Chris
Moriarty
CRTW 422W
Hume
14 Dec 2013
Community
Work Reflections
The work
that I undertook this semester was at first a very intimidating
prospect, even though I was working with one of the teacher's who
helped shape me the most as both a writer and aspiring educator. Tom
Zimmerman is the Director of the Washtenaw Community College Writing
Center. Along with this, he also teaches English classes, goes to
school at Eastern Michigan, and runs both the poetry club of WCC and
its literary journals. His dedication to WCC is what made me want to
work for him. I extended my ability as professional editor, having
been an English tutor for four years, to help him craft the WCC's
literary journals in whatever way I could help.
His faith
in me as a writer and reader put a lot of pressure on me. There was
not a tremendous amount of guidance in putting this zine together.
Mostly, I learned through trial and error and the minimal amount of
time that me and Tom spent together because of our busy schedules. He
had faith in my ability to make a zine through every step of the
processes. I had an idea from the get go about doing class room
visits that were a little unorthodox. Since I've worked at WCC for
four years, I've gotten to know the English staff quite well and I
relied on them to get a majority of the submissions for the zine. So,
I would go to the class like how most class visits start—I would
introduce myself, the journals that WCC offers, the submission
processes, the types of submissions taken, and then do read a poem or
two of mine that had been published in back catalogs. Normally, this
is where you would leave a class visit when patronizing for
submissions, but in fact, I chose to stay (as long as the teacher
approved of it). Since the classes I was visiting were mostly
introductory creative writing classes, I would finish my bit and then
stay for the rest of the class as students would present their work
for a group critique. This gave me a chance to connect to the writers
at WCC in a special way that isn't normally used when trying to get
people to submit their writing for a publication. I connected with
them, offered suggestions, and admired their work. I could tell I
made an impact because as I was leaving the class, the many of the
students thanked me for my thoughts on their work and also conversed
about submitting something for WCC's publicaitons.
Another
facet of the work that I did for Tom involved trying to get money
allotted for both of the schools literary journal to be applied for a
limited print copy of The Big Windows Review,
which up until now, had been an entirely online journal. This
involved setting up a meeting with the head of the English
department, Kerry Krantz, and discussing with her whether or not the
small amount needed for this print would be allocated. After meeting
with her, she seemed happy to make a little room in the budget for
the publication by offsetting the costs onto next year's
publications—looks like it's back to e-journals. However, I was
proud to advocate for a small journal and I was happy to see so many
of the students at WCC get a chance to see their work in a smaller
publication and have a chance to read it at an open mic. I saw many
of the faces that I had seen earlier in the class visits and I knew
that my approach in looking for submissions was at least some what
successful.
In
the spirit of learning, I also put together the entire zine myself
(with some technical assistance from Tom). He instructed me to use
Microsoft Publisher as the program for organization because it offers
a level of control that is necessary when altering line breaks in
longer submissions. This became apparently useful when dealing with
some of the poems with very long lines. I felt strange cutting and
splicing another writer's work (although it was not much different
than the textual treatments we discussed in class) and I wondered if
my stylistic choice on line breaks where noticeable or perhaps
against the writer's wishes for how they want their work to appear.
This part of my community participation also caused me the most
frustration. The processes for aggregating the work and formatting it
was very tedious. Also, copy editing can be a bit of pain when there
are a lot of submissions. And of course, thanks to the many failures
of technology, two hours of work was somehow obliterated off of the
computer because of some kind of computer glitch and I had to start
over from the very beginning. Although I was frustrated, I was under
a deadline for getting the journal published so that it could be
handed out at the reading. I worked over my frustration and delivered
an even better zine to Tom than I could have ever hoped for.
After
completing the zine, Tom took over and printed it for me through his
connections with the school and delivered me a large stack of bright
orange Big Windows Reviews.
I felt so relieved to have it done and all within a few days of the
reading. Now, I had to organize the open mic. As for a feature, I
went with my brother Mike, author of The Ill Lad and The
Odd Emcee, and upcoming
singer/songwriter. I chose him because, well, I'm a broke college
student and can't afford to pay someone to read. However, I knew that
his performative style would draw a crowd and fill in seats for what
might have been a smallish reading because of the nature of the
publication. This was probably the most boring part of the whole
experience. I don't really like setting up chairs, or microphones, or
amps. And I really don't like having to put all of that away.
However, the reading itself was a great way to cut loose and relax as
most of my time commitment was completed by then. I read a short
piece which I included in the book, Mike did a set of songs and
poems, and all most everyone published in the Big Windows
Review read a selection of their
work.
In
consideration with what my time here at Eastern has been like, and
specifically the creative writing department, I found that this
class, my volunteer work, and my group project have been a
tremendously helpful experience in understanding where I fit in with
the world of writing, teaching, reading and artistic expression. The
work I did on this publication has shown me that I have a passion for
putting work together in a creative way, which also coincides with my
interest in the work we did with the textual treatment. I really have
been craving for something other than just writing to express my
fixation within writing and the community of Ann Arbor/Ypsilanti.
This experience, and the community collaborations class as a whole,
has been a fascinating and enlightening experience in regards to
expanding my ability as a writer and participant in the writing
community. I believe that working on something as removed from the
actual writing processes as being a editor for a journal has taught
me that fullfilment in writing is a). an extension of being fulfilled
in a communal sense and b). a collaborative effort that supports
itself through cooperation and dedication.
This was also a great multimedia experience that I wasn't entirely prepared for. Having never constructed a document outside of Microsoft Word, learning how to organize text and images into a readable document was a very rewarding process. I'm now considering taking some visual art classes to supplement what I've learned so far about constructing images and text in a digestible format.
On
a final note, I think that this has been a very positive experience
for me and I would recommend this class to anyone who thinks they
want to be in the writing community, but doesn't know where they fit.
It provided me with a sense of fulfillment that has long been missing
from both my personal writing and reading.