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A corpus is a database of spoken or w ritten English The w ords in a corpus can be collected from a variety of sources. For example, words in a w ritten corpus may com e from new spapers, m agazines, books, or the Internet, while w ords in a spoken corpus m ay come from everyday conversations. Touchstone was w ritten w ith the help of the corpus of N orth A m erican English in the Cam bridge International C orpus CIC - a database th at currently holds m ore th a n m illion words. What kinds of information can you learn from a corpus?

W ith com puter softw are to analyze a corpus, we can find out the m ost com m only used English words an d expressions. T he use of a corpus is a m ajor innovation th at m akes it possible to develop an exciting new approach to learning English. We used the CIC to answ er questions like these: What are the most frequent words and phrases in English?

By analyzing the Corpus, we can identify th e m ost frequent w ords in everyday conversation. For example, we can find the top 50, This ensures th a t students learn the m ost useful conversational w ords right from the beginning. Which English words are most likely to occur together? We can find typical collocations, or words frequently used together, by looking at all the exam ples of a n individual word an d seeing w hat w ords m ost often precede or follow it.

For exam ple, we can identify the adjective th at m ost frequently follows the adverb pretty as used in It was pretty good. We learn th a t the top four adjective collocations w ith pretty are pretty good. This kind of inform ation helps us present the adverb pretty, as well as other w ords and phrases, in n atu ral an d useful collocations.

What are the most common meanings and uses of a particular grammar structure? By studying the Corpus, we can find out, for exam ple, how people typically use th e verb can. So Touchstone gives priority to this use of can. Which tenses do people use most frequently? The spoken C orpus shows w hat tenses people use. The sim ple present, for example, is m ore com m on th an th e present continuous.

For th at reason, we m ade a decision to introduce the sim ple present before the present continuous in Touchstone. How do people manage conversations effectively? By reading th e m ultitude of conversations in the. Corpus, we can see how people interact in real-life situations. For example, how do people show th at they are interested in a conversation and th at they are listening? How do people m ake sure their questions do not seem too direct?

For exam ple: Where do you go after work? I mean, do you go somewhere nice? The answ ers to these and other questions m ake it possible for Touchstone to teach students useful strategies for m anaging conversations successfully in English. What are the most typical contexts for specific vocabulary and grammar structures? Searching the C orpus helps us find typical situations for using specific vocabulary and g ram m ar structures, so th at we can present new language in n atu ral contexts. The conversations interviews, and listeni ng m aterial students encounter in the series are constructed in ways th at reflect the character an d content of the conversations in th e Corpus an d are som etim es draw n directly from these conversations.

How does this corpus-informed approach help me and my students? By identifying w hat language is essential to basic com m unication and w hat language allows us to speak clearly and precisely, corpus-inform ed m aterials can take learners to their goals m ore quickly an d efficiently. In addition, a study of a spoken corpus teaches us im p o rtan t things about social com m unication. As a result, activities based on corpus-inform ed m aterials can focus on the m ost im p o rtan t features of listening an d speaking skills, m aking students m ore effective listeners and com m unicators.

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Finally, successful learning is all about m otivation. C orpus-inform ed m aterials m otivate learners because they can feel confident th at the language they are learning is up-to-date useful in everyday conversations, and targeted to situations in w hich they are likely to find them selves Students can also be sure th a t the language corresponds to w hat they will encounter in real conversations, on radio and TV shows, in movies, on th e Internet, and in books, new spapers, an d m agazines.

Do I need to know a lot about the Corpus to be able to teach with Touchstone? Not at all. You don't need any special knowledge of th e C orpus to use the course successfully. But you can feel reassured th a t we, as authors, have checked the Corpus carefully to ensure th at the language we teach is frequent, natural, and useful, and th at the statem ents we m ake about language are accurate. As you teach from Touchstone, you and your students will learn m any interesting facts about language com ing from our corpus research.

On m any of the Vocabulary notebook pages you will find fun facts about vocabulary, such as how people refer to fam ily m em bers and w hat color and food words are used m ost frequently in conversation. In the Teacher's Editions we provide additional inform ation about gram m ar and vocabulary th at we feel will be of p a rticu la r interest to you as a teacher. What methodology will I be using in Touchstone? Touchstone m erges the best features of proven and fam iliar com m unicative m ethodologies while, at the sam e tim e, offering stim ulating activities carefully crafted to focus on the learning process.

The Touchstone philosophy m ain tain s th at a successful course m eets all of the following goals: 1. It is interaction-based. An im p o rtan t learning aim in every lesson is to get students. In addition, Touchstone devotes a full lesson in every u n it to the teaching of conversation strategies so th at students can learn the skills needed for effective spoken com m unication. It personalizes the learning experience. Touchstone o ffe rs engaging activities that encourage. Students will enjoy talking about topics such as TV, music, th e Internet, sports, an d celebrities.

The About you icon points out som e of these opportunities. It promotes active and inductive learning. T hroughout the series students com plete tasks th at. Students are also challenged to figure out inductive learning g ram m ar stru ctu res or English usage. Solving a problem or figuring som ething out for oneself is a pow erful aid to understanding, and reseaich shows th at activities th a t have students notice and figure things out result in successful learning.

Figure it out tasks challenge students to th in k about how target g ram m ar stru ctu res are form ed and used before they are form ally introduced. Notice tasks in the Conversation strategy lessons encourage students to th in k about how people m anage conversations effectively.

Word sort tasks and Vocabulary notebook pages get students to actively learn new vocabulary. Book offers students a Self-study listening com ponent based on an extension of the dialogue from the Conversation strategy lesson and provides additional oral practice. Students can thus take the initiative to im prove th eir speaking and listening skills, working at th eir own pace. The CD-ROM includes a d atabase called My vocabulary notebook, which allows students to sort vocabulary in different ways, to p rint out word lists for a variety of purposes, and to add th eir own words, expressions, and exam ple sentences.

Clear learning aim s at the sta rt of each unit, Self check and Study plan ch arts in each Touchstone Checkpoint lesson, and Progress checks at the end of each Workbook u n it enable students to m onitor th eir own learning. Each Teacher s Edition provides a testing package which gives you and vour students an o th er valuable tool for assessing progress. It recognizes the importance of review and recycling. Language students need constant review,. G ram m ar, vocabulary, and conversation strategies taught in earlier u n its are recycled in later units.

