don’t make it, promise me you’ll do something with our work. All those parents who shared their stories . . .

Pam: No, you mustn’t talk like that! We can still get something happening. I just need some fresh ideas.

Thesis: Maybe we should try to . . .

[The thesis collapses in Pam’s arms.]

Pam: No! I won’t let it happen! I will resuscitate you!

[In the distance, approaching sirens can be heard.]

Pam: Someone help! Why isn’t anyone paying any attention?

[A bystander pauses and speaks in Pam’s ear.]

Pam: Yes, yes, I know the marks are due in tomorrow. I know the university’s international ranking depends on student experience. I know I need to respond to the staff satisfaction survey and give my email address on the last page and of course I’m confident that all data is treated with the utmost confidentiality and no adverse employment consequences will occur. But Thesis is dying here! Help me roll it on to its back and start CPR!

[The bystander shakes their head sadly and moves back into the crowd. At this moment, an ambulance screeches to a stop at the edge of the stage, and Helen, Amy and Victoria jump out.]

Helen: It’s ok, we know what to do. Amy, Victoria, bring the tools!

Pam: Oh my goodness, how colourful! How vibrant! I feel a new energy. I might even break into dance!

[Other Creativity Catalyst classmates emerge from the crowd. One offers refreshment. Another calls encouragingly from the sidelines. A third passes a new tool to Helen and the group cheers.]

Thesis: Wha..? Where…? Who…? Oh, I’m feeling a little better. The creative energy is reviving me! Pam, we should start to work together again!

[The cast line up across the stage and in unison strike a pose, pointing with one extended arm to the sky. They break into song.]

All: Ah! Ah! Ah! Ah! Staying alive, staying alive! Ah, ah, ah, ah, staying aliiiiiiive!

[The curtains close, to rapturous applause.]

You may have recognized several of the characters in Pam’s drama as members of my indomitable WriteSPACE Team. My only disappointment is that Freddie, our Cuddles Manager, didn’t get to join us to help save the day.

This post was originally published on my free Substack newsletter, Helen’s Word. Subscribe here to access my full Substack archive and get weekly writing-related news and inspiration delivered straight to your inbox.

WriteSPACE members enjoy a complimentary subscription to Helen’s Word as part of their membership, which costs just USD $12.50 per month on the annual plan. Not a member? Sign up now for a free 30-day trial!


 
 
Writing Critically with AI
 
 
 

On September 13, I invited Jane Rosenzweig, Director of the Harvard College Writing Center, to join me for a lively conversation on "Writing Critically with AI".

In the first hour of this free WriteSPACE Special Event, Jane and I discussed the risks and rewards of writing and teaching writing in the age of generative AI. In the second hour, we led a hands-on discussion and workshop for WriteSPACE members, digging deeper into some of the questions addressed in the first hour.

Here’s WriteSPACE Event Manager Amy Lewis’ personal account of the live event:

……………

This popular live Special Event featuring Helen Sword and Jane Rosenzweig offered a thought-provoking and insightful journey into the world of Generative AI and writing. Or should that be GenAI versus writing? While the jury may still be out on the impact that new AI writing tools are having on authors, students, and teachers, this in-depth conversation afforded a great opportunity to hear both sides of the debate.

Some memorable quotes from Jane:

  • We survived Facebook, which was born and raised at Harvard while I was there … Then things were peaceful for a while, and now we have ChatGPT.

  • I started becoming quietly horrified by myself at my computer. And I kept thinking, I need to write about this, look what this can do!

  • Just because you can outsource your writing to a machine doesn’t mean you should.

Now that artificial intelligence is competent enough to research and write — and grade — for us, can we all just head to the beach? Jane and Helen were pretty clear that before you don your bikini, it’s important to consider the repercussions. Writing helps us develop critical thinking skills; so writers (particularly student writers) who use AI text generators may be missing out on learning those crucial skills.

Helen and Jane expertly weighed up the benefits and drawbacks of generative AI, which I’ve cut into bite-sized morsels for you.

The good news!

