Learning To Read Pt 6 (Metaphor and The Descent into Sub-Text)

A poem is not always what it seems. There is the apparent story - the text. And the thing we are not talking about when we talk about the story - sub-text.

In this way our conversation between reader and writer can get dangerous. 

and the way to bridge that gap is - metaphor

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this is a series about understanding and improving our ability to write through my experience of becoming a reader. check out parts 1-5 on this page

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When I was young-er and a not so avid reader in middle school we read a poem about blueberries - I've tried to find it but haven't - and I remember it was about blueberries cause I got into an argument with my teacher that went something like this:

teacher - what do you think the poem was about?

me - blueberries

teacher - but what else was it about? maybe the blueberries were a way to talk about something else...

me - why can't a poem just be about blueberries?

teacher - *sigh

Now, I'm sure the poem was about more than blueberries and I'm also sure if I was older than 10 I might have been able to think more critically about blueberries. 

The truth is trying to define sub-text is tricky even now. There is not one answer that works for every reader or writer. Every one can and will read into a poem differently but that's not a problem younger me failed to grasp:

What my younger self failed to understand was the metaphor of the blueberries, or if I remember correctly, picking blueberries. That is, the act of picking blueberries was the subject of the text, and the rail into which I could have begun to descend into the author's sub-text. 

The poet chose blueberries out of all the fruits or vegetables that they could talk about and why can give us a clue about the poem is really about when we talk about blueberries. Maybe they picked blueberries because it was a real life experience, so blueberries was a historical choice, but this would lead us to possible sub-texts like nostalgia, family, youth, nature, innocence, etc. Or maybe blueberry picking is regional and the sub-text can wonder into class, race, gender, history, occupational, etc. Or maybe the blueberry is representative of something bigger like a person, or relationship, or a nation, or a people. 

teacher - so what is the poem about?

This would all be easier if I remembered the rest of the poem, but like I said the metaphor is just the handrail for the descent into the sub-text, not the sub-text itself. So any poem can be read in these different ways and they are not more or less valid just more thoughtful.

younger me - blueberries

me - all I remember are the blueberries

teacher - *sigh

-rene

Learning to Read Pt 5 (Line Breaks)

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This series looks from a readers point of view about how to become a better writer. How I learned to read poetry taught me a lot about how I want to write. Check out parts 1-3.

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Line Breaks might be the most misunderstood concepts in amateur poetry. Many beginner readers/writers, my past self included, think of breaks as serving a singular function. 

Either one of the look of poetry, as in short words in a line looks like poetry:

a poem 

looks 

lik'a poem 

when 

its shape 

looks

like this

or one of idea breaks, as in breaking each line when a thought is complete:

a poem

looks lik'a poem

when its shape

looks like this

Both look like poems because we know they are not written in long format like this sentence. But the truth is that trying to pin down and understand why or how to break lines is less a science or a rule, but an artistic touch. Poems can be full paragraphs. One to several words per line, or even parts of words. They can break at full thoughts, or in the middle of a thought. So where do you begin to understand it?

I once again take it back to reading. 

One of the biggest functions I see across all kinds of line breaks is the question of flow. Or the reason to make a break is to help guide the reader into the tempo of the piece. Is the poem supposed to be fluid and easy? Is it slow and deliberate? Is it fun and whimsical? Or a million other things that the form could be used to represent the ideas of a poem.

If the lines break and clean full thoughts the words become really easy to read. The idea flows as if it was a full prose sentence but almost easier because it is arranged into smaller thoughts. But if the lines are broken erratically, the same words can become difficult and slow.  As in:

a po

em looks 

lik'a po

em when it

s shape

looks

like this

None of these break choices are right or wrong, poetry isn't about that, but they do convey different messages with the same words. They tell a different story. They have a different "voice" (a concept I have issues with but that's for a different post). It really is a matter of flow and flow, to me, comes from concept. 

What is the poem about? 

How should it be read? 

How do I want someone else to read it?

These are all ideas that go through my head when I am writing. Because we know now that even this is a poem:

A poem looks lik'a poem when its shape looks like this.

But what would that tell the audience? Somehow the words lose a bit of meaning when they are written out in a regular prose format. Somehow the idea becomes one dimensional. The voice becomes generic. Not to say those are bad things, just different choices. And every choice in a poem is critical.

The more poems you read, the more you will see how and why other authors have chosen to make these breaks, and how it affects the way you read.

I'd challenge you to take the line "a poem looks" and make you own variations. I'd love to see what you come up with.

much love

-rene

ps. as always like, share, subscribe and if you want to talk you can reach me on this blog, youtube, facebook and twitter. Also my new website ReneTheWriter.

pps. Let me know if you liked this and I can do more.

Learning To Read Pt 3 (Improving Your Writing or The Devil of Detail)

How often do we think we know someone from their work? 

Have you ever read something and felt like the author just got you? That they had some intuitive look into your psyche? If your like me, it happens too many times to count. 

But the more I write the more I come to believe that the opposite is true. Maybe it's not the author that gives words magic, but the reader?

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This series looks from a readers point of view about how to become a better writer. How I learned to read poetry taught me a lot about how I want to write. Check out Part 1, and Part 2.

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One of the first things I did after I decided that poetry reading was something I wanted to do, was read aloud to myself. At my home, pacing back and forth, in my underwear as I read my favorite poems to the furniture.

Trying things out in different inflections. Different voices. It went from uncomfortable, to absurd, to terrible, to ok, to horrible, to ok, and the more I tried to read like somebody else the less sense it all made.

So then I tried not trying. 

And the more I let go of what I thought the reading should sound like, the more I could relax, slow things down, and read clearly. Suddenly my readings became better.

The less character I put into it, the more my voice emerged into the piece. And when I could hear my voice in the words, the poems became more meaningful.

That struck me. And it's a simple idea.

What I got out of it, was not the words as written, but the meaning I put in as a reader. Without a reader. All writing is dead. Without a reader, the writer is sending thoughts to a great abyss of meaninglessness. A writer is only half an equation - if even that. 

It is Readers who birth these still thoughts to life. 

Sometimes even incomplete thoughts become lush and full. 

I thought, out of all my favorite books how many details were missing that I filled in as a reader. How much of the scenery, costumes, emotion did I put in. I mean there are some writers who are heavily detailed, but even they can't put in every color, every sound, every smell, every taste, every thought and breath. And why would they want to?

This isn't an excuse to be lazy as a writer. It's a fundamental understanding that everything written, every word, is in service to this great mysterious reader and their benevolent imagination.

Writing then becomes about the quality of the details and skill. Not just the abundance of technique. Any written world will always be incomplete, but the right details in the right place will feed the imagination of the reader. 

Give just enough to orientate a reader into your world, but not too much where the piece becomes a dictation of a photograph.

Read a piece, see what details stick out and why that works? Imagine what details you would give instead. Or best, try to write a poem with as few details as possible and see what emerges.

every one

in every room tonight

over books and screens over

thin scraps of paper waiting lonely

for release dying to see a person

in the piece but they ain't

in the thing

collecting fragments

we're only buying dreams of dreams

whose words dried-dead

they

belong

to you now

say it now. say

and I'll echo you

but I ain't in

the thing

every one 

in it together

in every room tonight

looking lonely for answers

in cracked-mirrors

but it ain't in 

                           the thing 

much love

-rene

ps. as always like, share, subscribe and if you want to talk you can reach me on this blog, youtube, facebook and twitter. Also my new website ReneTheWriter.

pps. Let me know if you liked this and I can do more.