Item s learned in lower levels are recycled in subsequent levels. It offers flexibility to meet the needs of specific classes. Touchstone can be used w ith large. Activities can be done in pairs, groups, or as a whole class, depending on your p articu lar needs. Touchstone can also be adapted to varying course lengths.

For shorter courses, the Vocabulary notebook pages an d Reading and Writing tasks can be assigned for hom ework. For longer courses, the W orkbook provides additional learning tasks. Can I teach the lessons in a unit out of order? It is very im p o rtan t th at lessons A. B, C, and D are taught in order. This is because the new stru ctu res and vocabulary taught in the earlier lessons are generally recycled and reused in the later lessons. Each lesson in a u nit assum es th a t students have learned th e language of the previous lesson s.

A special thank-you from the authors. We w ould like to extend a very personal thank-you to all th e teachers and students who have provided so m any constructive com m ents during the developm ent of Touchstone. We sincerely hope th a t you will enjoy using Touchstone, and th at it will contribute to the success of your English classes. We welcome your feedback and look forw ard to hearing from you.

Bonus vocabulary are words and expressions th at students m ay encounter but are not required to learn.

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Class Audio Program The Class Audio CDs and C assettes provide students w ith n atural m odels for speaking and pronunciation as well as th e o p p o rtu n ity to listen to a variety of voices and accents. The recordings are in natural, conversational Am erican English. Web site The student support Web site provides engaging, interactive vocabulary, gram m ar, and listening activities. The teacher support Web site offers teaching tips, classroom activities, dow nloadable m aterials, an d more. It is im p o rtan t to note th at lessons m ust be taught in A, B, C, D order.

There m ay be som e variety in the exact position of pronunciation, listening, and speaking activities from unit to unit. Unit opener - Unit overview. Lesson A Lesson A presents the m ain gram m ar point of the u n it w ith som e relevant new vocabulary It m ay include a Sp eaking na tu ra lly pronunciation task, a Talk about it group discussion, or a Listen in g task.

B Pair W0fk Ask and answe the questions with a partner. Give your own answers. LessonB Lesson B teaches the m ain vocabulary of the unit and builds on the g ram m ar taught in Lesson A. It may include a Speaking n a tu ra lly pronunciation task, a Talk abou t it group discussion, or a Listen in g task. This soup is delicious. You know, sometimes I think you watch too much TV.

Oh, I hardly ever watch TV. Are you serious? Well, sometimes 1watch the morning shows. And I usually watch the late movie. Can you find words to complete the sentences? Use the conversation to help you. Marisa watches the morning show's. M arisa. Add frequency adverbs to make true sentences. Then compare with a partner. I watch TV in the morning. I watch TV shows in English. My family has dinner in front of the TV. I rent movies on the weekends 5. My family watches TV late at night 6. We watch videos in our English class-. B What kinds of shows do you like anc dislike?

Complete tb s chart. Add other kinds of shows you know. Do you have the same TV-watching habits? Gc where". See page 52 for a new way to log and learn vocabulary. Lesson C Lesson C teaches a C onversation strategy and som e com m on expressions useful in conversation, followed by a.

In Units 1 through 3 th e conversation strategy is in Lesson D. The g ram m ar in this lesson is always recycled an d th u s g ram m ar th at students already know. A Can you complete the second question? A What do you do after work? I usually go shopping and then go home. This section provides a four-step presentation and practice where students: First, think about the conceot. Then listen and understand a conversation.

Next, notice the strategy and find more examples. Finally, use the strategy in interactive and personalized practice. N o ti c e how Adem asks questions in two wayc His questions ere clear and not too direct Find examples in the conversation. What do you do after class? C How do you get home? Do you work in the evening? What do you do for lunch? I mean, do you eat out? Do you go shopping a lot? Do you go out for coffee? I mean, do you usually need a break?

Do you take the subway or the bus? I mean, do you have a part-time job? C Pair work Ask and answer the pairs of quest ions. Do you go out tor coffee? Do you have any of the 1. A Do you ever go out after class? B Well, not very often. I mean. I usually gc 2. A How do you Dike the restaurants in your neighborhood? B They're not bad. A Are you busy In the evening? A What do you do m youir free lime? B Well. I don't have a lot of free time. Circle a or t. Conversation t a. C Add a second question to each question below. Then choose o a conversation with a partner. How often do you play sports?

I mean, do you play. Lesson C Lesson D, after th e first th ree units, focuses on reading and w riting skills while providing additional listening. Can you add more ideas? I G make new friends and "chat. C practice your Engltsfv 1 j listen to musk. So, you love the Internet It's a great place to find information or go shopping. Hit's fun, bull do you spend a tot of time online? If you answer yes tc all tnese questions, maybe you are an Internet add ici 1. Yes No J. Are oil your friends Internet friends"2 t Yes No 4. Do you ever miss appointments because you are ontme? Yes P No So, what do you do 11 you think you are an addict?

Go to a counse Ing service Where are they? On the internet, of course! What are some things Internet addicts do? Ask and answer the questions Is your partner an Internet addict? Are you? What do Andrea and Yoshi use their computers for? Are you an English student? Dr you wamt a per pal or an e-pal? My name is to an English class. Vocabulary notebook Vocabulary notebook provides a page of enjoyable tasks at the end of every unit to help students organize and w rite dow n new vocabulary.

It allows students to custom ize th eir ow n vocabulary learning, working in class or at hom e. Complete the chart. Task 1 practices the technique in the Learning tip with a set of vocabulary taken from the unit. A Oh, net. Nay Nice!. By the way. I'm Tina. Nke to meet yov Yeah. So, do you go to the beach a lot? Yeah, on the weekends. I olay aoftb li. Units A Tndt 9 Listen to the convarsDion on page Tmti O l Do you play on a team? Tin45 So come and loin our team. We play at a park near hem,. Ray Uh. Net,- lim n Interesting Wei ere have pracrlee every Saturday m orning lust come on Saturday.

I mean, the sendee isn't res! We a n really busy. I mean, how often do you work elhereT Weill. I work every night on the weekend::,. And sometomes on Tuesdays and Wednesdays. Do you f t out with friends? Sometimes, but not very o f ter Oh thet's not good. Ben doesn want French food fast food today.