  1. If you know how to be cautious about fact-checking the content, GenAI tools can play great research assistants. They deliver shortcuts to obtaining key facts and summarizing long passages into helpful abstracts, and they excel at writing very plain business emails and strategies (helpful for writers who want to prioritize their time so they can focus on more creative tasks).

  2. For teachers, the conversations around ChatGPT can spark debate and challenge students. GenAI also offers opportunities for collaborative work, illuminating discussions, and comparisons of writing styles.

The bad news:

  1. Students are using these tools for things like brainstorming, style edits, and even, in the most alarming cases, for drafting work that they intend to pass off on their own. If they haven’t yet learnt the skills necessary to critically assess the output, they may produce work that is less creative, nuanced, unique, or even accurate than what they could and should have done on their own (ChatGPT is notorious for “hallucinating” and falsifying quotes!)

  2. Is GenAI really ethical? In simple lay terms, large language models use algorithms that function a bit like predictive text messaging, using large data sets to predict the most likely answers. But we don’t know much about how these GenAI systems are trained. Which part of the internet is their training data coming from? Because companies like OpenAI are not disclosing this information to us, there is a risk that serious violations of copyright are being perpetrated by the bots — to say nothing of their perpetuation of cultural biases and stereotypes.

  3. These systems require tons of water to be powered, quite literally! For each conversation of roughly 20-50 questions and answers, ChatGPT needs to 'drink' a 500 ml bottle of water. Now imagine the water usage with billions of curious users. What’s more, the servers are often located in countries that can’t afford to see their water supplies depleted so drastically. Check out this article for more.

  4. The human labor training element of GenAI systems is often outsourced to developing countries where workers experience unfair working conditions. Jane recommends the recent New York Magazine article Inside the AI Factory.

And if that’s not enough to contend with already, here are a few more unsettling questions for the future:

  • Can ChatGPT get a kind of mad cow disease for chatbots? As the chatbots pump more and more material into the body of sources that ChatGPT is drawing on, the range and quality of the new content will likely degrade. ChatGPT will eventually start consuming its own content (the only kind of recycling I’d hate to see, and one that is already starting to happen).

  • We unconsciously suggest that these bots have intelligence when we say ‘ChatGPT told me…” Is it helpful to anthropomorphize these machines? Should we be calling this technology cute nicknames like ‘ChattieG’ and ‘Claude,’ or should we refer to chatbots generically as ‘artificial text predictors’? Jane recommends Dr Emily Bender’s linguistic take on this question; check out her podcast Mystery AI Hype Theater 3000.

  • Do people want to consume creative content (like TV or films) that is generated by AI? What does this mean for artists and designers? What new laws will be needed to protect creatives’ intellectual property? On a broader scale, will jobs be lost to AI? Or will they just become more alien and tedious? Will we need to implement a universal basic income in the future?

In the second hour of this intriguing session (for WriteSPACE members only), we delved into practical problems faced by writers and teachers alike, with Jane providing her insightful expertise as a professor who tackles these problems on a daily basis. Colleagues ask her questions such as the following:

  • “As head of the department, I’ve got to take a stand on GenAI; what should I advise to the faculty?”

  • “How can I ensure that students know the dangers of using these tools for their assignments?”

  • “What is the difference between plagiarism and GenAI text?”

A big thank you to Jane and Helen for this informative and thought-provoking Special Event, and thank you to all the participants for sharing your positivity and unique opinions. For more of Jane’s insights, subscribe to her newsletter Writing Hacks.

See you again at the next event!

………..

WriteSPACE and WS Studio members can now watch the recording of the full two-hour in their Video library.  

Not a member? Register to receive an email with a link to the video of the first hour.

Better yet, join the WriteSPACE with a free 30 day trial, and access our full Library of videos and other writing resources.


 
Your Brain on Poetry
 
 
 

I’ve borrowed today’s title and tagline (“What poetry brings to research writing”) from two of my favorite books:

The poetry snippets in my paper collage come from an Academy of American Poets calendar that I cut up several years ago; a quick Google search reveals the poets to be, from top to bottom, Brenda Shaughnessy, Erica Hunt, and Marcelo Hernandez Castillo.

