Writing Process (Part 3)

I made sure to squeeze in a safari when in Africa.

I ended the previous installment of this journey of how the idea of a novel turned into the physical manifestation of the novel in my (and in many other people’s!) bookcase with the decision to move to the Outer Banks where I could begin to do the actual writing. (You can go back to the beginning of the story and start with Part One if you haven’t read that yet.)

As I mentioned in the Part Two, I spent two weeks in Africa at a writers’ workshop. While there, I focused my time on developing the premise of the book as well as pinpointing the emotions that I wanted to elicit from readers both throughout the book and then at the end.

I was curious about what I had come up with while in Africa, so I pulled out all of my notes from that trip to see what I might have jotted down.

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Writing Process (Part 2)

The view from my back porch in the Outer Banks

In my previous post, I explained a bit about my writing process for a screenplay that I wrote before I started working on Cassandra’s Daughter. And the process involved a tight outline and index cards taped to my bedroom wall. That was definitely not the process with this book. 

The spark for this book came not with a desire to write a book. It began as a self-imposed writing exercise. My mother passed away in 2013, so this exercise must have taken place quite a few years prior to that, probably in the early 2000s. At that time, I challenged myself to regularly write, whether I had a project I was working on or not. So I would go to the dentist for a root canal and then try to describe my experience using all my senses: the aesthetics of the office, the TV loudly playing as a failing means of distraction, the pushing and pulling on my teeth, the taste of chemicals, the horrific sounds of the drill and the saliva sucking tube, and finally, the smell (of burning flesh? Tooth? What IS that smell??). Or other times I would people-watch and single out someone to ascribe a personality to. And then I would do a character sketch of that person. One of those writing exercises ignited the spark for what became Cassandra’s Daughter.

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Thoughts on My Writing Process for Cassandra’s Daughter

Now that my novel Cassandra’s Daughter is available on Amazon, I thought it might be interesting to document the process of bringing this kernel of an idea to fruition.

And that is exactly how it started – as a very small kernel. Previously, I had spent my writing career focusing on nonfiction essays and narratives. For some reason, I had made the decision in high school, if not earlier, that I was not creative and was incapable of doing any type of creative writing. I have no idea why I came to that decision. But that decision led to ridiculous poems about rocks in English class. Clearly, rather than change my belief that I was incapable of writing a poem by putting some actual effort into the writing, I instead purposely produced doggerel in record time.

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Reflections on My 1996 Essay About My Future Family

Searching through a box of essays, opinion pieces, nonfiction narratives, and endless notes on scrap paper of ideas to write about, I found an essay I wrote in early 1996 when I was pregnant with my first child. In it, I reflected on my life with my own family as well as what the future held for this new family I was creating. 

I thought it might be interesting to write a follow-up blog post today, in 2022, 26 years and two children later. If you haven’t read the original post, you can find it HERE.

First of all, the baby I was pregnant with turned out to be my daughter Emily. At the time, we didn’t want to know if she was a boy or a girl, so there was no gender reveal party, cake, or unintentional wildfire. I wanted to do it old school. Also, nearly three years later, I had a second baby, a son. This time, we found out the sex because I thought it would be better for my daughter to prepare for and to be able to accurately visualize the new baby is she knew it was a brother or a sister. Besides, I thought if she had her heart set on a baby sister and it turned out to be a boy, that might be an issue. This way, she could have her heart set on exactly who he was.

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Group Identity (Conclusion)

Photo by Miguel Henriques on Unsplash

And here we are – the conclusion of a speech I gave in 2007. I have spent the past ten installments expanding on my thoughts and experiences from fifteen years ago. I enjoyed the process because I could directly see how so many of the problems we are seeing in education today were obvious much longer ago. And seeing where we are today, I would have to say that my concerns were warranted!

This will be the last installment, and I look forward to hearing others’ thoughts on this topic and on what they are seeing in their children’s and grandchildren’s schools. Thank you for joining me on this journey!

If you would like to go back to the beginning, you can find the FIRST essay in the series here.

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Group Identity (Part Nine)

Removed from many curriculum – as “unreliable”

This ninth installment of my series on education and the focus of group identity is particularly important to me. Only because I feel so strongly about this topic. I am completely opposed to the idea that students can only relate to literature written by authors of the same ethnic background and gender as they are and to literature written about people just like them. And although I used to lecture my students about this topic fifteen to twenty years ago, I am completely shocked at how this idea has become so mainstream today.

So let’s get into it…

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Group Identity (Part Eight)

A book with important lessons for students

I didn’t realize that this commentary would turn into so may individual installments. I am already up to the eighth! But I have definitely been enjoying going through this speech, which I gave at a conference in 2007. It has reminded me of many of the experiences I have gone through in my decades of teaching. 

This installment will continue with a discussion of the curriculum and more specifically what happens in classroom instruction when an institution focuses on group identity. If you want to go back and start from the beginning, you can access the first installment here.

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Group Identity (Part Six)

This is the sixth installment in a series of essays on group identity on college campuses that comes from a speech I gave back in 2007. You can find the firstsecondthirdfourth, and fifth here. In this essay, I will continue discussing what happens with a fixation on group identity, problems I saw playing out 15 years ago. And these problems have only increased since then.

This installment begins with how group identity damages relationships between students. The speech is rewritten in the indented sections, and I interrupt periodically with my current comments about what I wrote so long ago. 

Photo by Mikael Kristenson on Unsplash
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Group Identity (Part Five)

I don’t seem to have photos of me teaching, but here is a staged photo of me grading papers (while on the phone??) for an article about my writing.

This is the fifth installment of a series of essays on group identity on college campuses that comes from a speech I gave back in 2007. You can find the firstsecondthird, and fourth here. I will continue discussing what happens with a fixation on group identity, problems I saw playing out 15 years ago. And these problems have only increased since then.

This installment continues with the discussion of the detrimental impact group identity has on the relationship between faculty members and students. The speech is rewritten in the indented sections, and I interrupt periodically with my current comments about what I wrote so long ago. 

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Group Identity (Part Four)

Another not-very-good photo of me speaking at a conference!

This is the fourth installment of a series of essays on group identity on college campuses that comes from a speech I gave back in 2007. You can find the firstsecond, and third here. I will continue discussing what happens when the educational system develops a fixation on group identity, problems I saw playing out 15 years ago. And these problems have only increased since then.

The fourth installment begins with how group identity damages relationships between faculty members. The speech is rewritten in the indented sections, and I interrupt periodically with my current comments about what I wrote so long ago. 

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