Flay haies the beach 7. Rity r a good swimmer 3. Ray is giving Tina swimming lessons. Ray orachces swimming every day. People from the sottbaHteam meat the barbecue. B Track i t Listen to the rest of the conversation:. Circle the correct words. Sarah needs doesnHneed new earrings. Uh, what about my neighborhood? It's , you know. Brn Righs. So, how about, urn. It It far? I usually hav v lunch at noon.

This is a list of the top w ords in spoken N orth A m erican English It is based on a sam ple of foui and a half m illion w ords of conversation from the Cam bridge International Corpus. The m ost frequent word, I, at th e top of the list. The authors and publishers would like to extend their particular thanks to the following reviewers, consultants, and piloters for their valuable insights and suggestions.

Sao Paulo. Japan; David Aline from Kanagawa University. Mexico City. Nelson from Chung-Ang University. Illinois, USA. Madeleine Murphy from College of San Mateo. San Mateo. John Lanier. Janine Gluud from. San Francisco. New York. Mmovitz, D. Shelagh Speers. Mary Vaughn. Jennifer Wilkin, and all the design and production team at Adventure House. Kanako Aoki. Maty Louise Baez, Carlos Barbisan. Alexandre Canizares, Cruz Castro. Joao Madureira, Andy M artin. Alejandro M artinez. Nigel McQuittv, C arine Mitchell. Antonio Puente, Colin Reublinger. Andrew Rob: nson. In addition, the authors would like to thank Cohn H a y e s and l e r e m v Mvnott for making the project possible in ihe first place.

Most of all. V viewing habits. Meet a celebrity. In the lifetime of an average American. Interesting facts - Class survey Ask questions to compare you c assmates with the average New Yorker. What do they say next? How s your week going? How do you like to dress? Where in the world. What a week! Guess where 1 went on vacation. Do you live to eat or eat to live? Can you explain the activity again, please? Ideas on how to check answers It is im p o rtan t to give students an o p p o rtu n ity to check th eir work after they com plete an exercise. Checking their work gives students the opportunity to learn from their mistakes, which helps them becom e independent learners and at the sam e tim e gives them a sense of their own progress.

There are m any ways to check answ ers. A variety of ideas are presented below. It is best to prevent the sam e students from always responding, and to avoid p u ttm g on th e spot students who c an n o t com e up w ith th e answ er im m ediately. To do this, have students raise th eir h ands if they know th e answer, encouraging as m any as possible to raise th eir hands. W hen a reasonable num ber of students have th eir h an d s raised, call on one. If th ere are students who always know th e answ ers, keep them challenged by having them lead th e answ er-checking activities.

If students give incorrect answ ers, give h in ts or clues to help them. Alternatively, ask other students in th e class to provide the correct answer. Avoid sim ply giving the students th e answer. Instead, gradually give them increasingly specific h ints until they figure it out by them selves. This will leave them w ith a sense of accom plishm ent. A student then reads his or her answ ers aloud, an d th e class checks their answers. W hen done, the students retu rn th e books and look over th e suggested corrections. A student then w rites his or her answ ers on th e board, you check them , and th en th e students check their answers.

If there are any discrepancies, the group collectively decides on the correct answer. A student from one group th en reads his or her group's answ ers aloud, and the other groups check their answ ers. O ther students go to th e board and correct any m istakes. W hen students finish, go over the answ ers using any of the ideas presented above. Ask students to w rite dow n the m istakes they m ade on a piece of paper. Collect th e papers, note th e com m on m istakes, and review the appropriate language item s in an o th er class.

No m atter w hat technique is used to check answ ers, it is always useful to note com m on problem s or recurring m istakes. Reteach or review these w ith th e whole class. This way students will rem ain interested in the class, will not move to a new language item before un d erstan d in g th e previous ones, and will feel successful in their language learning.

Typical inform al replies are Good or N ot bad Fine is a m ore n eu tral rep! People often say Hello to answ er the phone. T hese expressions a re com m on in form al situations such as stores, workplaces, and classroom s. Nice to m eet you is often said w hen people are m eeting for th e first tim e. T he response is usually Nice to meet you w ithout too. Nice m eetingyou is said only at th e end of a conversation.

Typical replies are Thanks or Thank you You too. The ch art in the lesson introduces th e subject pronouns I, you, an d we an d th e form s of the verb be th a t go w ith them. Are you Amy? Note th e inverted form in questions: th e verb be com es first. Short answ ers w ith no use contractions e. However, short answ ers aie useful for b eginning learners of English because the use of short answ ers m akes th eir responses sound less ah rupt.

The c h a rt in th e lesson intro d u ces th e p ro n o u n if and th e possessive adjectives m y an d your. For exam ple: M y name's Victor. Telephone and phone People say phone six tim es m ore often th a n telephone an d they say phone num ber four tim es m ore often th a n telephone number. For exam ple: A Are you a student here? B Yes, I am. How about you? The ch art brings together th e everyday expressions found in th is unit. Use The expressions are grouped into tw o categories: m ore form al e. More form al expressions can be used in all situations.

The less form al are suitable w ith people th e speaker know s well or w hen som eone w ants to create a friendly atm osphere. Corpus information How about you? W hat about you? It is a sim ple way for learn ers of English to do th is b ecause they only have to ask th e one question. All about you Teach th's unit opening page together with Lesson A in one class period. You also learn how to say hello, good-bye, an d th a n k you. Ask Ss to give basic expressions for saying hello, goodbye, an d th a n k you in their first language or o ther languages they know.

W rite the expressions in colum ns on th e board. Ask Ss if they know th e sam e expressions in Eng] ish. Add any correct answ ers u n d er the appropriate colum n. Extra activity - class Read the th ird aim aloud again. Ask Ss to find exam ples in the un it of a telephone num ber and an e-m ail address e. Read th em aloud, and have Ss repeat. Hello Bye. Good night Good morning. Thank you. Good-bye, and Thank you. Say, We use th ese in all situations.

We can use th em in class or at work. Culture note The eveiyday expressions in tro d u ced are for both form al an d inform al language. Form al situations include the classroom an d th e workplace.