In a fascinating overview of recent neurocognitive research on how poetry affects the brain, Magsamen and Ross observe:

A poem that truly resonates with us does so at a neurological level by stimulating the areas of the brain that are associated with meaning-making and the interpretation of reality. Poetry, at a cognitive level, can help us make sense of the world and consider our place in it. (Your Brain on Art, p. 79)

This week in the “Play with Poetry” module of my Creativity Catalyst, I’ve been encouraging writers from a wide range of disciplines and genres to incorporate poetry into their daily lives, their writing lives, and their personal and professional writing. The excitement amongst the participants has been palpable. When we contemplate our academic research (or anything else!) through the opaque-yet-clarifying lens of poetry, we discover things that we didn’t know we know.

One seasoned scholar — a public health researcher — experienced an intellectual ephiphany when she composed her very first research poem:

This week's exercise caused my office desk sparkling fireworks, that's how it felt. While I was thinking and writing a poem! about public health expenditure! I could feel the sparks coming out, like from the friction of two radically different and strong metals. [The] two different sides are the technical/academic and sentimental/poetic sides of me. And I’ve never cared to join them, thinking they were so different.

Another reflected on the cognitive value of compressing complex ideas into poetic language:

I think poetry is a form of writing with great benefit to academic writers. Condensing our ideas is difficult, especially the more complex they are. But the more complex, the more we need to be able to condense them. [Poetry] can help us with understanding our main point, generating important words, and redrafting our thoughts into a clear point that the reader will appreciate.

As promised, I’ve been playing along with this week’s poetry experiments. Below are two of my own research poems, along with the prompts that generated them. Try them out for yourself if you want to see fireworks sparking from your writing desk — and your writing brain!

Looking for more inspiration? Check out last year’s poetry experiments in the 2022 Creativity Catalyst Showcase….
Enjoy!

1. To My Darling Research

This week in my Live Writing Studio, I asked the participants — an eclectic group of writers from across the disciplines and around the world — to introduce themselves by holding up to the camera an interesting object found on or near their desk. Here’s the list that we collectively generated (you can probably guess which item was mine!):

Freddie the fluffy dog, koru (fern frond) earrings, shiny phone, tiny elephant, sprig of rosemary, red coin purse, a pack of cards, driftwood collage, hand cream

Next, I asked them to describe their current writing project in the Zoom chat and to explain why it interests or excites them. Finally, as a creative warmup before we turned to our “serious” writing, I prompted them to draft a short poem about a person, object, or topic central to their writing.

The Prompt

(Note: If you’re not an academic researcher, feel free to replace the word “research” with “writing.”)

  1. (2 minutes) Jot down a list of objects that you see around you in your writing space — or, better yet, ask someone else to generate a random list of concrete nouns for you.

  2. (3 minutes) Describe your current research topic. What are you writing about, and why? What interests or excites you about your topic?

  3. (5 minutes) Write a poem addressed to a person, object, or topic central to your research, starting with the words, “To My Darling ___________.” For an extra challenge, incorporate some or all of the objects on your list into your poem!

The Poem

I’m not currently working on a research project myself, so I decided to write instead about my online writing community, the WriteSPACE.

TO MY DARLING WRITESPACE

You’re my daily companion,
the fluffy white dog snoozing by my desk.
You unfold like a koru,
a spiral of awakening.
You sharpen my senses
like a sprig of rosemary.
I play you like a pack of cards,
carry you around like a coin purse.
You whisper in my ear like a shiny phone
and soothe my cracked spirit
with the healing handcream
of community.

Wild and serendipitous as driftwood,
you’re bearing me away to someplace new —
but where?

In your presence,
I feel as shy and brave and certain
as a tiny elephant.

2. Research Haiku

My friend and colleague Margy Thomas, founder of ScholarShape, encourages academic writers to identify the “Story-Argument” that underpins their research. A few years ago, while I was working on my book Writing with Pleasure, I wrote a 5-7-5 syllable haiku summing up the Story-Argument of each of my chapters, plus the preface, introduction, section headings, and conclusion. So here it is: my entire book condensed down to a sequence of 15 haiku!

