by Eriel B.M. Fauser

In a flawless writerly world, you could live, eat, and breath your craft. You could pack all the crevices of your time with the clacking of a keyboard and scraping of a pencil against paper. And because that ideal writerly world would just happen to work this way, the mere production of content on your Word file or in your Moleskin journal would generate some mad skrilla for you to build a livelihood. No publication necessary. Yet, the writerly grind doesn’t yield instant profit, so we must seek out ways to support our habits and stimulate our minds until we’re ballin like J.K.

Cecily Sailer struck that balance inbetween passion and profession. She received her MFA in Fiction from the University of Houston, where she also trained undergraduates within the Department of English. Her resume is decorated with an array of pedagogical practices, including work as a writer-in-residence and teacher for Writers In The Schools ; an English teacher in Seoul, South Korea; and a writing coach and consultant for Write by Night .

Six years ago, Cecily joined the Austin Public Library Friends Foundation where she now oversees and manages Badgerdog —a program housed within the APLFF that services writers of all ages and skill levels. Every Badgerdog workshop is led by a professional Training Artist and facilitated on a “read, write, share” platform. Many current and former Bat City staff members have worked with Badgerdog, including Nick Almeida. Katelin Kelly. Taya Kitaysky. David Schaefer. Noah Weisz. and many others.

“ Badgerdog provides magical, nourishing practices for youthfull writers. Training Artists bring in whichever works of literature they think will model the best writing, so Badgerdog’s youthful writers have thrilling encounters with authors not covered in school: My middle and high school writers have learned from Leonora Carrington, Frank Stanford, Angela Carter, and Mirabai, to name a few. The writing instruction is just as encouraging of risks and the pursuit of creative joy. In my four years with Badgerdog, I’ve been deep throated away by what the students conjure up and how much they whip out their imaginations and conceptions of language. Students—even the uncommon reluctant ones—often tell me how much they appreciate the nonrestrictive environment Badgerdog creates, the space to write and explore whatever they want. It’s amazing that students as youthful as eight or nine years old are reading Lorca and Tomaz Salamun and being encouraged to write poems just as wild and weird. ” — Taya Kitaysky, Badgerdog Training Artist & Former Bat City Managing Editor (shown above)

E: What attracted you to Badgerdog?
C: While working on my MFA at the University of Houston, I embarked instructing with Writers in the Schools, which was later fairly instrumental in the formation of Badgerdog. Their training model switched the way I thought about writing instruction, and education more broadly. I wished to be part of something that infused schools and learning spaces with a different approach—one where creativity and expression were essential parts of the learning process. I wished I’d had a writer in my fourth-grade classroom—what that could have done for my development as a writer. I desired as many kids as possible to have that chance.

E: How does this work benefit your own writing process?
C: Well, the 9-5 doesn’t indeed help my writing schedule [laughs ], but this kind of work keeps me in a community of writers. It’s inspiring to see the kind of democratization of writing that happens in programs like this. I get to read and hear the work of such a broad range of people in our community—from second-graders writing about crimson chili Cheerios to older folks writing about their childhood homes or their gratitude toward their spouses. It’s a constant reminder of the joy and influence writing can have, and it helps me go back to the work of writing more lightly, with greater inspiration.

E: How does training pair with the creative mind?
C: Training, like writing, is a creative process. It requires spontaneity, an attention to audience, a particular intention, and a good ear for yourself and the others around you. It’s excellent exercise for a writer to commence with a text and attempt to work rearwards, asking yourself, What do I want my students to learn from this? How can this poem or story aid my students in their own writing practice? How do I get them from text to understanding to idea to craft?

E: Why is creative writing an essential outlet for students today?
C: We attempt to provide kids and teenagers with a different view of what writing is, how it can be done, and what it means to be “successful” at it. Now that most schools have to bow to the authority of standardized tests, writing practice for kids is often about “proper execution” and fidelity to a very particular and, frankly, uninspired form of writing. Then its becomes a drill, very mechanical, stifling. As a result, too many youthfull people think writing is done to justify advancement or prove competency—a thing to do in order to be deemed competent. We attempt to reframe and dismantle that by provide students with as many examples as possible of what writing looks like and can look like, how it can speak, what it can contain. We ask students what they want to say and then we begin to ask what might be the best way to say it. Often, the very first question kids ask us when we commence a workshop is “Where do you want us to write our names?” or “Do I have to double-space?” This is what writing means to them—doing it correctly so as not to be chastised or corrected, to meet expectations. We’re telling, whatever’s in there itching to get out—that’s what we want to hear about. You can put it on the page however it makes sense to you. Its yours .

Badgerdog hosts a multiplicity of writing workshops for youth, teenagers, and adults in the Austin Public Library, schools, and sites around Austin. Interested? Explore their website for information on how to become a student or a Training Artist.

Eriel B.M. Fauser was born and raised in the candy painted, bayou city of Screwston, Texas. She received her B.A. from the University of Houston in 2015 and is now pursuing her MFA in Fiction from the University of Texas at Austin’s Fresh Writer’s Project.

Related video: Exegetical Methods Overview


admin_en | 1@1.com

Related Posts

President Lincoln Mourning Flag, 1865. This is one of a series of five or six styles of paper-printed flags produced instantly following Abraham Lincoln’s assassination on April 15, 1865. The black canton represents a nation in mourning. The words are concise, yet poignant, calling the beloved president “father”. The flags were affixed to plunges and […]

Table of Contents There comes a time in every youthfull (and not-so-young) psychology student’s life when the inescapable emerges to challenge them, to stress them, and to encroach upon their precious Xbox time. Not even art majors can escape their nefarious reach. So a student involved in a writing- and research-intensive program like psychology may […]

In the latest years, the number of papers published each year globally is so high that it would not be wrong to say that we are witnessing a publication boom. While one of the primary motives behind publishing a paper is getting the word out on the latest findings, equal emphasis is not given to […]

Leave a Reply

Your email address will not be published. Required fields are marked *