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N orth A m ericans ten d to use inform al language in m ost situations. For m ore inform ation, see Language Notes at the b eg in n in g of th is unit. Note: I esson D focuses on the use of m ore form al and less form al language. Tell Ss to w rite num bers in th e boxes. Extra activity - individuals Write on the b oard the sta rt and finish tim es of the class period.

Ss copy th e tim es and w rite an expression for each tim e - one to use w hen they com e into class and one to use w hen they leave class. Matt Hello. I'm Matt Lenski. Matt Nice to meet you. M att a n d S arah a re friends. Are M att a n d E m ily friends? P ractice th e co nversations.

Point to th e first picture. This is S arah. Pause the recording after the lirst conversation Ask, Are M att an d Sarah friends? Culture note As th e photo of M att an d Emily shows, in N orth Am erica, people often shake h an d s w hen they m eet for th e first tim e People usually shake h a n d s firm ly for ju st a few seconds. Have a S read aloud th e exam ple in conversation 1. Now tell Ss to try and com plete the conversations.

Suggest th a t Ss use th e conversations u nder the pictures for help. Check answ ers w ith the class: read th e conversations, an d pause for Ss to say th e m issing words. Nice to meet you. Hi, Pat How are you? How are you?

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Good thanks. Extra activity - pairs Ss find a new p a rtn e r and practice the conversations again, using th eir own nam es A tew pairs present one of th eir conversations to th e class. Extra activity - class Ss stan d in two lines, facing one another. Each S introduces him self or herself to the S opposite. W hen th e conversations are com plete, tell one line of Ss to move so they are standing opposite new partn ers.

Ss th e n introduce them selves to their new partn ers. The activity continues w ith the line of Ss m oving w hen you d irect. S2 chooses either response.

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  5. Explain th a t b o th responses are correct Ss th en change roles and practice th e conversal ion again. Tell Ss to look at th e pictures an d th en at th e w ords on th e board. Then ask them to rep eat th e conversations again, but th is tim e to look up as they respond.

    T his look-up-and-say tech n iq u e helps Ss learn the expressions an d how to say th em naturally. Ss share answ ers in pairs. Preview the task Tell Ss to look at th e two webs. Read th e in stru ctio n s aloud. Model th e activity. Say, This expression can go. Ask Ss to com pare th e ir com pleted w ebs w ith a partner. Check answ ers w ith th e class: Ss call out t he answ ers.

    W rite all th e answ ers on the boa d. For m ore inform ation, see Language Notes at th e b eg inning of this unit. If appropriate, Ss can stand several feet a p a rt and m ake a gesture for good-bye, im itatin g the people in th e pictures. T M odel th e task by playing th e first conversation on th e recording and then pausing. Good night. T Pause after each conversation. Possible answers Hello: Hi. Good morning. Have a good evening. Have Ss w alk a round class, saying hello and then good bye to five classm ates.

    As Ss do th is activity, go aro u n d th e class and listen to th eir conversations, Make a note of anv recurring errors or difficulties, and reteach as necessary. Extra activity - groups Books closed. Groups th in k of as m any expressions as they can from th e lesson in tw o m inutes. Each group chooses a secretary to w rite th e list.

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    At th e end of two mi nutes, gioups take tu rn s calling out their exprecsions. M em bers of the other groups m ust raise th eir han d s if rhey have th e sam e expression on their list. If no o th er group has th e expression, th e group scores a point. The group w ith the m ost points w ins. Vocabulary notebook Tell Ss to tu rn to V ocabulary N otebook on p. Have Ss do th e task in class, or assign it for hom ew ork. You too. G ood-bye. CZf You too. B C a th e rin e Ravclli. A H ow do you spell Catherine? Read th e nam es aloud.

    Explain first, m iddle, and last nam es. Model by w riting your full n am e on th e board. W hat's your last n am e2 Do you have a m iddle nam e? W hat is it? Find out if any Ss have th e sam e first, last, or m iddle nam e. Read th e in form ation aloud. Culture note In Miss, Mrs. However, th e titles are not used w ith first nam es e. Play th e recording several tim es.

    Circle the letters of your first nam e. Have Ss work w ith a p a rtn e r to check each o th er s answ ers. Extra activity - class Ss line up in order according to the first letter of th e ir first nam e - an d th en according to th e first letter of th eir last nam e. For large classes, do th e activity w ith groups.

    Divide th e class into two groups, one group playing A and th e other group playing B. Have th e groups read th e conversation aloud. Then ask them to read it again, but th is tim e they should look up as they respond Have groups change roles G ro u p s :. Tell Ss to read th e incom plete sentences. Culture note A n icknam e is often th e sh o rt form of a nam e, such as Rob for Robert. N icknam es often describe som eth in g ab o u t th e person e. Have Ss take tu rn s practicing the conversation in pairs, using their ow n nam es Then have a few pairs share th eir conversations w ith the class P a ir s :.

    E Preview and do the task Read th e in stru ctio n s aloud. Have Ss walk aro u n d th e class ask their classm ates th eir first and last nam es, and w rite them in a list. Remind Ss to ask How do you sp e ll. Have a few Ss sh aie answ ers w ith th e class. Are they at school or at work? Which classroom is Jenny in Say. Ask a few. Ss for th e ir answ ers to th e two questions. W rite all responses on th e board. Ss listen and read. E ncourage th e S to answ er. Then ask a S. Repeat w ith several Ss, using correct or incorrect nam es. B Figure Preview and do the task Tell Ss to look at the two it out conversations.

    W rite it on th e board. Find two Are you? Are you Jenny Loo? Tell Ss to try to com plete th e answ ers to th e Are you? Rem ind Ss to use th e conversation in Part A to help find th e answ ers. Tell Ss to u nderline those words in th e conversation. Ss to look at th e exam ple. Ask six Ss to com e to th e board and com plete th e sentences w ith tru e inform ation. Answers 1. A Are you Emiko? B Yes, am IVn here for an English class. A Are you Chris? B Yes, I am Are we in the same class? A Yes, we are Lm Dino. Ask th re e Ss to com e to th e b o ard an d each com plete a question. C an you guess?