The Prompt

Choose a meaty piece of prose such as a book, a chapter, or an article, then express its main idea as a haiku: 5 syllables / 7 syllables / 5 syllables. For a further challenge, commit to using only concrete language — no abstractions. Taking a fractal approach, you can repeat this exercise for every chapter of a book, every section of an article, or even every paragraph or sentence of a complex argument.

The Poem

WRITING WITH PLEASURE

Preface: Why Pleasure?

Writing with pleasure
is better, wouldn’t you say,
than writing with pain?

Introduction: The SPACE of Pleasure

I’ve laid out this book
as a pleasure smorgasbord
for you to feast on

PART I: Pleasure Principles

Social, Physical,
Aesthetic, Creative,
Emotional: SPACE!

Chapter 1: Society and Solitude

The social pleasures:
society, solitude,
and intimacy

Chapter 2: Body Basics

Physical pleasure:
writing bodies revel in
senses, motion, place

Chapter 3: On Beauty

Aesthetic pleasure: 
beauty in writing about
beautiful writing 

Chapter 4: The C-Curve

Creative pleasure:
cognition, challenge, and choice
are the waves we ride 

Chapter 5: States of Mind

Writing emotions:
passion, playfulness, and praise
hatch happy penguins

PART II: Pleasure Practices

Find joy in writing
through tools, processes, cultures,
and a balanced life

Chapter 6: On the Ground

The hand on the page,
the page in the book, the book
in the hand: delight!

Chapter 7: In the Sky

Skytools, skywriting,
skyspace – but still we long for
flying unicorns . . .

Chapter 8: Wind, River, Stone

How can we channel
whirlwind and wordflow into
lines written in stone?

Chapter 9: Star Navigation

Follow your own star;
share your food; strive to be both
teacher and learner

Chapter 10: On the Island

Rest in the hammock,
surf in the waves, but write in
the littoral zone

Conclusion: The SPACE of Writing

Grounding, broadening,
deepening: let’s make SPACE for
writing with pleasure!

There’s so much more that I could say here about research poetry! These two poems were never intended for an audience; my purpose in writing them was to open my mind to a deeper understanding of my topic. But poetic inquiry is a well-established research methodology in its own right, supported by a robust body of scholarly publications that employ poetry as a mode of data collection, argumentation, presentation, persuasion, and more.

This post was originally published on my free Substack newsletter, Helen’s Word. Subscribe here to access my full Substack archive and get weekly writing-related news and inspiration delivered straight to your inbox.

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What the Little Prince said
 
A collage by Helen Sword featuring a small boy in green standing on a grey planet with a red, blue and yellow swirled speech bubble coming from his mouth against a stylised blue background.
 
 

The Creativity Catalyst kicked off in early September, beginning with Module One, “Tell Your Story.”

I’ve been having a great time reading the writing experiments shared by this year’s amazing cohort as they play around with character, plot, setting, and other classic narrative elements.

Just in the past few days, for example, participants have posted snippets of (among other things):

  • a personal memoir written from the viewpoint of a cell in the author’s body; 

  • an academic article imagining the inner lives of two pieces of furniture; 

  • a scholarly book chapter that opens like a scene from a Victorian romance or a detective thriller (it’s not yet clear which way that particular plot is going to twist!)

And, as promised, I’ve been playing along. During this week’s Live Writing Studio sessions, I free-wrote in my notebook in response to a Story prompt titled “Talk Back”:

Write back to the characters in your favorite stories, or let them write back to you. For example, what might Aladdin advise you about taking risks with your writing? What would the Little Prince tell you about “writing like a grown-up?”

The “Talk Back” exercise was inspired by a writing retreat that I co-facilitated several years ago with my friend and colleague Dr. Evija Trofimova. Evija asked each of the retreat participants to bring along a favorite book from their childhood; then, following a lively show-and-tell, she invited us to open our notebooks and engage in conversation with a character from the book — a conversation in writing about our writing.

