I read faster than anyone else. I guess I kind of knew that already, but grad school gave me external validation and certainty.
I don’t like craft books. I am so deeply disinterested in other people’s processes, I almost can’t believe that anyone else could care. Is everyone else faking it for the grade, too? Or does someone actually care? It’s like discovering an entire genre of overcooked broccoli. Like, I guess it’s healthy and all, but really? I’m even bored by thinking about my own process.
Having a published book doesn’t necessarily make someone a good writer. I guess I kind of knew that already, but I’m certain now.
I expected to learn a lot about writing fiction, but instead I learned a lot about writing politely and professionally worded emails asking certain staff members to do their jobs. Following up with anyone who hasn’t gotten back to me is already terrible. Following up with someone who’s previously been impressively bad at her job but is still in a position of academic power over me is my own personal hell. I spent a lot of time in my own personal hell in grad school.
It turns out I like books about people having feelings and relationships, and I’m not sorry. My biggest resolution is to read popular and commercial fiction unapologetically. I’m not going to hedge by labeling it a beach read or insisting that I usually read obscure literary fiction. I still love character-driven lit fic, but when I see lyrical prose in a book blurb, that book is back on the shelf at the speed of light. Using nice words is no replacement for writing complex characters. I already knew that, too, but I’m certain now and I have a paper that says I know things.
Return of the Random Commenter:
Your experience mirrors my Masters in Ed with-teaching-certification grad experience. I expected to be taught _how_to_teach_.
The seasoned and heralded program director and I were constantly at odds, because I asked specific questions about individual teaching approaches. His exasperated answer was that each person finds his/ her own unique teaching style. What angered him the most (and my ability to continue in the program was genuinely threatened) was when I told him that I believed there were imitatable genres/ stereotypes of teachers: the stern librarian, the laid-back coach, the ex-protester history teacher, the lit teacher in love with Wm Shakespeare. I wanted _to _be_taught_ how to use the stylistic strengths of those styles and avoid the stereotypical weaknesses.
He acted like that wasn’t quantifiable…
Oh man, I hear this. Most of my classes in how to teach were just someone clicking through a Powerpoint and reading every single word on every single slide. BECAUSE THAT IS EXACTLY HOW NOT TO TEACH. I’m really glad I have good mentors in my current school because UGH.