    B Have p airs choose a conveisation in Part A and com plete it w ith their own inform ation. W hich classroom is C a rm e n in th is term? P ractice th e conversation. You're in Room B. M a r tin Are you Jenny Loo? Are you Jenny? Yes, you are. I'm Jenny. B Pair work C hoose a co n v ersatio n a n d practice. Receptionist Hi! Are you a m em ber? No, I'm ju st h ere for th e day. V ictor Lopez. It s B Joe G arrett. Ss m ay do th is in th e ir first language Make a list on th e b oard.

    Extra activity - class W rite sim ple nu m b er problem s on th e board w ith answ ers of 10 or un d er 'e.


    Ss call out th e answ ers. Have Ss repeat. Listen and w rite th e answ er. Ss listen an d w rite th e. Have Ss call out th e answ ers, and w rite them on th e board. Tell Ss to find th e telephone n um ber in th e conversation and check th eir answ ers. Remind Ss to use the conversation in Part A to find the answ ers. Have Ss check th eir answ ers w ith a partner. T hen check answ ers w ith the class. Whal s your name? W hat's your last name?

    W hat s the room number? W hat s your e m ail address? Note: If Ss do not w ant to give out personal inform ation such as phone num bers, tell th em to m ake up inform ation. Explain th a t w hat is a question word and is used in questions th a t ask for in f o r m a tio n. A few Ss answ er the quest ions, us mg It s. Tell Ss to read all the q uestions an d answ ers. It s Ms Gardino. You usually use a title like Ms. Use each answ er choice only o n c e. Check answ ers w ith th e class. B About Preview the task Read th e in stru ctio n s aio u d.

    Have a pair of Ss read th e exam ple conversation Say, W rite th re e W hat s questions to ask a p a rtn er You can look in Part A for ideas. Extra activity - pairs Ss look back at P art A and covet th e questions. Each group m em ber w rites a W hat s question and an answ er A S reads his or h er answ er aloud Ss in the group take tu rn s guessing the question until som eone guesses correctly The activity continues w ith an o th e r S reading out his or her answer.

    ID num bert. Then listen and w rite th e inform ation on th e form s. T Ss listen and w rite the m issing inform ation. Check answ ers w ith th e class have two Ss read th eir answ ers, and then w rite them on th e board. B , About] Preview the task Read the in stru ctio n s aloud.

    Ask a pair of Ss to m odel th e activity by reading th e exam ple conversation. Ask Ss to continue by asking W hat's questions for the rest of th e application. Check answ ers have Ss read th e inform ation back to th en p artn ers and spell out thefr nam es. Extra activity - class Ss m ake two copies of the application form.

    After a year in Dallas, during which I tasted briefly the joys a word here used ironically of being an actual Professor, albeit merely a Visiting and Assistant one, I received news that has made me, at the ripe age of 37, a student again, albeit a non-matriculating and ungraded one. I got a Stegner. I miss them, the critters at Lake Alice. Every visitor Jessica Roeder, and I received got dragged to watch those lizards lie float? My fondest sentimental memories of Gainesville are images reptilian. Jess and I observed our tenth wedding anniversary here, with my cancer-excised mother as month-long guest.

    Our second generation of rabbit familiars has the house entire to bound in; and a pretty good day for me comprises not a little watching them be themselves. This is endlessly fun. The writing. So perhaps the book s will come. I recommend to you her entry in this Newsletter, re. And you, my dear peer Gators, who are you? Statistically, I could recognize in a crowd at, say, Turlington? Jill Ciment. A friend once likened the writing of a novel to sailing an uncharted ocean while building your boat at the same time. Another friend confided that the act of novel writing made him feel like Lucille Ball at the Chocolate Factory.

    I, myself, find it commensurate with trying to construct a suspension bridge out of rubber bands. Three and a half if you count the first six months of staring at a blank computer screen. I graduated with a BA from U. There was no Creative Writing Dept. Just Smith Kirkpatrick teaching an evening course once a week!

    I taught at U. I taught Creative Writing, among other things. Harry Crews had joined Smith by that time. Dekalb Neighbor ran a feature on my work. They should be purchased and cherished. Michael W. He had an essay on the Indian poet A. I was shortlisted for the Geoffrey Dearmer Prize for the best young poet of the year. I have also published articles on portrayals of immigration in popular culture.

    Debora Greger. Not much to say. Working on a novel. In he taught the first undergraduate poetry writing course offered at UF. He welcomes submissions from all associates of the UF writing program. I have as yet published nothing. When asked about this I say that I find the example of Henri Vaillancourt a useful and instructive model.

    Vaillancourt is perhaps one of the best birch-bark canoe builders in the world, and John McPhee wrote a book about him. In this book it is explained that Vaillancourt wanted, at fifteen, a canoe of his own, but was too poor to buy one, and so had to make one himself, out of the only materials available to him — the bark from the birch trees in the woods around his town. When he was finished he put this canoe in the water and took a few paddle strokes, and found the canoe was so smooth, so stable, and so beautiful, that he knew that he wanted to make birch-bark canoes for the rest of his life.

    As soon as he returned to shore, he cut the canoe to pieces with his hatchet. I am still at the University of Florida, where I am finishing a Ph. Currently, I am applying for jobs and working on my dissertation. David Leavitt. William Logan. He read this fall at the Auraria Poetry Festival in Denver. Will you be around Wednesday?

    TOUCHSTONE 1TEACHER'S EDITION by full js - Issuu

    He lives in Carbondale, Illinois, where he directs the creative writing program at Southern Illinois University at Carbondale. What else? I live and work out in San Francisco, with my partner, George O. Kolombatovich, with whom I am crazy in love. Martinez sfcc. I am teaching four classes of composition and two classes of business writing as an adjunct, though they call me a Lecturer and Honorarium, respectively, at the two institutions employing my services.

    My first such issue with them, a page monster, will be distributed shortly. As requested, here is an update on my latest. My book was in a great process of revision this summer and felt really near readiness. No action here, therefore. I got really sick for three weeks and am just crawling out from that. I wish I had better things to report. I have been to one rodeo at which I saw a man kicked in the chest by a terrific bull the size of a large truck; the cowboy got back up and rode again.