My life with The Little Prince

The Little Prince by Antoine de Saint-Exupéry was an obvious choice for me — not just because I have always loved Saint-Exupéry’s whimsical story of the proud little prince who fell from the sky, but because the book itself, as a material artifact, played an influential role in my early life. Back in the days before internet search engines and online marketplaces made such feats a bit easier, my mother assembled a collection of Little Prince translations in more than 40 different languages and dialects, including Yiddish, Latin, and Esperanto.

An image taken by Helen Sword of books on her library shelf.

Lovingly exhibited on custom-built display shelves, the books took pride of place in our household while I was growing up and became an inevitable topic of conversation with visitors. I loved to take the books down from their shelves and flip through them one by one, fascinated by all the different languages, fonts, and cover images (including those on the pirated copies from Russia and China, which didn’t use the author’s original drawings at all).

An image by Helen Sword of a pile of her favourite childhood book The Little Prince all in different languages.

I still associate The Little Prince with my mother’s wanderlust, her boundless hospitality, and her joy in the small pleasures of life. She loved nothing more than when a thoughtful guest brought her a copy of the book in a language she didn’t yet own. And I’ve no doubt that her remarkable collection, which I have since inherited, shaped my own passion for literature, my love of language, and my way of seeing the world.

So what did the Little Prince tell me about my writing that first time I asked? Well, it wasn’t very flattering . . . .

The Little Prince’s warning

The Little Prince wanted to know what I was working on, so I described to him the article I had been laboring over all morning: a scholarly account of how academic writers use metaphor to represent their writing process. I had amassed over three hundred examples of writing-related metaphors and was trying to figure out how to classify and theorize them.

“I’m developing a taxonomy of academic writing metaphors,” I explained, “based on scholarly principles of . . .”

“BORING!” interrupted the Little Prince. “You’re talking like a grown-up. You remind me of that businessman on Asteroid 325 — the one who was counting all the stars in the sky so that he could write the number on a piece of paper and lock it away in a drawer. He told me that he cared about ‘matters of consequence.’ But he knew nothing about the things that really matter in life: the beauty of sunsets, the love of a rose.”

“You’re right,” I replied, hanging my head. “But how else can I write this article, if not in the grown-up style I’ve been taught?”

“Tell stories,” the prince responded. “Write poems. Show us the real people in your research. Bring out the colors of those metaphors, their depth, their energy!”

The Little Prince was right. I had been burying all those wonderful metaphors under layers of deadening prose, when what I really needed to do was bring them to life. The published article did, in the end, include a “grown-up” taxonomic analysis of writing-related metaphors — but with a lyrical sensibility and a human heart.

Praise from the Prince

This week, when I opened up my notebook to renew our conversation, the Little Prince asked me where my travels had taken me since our last encounter. Here’s what I told him:

I’ve left behind that self-important little cluster of planets where I lived for so many years (aka The University), along with its inhabitants: the autocratic ruler who does nothing but boss people around; the businessman obsessed with counting things; the sad tippler who drinks to forget how sad his drinking makes him; and the harried lamplighter (aka The Typical Academic Writer) who is kept so busy lighting and extinguishing his streetlamp that he never has time to stop and admire the sunset.

Now I live on a beautiful planet called The WriteSPACE, where I’ve built a colorful home and a flourishing garden. I can’t do anything to stop the king and the businessman (aka University Administration) from bossing people around, counting their publications, and judging them by the numbers of articles they produce rather than by their human worth. But at least I can invite that poor exhausted lamplighter to visit my planet to watch the sunset and find renewed pleasure in academic writing. And I can bring together lamplighters from across the galaxy to form a supportive community of lamplighters who write in the glow of each other’s light.

The Little Prince smiled his radiant smile and gave my dog Freddie a cuddle. I think he’s pretty proud of me.

This post was originally published on my free Substack newsletter, Helen’s Word. Subscribe here to access my full Substack archive and get weekly writing-related news and inspiration delivered straight to your inbox.

WriteSPACE members enjoy a complimentary subscription to Helen’s Word as part of their membership, which costs just USD $12.50 per month on the annual plan. Not a member? Sign up now for a free 30-day trial!