I keep returning again & again to these underlined lines in “The Library of Babel” by Borges: “If honor and wisdom and happiness are not for me, let them be for others. Let heaven exist, though my place be in hell.”
And they make me think of my namesake Emilia’s lines in Othello: “Let heaven and men and devils cry, let them all / All, all cry shame against me, yet I’ll speak,” which I have tattooed on my back. My ars poetica, my body magic.
On & off for several years, I tried to write a series of poems that addressed or took on the persona of the character Emilia in Othello, my namesake. A few poems were informed by her story, but none took on her voice head on. I was paralyzed by the fear that I couldn’t write in the voice of a character previously voiced by Shakespeare—how could I not be?
With a prompt given by Mary Szybist at The Kenyon Review Writers’ Workshop, however, I was able to try out Emilia’s voice again, and now I’ve embarked on the series, tentatively titled “Alternate Endings,” which allows Emilia free range to consider other fates, to address her husband & killer Iago, to reveal more about her relationship with Desdemona, to reckon with her literal role in the play & the stage’s constraints, & to anachronistically comment upon contemporary events. I see this sequence as a foundational pillar in the third manuscript, which also deals with the reconstruction of the body & memory.
As I continue to work on these poems, I need some good persona & sequence lodestars to guide me. I’ve been spending a lot of time with Mary’s Incarnadine & Cornelius Eady’s Brutal Imagination the last couple of weeks. But is there anything else I should pick up & read to guide me through this project? I’m particularly interested in those sequences that reckon with historical, mythic, or literary figures through persona or apostrophes. Thanks so much for your help, friends.
Class: Intro to Creative Writing Genre: Drama Readings: Edward Albee’s Who’s Afraid of Virginia Woolf? Time: 45+ minutes
1. Have students pair off. One person per group should be in charge of transcription.
2. Leave the classroom. Take the students to a common area on campus like the student union, cafeteria, or the quad. Once you are there, have the groups split up and walk through the crowd. Encourage them not to linger in any one place. They should write down the most compelling and/or bizarre sentence they hear someone say. Examples: “I ate a whole pound of Swedish Fish and it cost me like 35 dollars!” “How old are you?” (10 minutes.)
3. Return to the classroom. Have each group pass their transcribed line to the group on their right.
4. On the board, write down a pair of character roles in a specific setting for each group. I gave my classes the following character/setting sets:
a. Two waste disposal workers on the back of a garbage truck.
b. A veterinarian and the owner of a pet in the exam room.
c. The host and a contestant on the game show.
d. A teenager with driver’s ed instructor in the car.
e. A police officer and an arrested person in cruiser.
f. A priest and a congregant in confession booth.
g. Two single people on a speed date at a bar.
5. Each group should read aloud the line passed to them. Assign character/setting sets to the groups based on these lines. Play it safe and assign the characters/setting to lines that seem natural, or see what happens if you make unexpected pairings. (Hint: Students often have more fun with unexpected pairings.)
6. The line provided will serve as the first line of the scene involving their assigned character/setting sets. Each student should assume the role of one of the characters. Each will respond to their partner’s line by passing the paper back and forth. (30 min.)
This exercise allows students to work collaboratively to create a narrative through dialogue, a skill that many of my students cite as the hardest thing to accomplish in their first plays. Additionally, their time in the crowd locates them in conversational rhythm and dynamics so that the information about the plot doesn’t seem unnatural to the conversation. The assigned lines provide them with an inciting action as well as a clue toward their new character’s personality. The hope is that once they are writing on their own, they will be able to recreate these investigative processes on characters of their own.