    This poem, now that I think of it, reminds me of that cowboy mentioned earlier. Dazed and maybe not so smart, I somehow got up and rode again. I now eat red meat. There has recently been an influx of good news. All this is the sort of news best celebrated with beer and bratwurst, and if anyone happens to be passing by Wisconsin, I know just the place s — including one specializing in bar-room polka, boot-shaped steins, and lederhosen.

    Now all I got to do is get me a dog and a job. Rifenburgh writes vividly and forcefully on a wide range of subjects. Now, really. The coffee here sure is good. She teaches at Oregon State University in Corvallis, where, after 13 years, the writers have at last succeeded in pushing through an MFA program. Be careful what you wish for. Daughter Hannah, whom some of you will remember, is now My current non-poetry project regards the narrative of hope in fiction and film, while my college-funded summer trip to Duke began research on poetic techniques in early American advertising.

    And just last week the department hosted poet Eavan Boland, so the job perks are good. In other news, the Stranges became home owners last spring when we acquired a carport and hardwood floors 2. I lived in Temuco, which until recently was the fastest-growing city in Latin America if not the world.

    No colonial buildings, but plenty of horse-drawn Mapuche carts. Being in the lush southern farmlands and forests, it is farther from the equator than Gainesville. I spent my vacations filling in the gaps on my personal map of South America. With the help of a grant from the Louisiana Division of the Arts, I was able to complete my first chapbook of poems, Inventing an End, which was published in May of by Lone Willow Press.

    Sidney Wade. She also particpated as a panel member, again on Turkish Literature, at the Biennial Conference on Translation at Stephens Institute in early November. I won St. Louise Gluck judged it. I am nearing two years as a full-time maintenance man, and nearing two months as a part-time English teacher at Southwest Missouri State U. In pet-related news, I found a cat in a parking lot and named it Contagion; I found an injured raccoon in a trash can and let it limp away; I watched a whimsical baby crow get crushed by a car; and my best pondfish, Floppy, came back from the assumed-dead after three months of hiding in mud, and I think he spawned with somebody — lucky bastard.

    The testimonials below, which constitute the heart of the MFA FLA Newsletter, if you go through them with a loosely held abacus, reveal that our program people in this last year have published or contracted to publish at least 32 books, 13 stories, 30 articles, and 14 poets are publishing a poem or poems in 86 non-exclusive sites.

    Our program people, or one program person, has also issued triplets, 4 months premature weighing 2 pounds apiece. Other news follows, before the testimonials, but it is inessential. We need some, we want some, we want to have some, we want to have and use some, and we are talking unreasonably about getting some.

    We have decided that to hold our position in the top twenty programs in the nation U. We will apply this money, as we get it, to eight areas of self improvement. If anyone finds money that could be laid on these hurting zones like bag balm, or finds persons agreeable to giving us salve applicable to these areas, please send it or them our way. Thus, unless that ten million was supposed to be our ten million, ours is arguably still out there and still to be had.

    We want it. Our interest in offering a translation component within our MFA degree has settled into the offering of a translation workshop once a year by Sidney Wade or Michael Hofmann. One listens, rather than reads. Brock succeeds in re-creating the power of storytelling as a centrifugal force that propels the reader into other lives. His translations facilitate a touching of the other in such a way that what was once foreign becomes something perfectly familiar. There will be informal talks as well as readings. All will hold conferences with MFA students. Baker and Lasdun will read from their work Friday, April 9.

    Click on the title to see its description at Amazon. Of course the title echoes Whitman! This book, narrated by a Pakistani born actor who can only get roles playing thugs on true crime reenactment shows, is a paean to the sharp, exuberant surfaces — as well as the heartbroken heart — of American life.

    It was a home for us. If it rises from the dead, we aim to rise with it. The program is saddened to learn of the death of Robert Shoop, our friend on Cumberland Island, scene of our annual spring retreat. Bob was a retired herpetologist from the Univesity of Rhode Island who lived on Cumberland doing turtle work. He invited us to camp up at the north end of the island. We will miss him. We convened on the stoop outside.

    But it has grown up from the dissertation it once was. My most recent escapade: the purchase of a brand new orange Honda Element compact SUV and, after having made one car payment, to be knocked off Interstate 80 by a young girl who lost control. I smashed over iron I-beams, plummetting down a rocky embankment and into a very deep, dark ditch. Ambulances, fire trucks, sirens, people gasping in horror, sliding down the embankment to see the grim result, me emerging from SUV shaky but unscathed.

    So many deadlines, so little time, but suddenly it seems as if I have more time than I might have. Not telling you all what to do in your own car or anything, but… the more poets remaining on earth, the better, I say. Yesterday I sent in the manuscript for my third book, about the year I spent as a private eye in Boston.

    Here is my question: do you know of a list anywhere in the world where grants and fellowships for creative writing are gathered into one place with their respective requirements and dates? Pretty exciting stuff, I know. Give my regards to the ones who count, and let me know what you think about the fellowship list. Please take care. A nonfiction book about something is due from Harcourt in My exercise bulimia has its ups and downs.

    I am a lucky bastard. Pinch me. I did finally write a magazine piece about fly-fishing, so now my flies, tackle and Gink are fully tax-deductible. No, what I want to talk about is my son Turner, a peanut when Gainesville last saw him, who has by a simple trick of mathematics turned into a fourteen-year-old and just started his freshman year at Hellgate High School no kidding here in Missoula. Nora, his sister, is also huge. I continue to teach in the MFA program here at Montana. I caught a inch brown trout on the Missouri this spring.

    A poem and an essay also appeared at the Dao House website. WBUR in Boston ran six of my anti-war poems on their website. To order, phone: ; discounts for multiple and special orders. I am working on my perennial book of poems, a play, and quietly, without fanfare my soul. My wife and I removed ourselves to Cambridge, MA for a year. We recently celebrated our first year of marriage and bought a house in Jacksonville. Allan works as a technical writer for Fidelity National Financial. It was unbelievable.

    At first we were just glad they survived and then it was a roller coaster for three months of pneumonia, ventilators, and eye problems. Now they are all completely healthy and weigh around 9 pounds. This will be our best Christmas ever! Tell everyone we said hello! Love, Bessie. I was a featured reader at the Aldeburgh Poetry Festival. Anyway, it looks like a small but solid house — maybe more like a good cozy cabin.

    No bites yet, but a few nibbles…. News from Philadelphia: pound woman sits in her doorway, throwing scraps at walked dogs. Classrooms are half full. Peter Grimes lives very close to the Art Museum, close enough to act as a look-out. Residents actually had to remove snow and ice from their windshields on two occasions. In most cases, they used a tool constructed especially for that purpose. No women yet for Mr.

    I am finishing up work on co-editing, for the University of Iowa Press, an anthology of essays about contemporary poetry. Recently I began work on a book-length study of the work of Donald Justice. I am in my third one-year stint as a Visiting Professor at Kenyon College. This Conference will be held annually henceforward in October in Atlanta. As editor, I welcome submissions from graduates or associates of the UF writing program. Michael Hofmann. Which of course it is. I finished up directing the MFA program here at the University of Massachusetts year before last, after a three and a half year stint.

    Got a little banged up doing it, but learned some usefully unpleasant things about myself. Learned to grub for money, for one. Weathered a tenure review and got bumped up to Associate. I finished a next collection of stories I am sending around to publishers, and am working along on a novel. I established and direct a Writers in the Schools project, which sends poets and writers from the MFA program here out into public K schools.

    We publish a collection of funny and heartbreaking kid poems each year. I recently defended my dissertation and will be leaving Gainesville in the not-too-distant future. As for my next locale, that will depend on the job search, which I am conducting this fall and next spring.

    Since academic jobs tend to hire for the following fall semester, I will most likely be in Gainesville through next summer. Please let me know if you will be here for the Writers Conference; I somehow missed Chad Woody and company during their last visit and am hoping to catch them this time around. One of our orange kittens cats now , Alice, died last May. That was pretty sad, but we still have Penny. I wish we could have a reunion. While the French do not seem to love me quite as much as, say, Mickey Rourke, they did write very kind reviews I think , and my editor kissed me on both cheeks when we met.

    I tutor, edit, and teach, all part time. I spent the summer in England, where I saw a cow and a church. Howard and Barbara M. Wood Prize, which, a colleague said, is worth a lot of doughnuts. Word came by very slow boat. Over the summer, by accident, I got to teach Creative Writing. A week after moving I ran a marathon in Vermont, which rocked. Terrible planning on my part, and I wound up giving most of my life savings to the Leukemia and Lymphoma Society for the honor of running 26 miles which rocked, oh goodness was that fantastic.

    Anyway, on account of this I received 1 a limp, 2 much sympathy, 3 enormous debt, 4 a professional masseuse at a Soho Spa by a Russian named Igor, and 5 dinner cooked by a Celebrity Chef. I have nine dollars right now. Like right now. Still shopping around the novel and short stories. Got a few encouraging letters but so far no buys. He lives in San Francisco, where he recently attended a reading at a sex club, Eros, where a gentleman wearing only a white towel sang erotic songs about truckers.

    I have found that the second year in Gainesville looks strikingly like the first. As a new but old poet, the recent months have been promising if not necessaarily profitable. I was saved from brutality and rape by the MFA After I was booked, jail officials put me in the general population.

    Language served plot rather than vice-versa. I told a story about a man who broke out of jail by slowing his own heartbeat and convincing the nurse he was dying. An inmate croaked for me to shut up. I quieted down a notch. The plot thing was working. Three inmates were listening, three very pathetic men. A man punched me from behind. Rumors: A reliable source spotted a Bachelderlike man spanking an Antonlike man at a fetish party in Denver, Colorado.

    Both likemen were performing on stage at the nightclub, wearing leather briefs and fishnets with garters. He was soon thrown out of the club. Photography and non-fiction have completely supplanted poetry for many reasons, not the least of which is that these endeavors involve five-star hotels, backstage passes, and foriegn currencies.

    Who knew? Paul Reyes and William Bowers. Before the OA folded, I shot a man-on-the-street-in-New York column called North Poll, wherein I asked the locals wise guys, boxers, Indo-Guyanese immigrants, mermaids, arts patrons goofy questions about southern culture. Funworld , the monthly magazine of the International Association of Amusement Parks and Attractions, sent me to India to write three articles about the amusement and water parks industry.

    I have a great shot of a slide adorned with huge blue bust of Shiva with water spouting out of the side of his head. I go to India as often as I can twice last year and contribute to the immigrant press in the U. If I do write about poetry, I take up Indian concerns. I live in Washington, D. I saw Michael Jordan at my gym last spring. People should come visit. I continue to serve as fiction editor, event co-coordinator, and house shadow for the independent multidisciplinary journal Bridge.

    He keeps me busy doing obscure research and drafting memoranda and opinions on such titillating topics as statutory construction and equity jurisprudence. Padgett Powell. He took an honorary doctorate at the College of Charleston, accompanied by Bessie Gantt, before the triplets had been thought of. Advent , by YO! Could this be a trend? American writers will be sent to military bases to speak about the craft of writing to returning veterans of Iraqi Freedom. After two years of teaching composition at City College of San Francisco, I am now directing the Writing Lab, which means slightly fewer papers to grade and slightly more time to write poems.

    Oh, the sacrifices I make for the children who are our future! The second time I planned to achieve a delicious meta-moment by watching said Michael Moore movie inside the belly of the very beast it exposes. But it was not to be, so I settled for walking round and round and round the labyrinth of original-issue team-branded sweats, exotic fishing lures, cutting-edge fudge flavors, psychedelic animal toys, and minions of overweight gawkers.

    This summer I walked up the highest peak in Central America, an active volcano in central Guatemala from which you can see two oceans, as many countries, and a mass of clouds that looks uncannily like Niagara Falls. Recently I girded my loins and dispatched several dozens of poetry manuscripts to various respectable journals. More and more, however, I find myself slumming in fiction and essays.

    Teaching is a splendid gig in every sense except the ineffable one which allows the muse to strut her stuff. Dale Young was the Stanley P. Young Fellow in Poetry at Bread Loaf in the summer of She forgets the title, but the publisher is Talisman Press. So far, I love it! I just landed a job at Little, Brown, working in the publicity department, which I am very excited about.

    I am still writing, slowly but surely, and making contacts, etc. One of these days I will have a fiction book. If you pass through, let me know! I have been maintaining properties and teaching English this past year, to the betterment of most. In March I bought an old house, to which I have made many improvements; Brenda Sieczkowski has visited it not once but twice, on both to and fro legs of her Little Rock journey, and she can attest to my accomplishments in the area of cat-pee stench removal.

    I thought I saw Gordon Thompson in a shopping-mall jewelry store with a diamond-encrusted beard, but it turned out to be merely a hope-stoked mirage followed by a mild fugue of disappointment. Thanks a lot, Gordon. We are also at capacity and near capacity in MFA candidates: 18 in fiction, 16 in poetry. Poch and Wiman will read from their work Friday, April 8. Agent Deborah Grosvenor visited in November Russ Schneider MA, is enjoying a most respectable posthumous career. Before his death in , he wrote six books. The first four of these were self-published or distributed nationally on a small scale.

    All the books but this last concern, in fiction and non-fiction, Russo-German fighting. We lament his passing. Paul Reyes MFA, has managed to survive the latest aestivation and is still the senior editor. Its tenacity, indeed its pertinacity, must be saluted. Plans are continuing apace for our summer residency at Greenwood Plantation in Thomasville, Georgia.

    MFA FLA students and graduates will have a free room on the acre plantation in which to live and write. The kennel, which once housed the Whitney bird dogs, has been selected for the party room, and a fire pit is in design. The Festival in particular would not have been what it has been without their contributions. Please have a look at the new web pages. We have prettified the scene with photos by John Moran and are on the lookout for photos of comparable quality that might be had for free send them to us.

    We have bolstered the distinguished-graduate page by including graduates who have held or hold important positions in publishing or in the academy or at writing colonies; previously this page was restricted to graduates who had published books in their MFA-thesis field. We have added a small history of the program prior to by former faculty member Lawrence Hetrick. Below are testimonials of MFA FLA graduates, current students, and faculty chronicling their literary endeavors in They are as the writer has sent them, with only certain systemic changes incurred in reformatting them to the web.

    Taken together, and with those in the preceding Newsletters, they constitute the industry and the history and the value of our writing program. Since I last wrote, a few things in life have changed. I got to hang out with William, which I enjoyed immensely. Of course I like it that way and would go insane with boredom were it otherwise. The boys are in 1st grade and 3rd grade — yikes, how did that happen? I teach writing and literature at Colorado College.

    I live with my poet wife and two dogs in a nice old house in Colorado Springs. If we want to use the microwave, we have to turn off every downstairs light and appliance, or else we blow a fuse. That sound we hear late at night is the meth labs exploding. Book by me still coming from Harcourt early I spoke thrice at the Arkansas Literacy Festival. She also survived colon cancer this year. But bigger than any of that is my wife: we have begun translating ourselves, and the arrival of our new issue is imminent.

    The next newsletter will contain my summa on diapers. Dee in the fall of I am well though still no publications. I still live in Brooklyn and commute out to New Rochelle three days a week for my teaching job at Iona College. And I was married last month, up in Bowdoinham, Maine. Megan Keller was my witness. Thanks to the subdued generosity of Ms. Any and all who make it to Montana this summer will be invited to row while I fish.

    I am in Belgium on a Fulbright fellowship, giving a bunch of scholarly talks and teaching seminars on American literature. I wrote and directed a very low-budget film shot around Gainesville that premiered at the Hippodrome; a distributor has expressed interest, promising a profit after we sell the first A short story won honorable mention in the 18th New Millennium Writings contest.

    On a personal note, my oldest daughter, a mental-health counselor, will marry an English teacher in the spring. Katherine and Allan welcomed their first child, Elise, into the world on January 14, She was a healthy 7 pounds, 13 ounces at birth and This summer I participated in two readings in the Sounding the American Voice series, which features the work of American poets read by American authors resident in Britain. I was delighted to have the opportunity to travel to Dublin for the centenary of Bloomsday. They pass just fourteen inches from Peter, who sleeps on top of the covers in his skivvies.

    Although either could take one of these night-time passings as an opportunity to scrutinize Peter unabashedly, he suspects that neither ever does so. The landing is in Philadelphia, where Peter teaches writing as an adjunct at a community college and a university. He wants to hear news from everybody else. His current project is a book-length study of the work of Donald Justice.

    He is not in the habit of writing about himself in the third person but is willing to do so on special occasions. I am sturdily in the blue in the northeast kingdom still, teaching at the University of Mass in Amherst. I co-direct the Juniper Inititiative at the university, which initiative brings together the many doings of the mfa program, including three reading series, a summer institute, a making-a-living-as-a-writer monthly seminar, and the Writers in the Schools project, which I began here four years ago.

    This year, we got the Juniper Prize in Fiction started — a most robust, auspicious beginning, am happy to say. We are looking hard into the hard eye of winter and longing a little for the seepy heat of Florida. Our little family gets to go to Mexico for a spring sabbatical, starting soon, very soon. Stephanie is currently moaning her way through the onset of New England winter. When she moans and groans about the weather, she prefers to cuss in Greek under her breath as she walks down Massachusetts Avenue.

    At least until she passes the Redemption Tattoo Salon, which is painted an oddly punchy shade of red. Then she changes her thoughts on the ideas of redemption and tattoos. She wonders if she should get a tattoo? What would her students think? What would her cat think? Would the popular kids in the Greek Music Lovers Club revoke her membership? Would yaya be disappointed? She spends her days hanging out with young adults from the Boston area who teach her new slang words and hip hop dance moves. She says that if any of you are coming to the Boston area to look her up.

    I also plan to attend the upcoming AWP conference in Vancouver and will be pleased to have company. A new literary magazine, out of the MFA program, is about to be born. Billy and I have been living in Ohio since July I was hired as a visiting assistant professor of English at Miami University. People here are fond of saying that Miami was a university before Florida was a state. We both had work published in the Fall issue.

    I read in the spring at Phillips Exeter, where I also lectured on Whitman. What a year! I am still at Santa Fe Community College with a gaggle of other alums. We like it a lot said the fish in the pot. I am teaching two sections of lit and comp at the University of South Carolina, Spartanburg — now called, oh-so-cleverly Upstate. Only Sharla knows if I have done it well, ha! More than you wanted to know about the shenanigans of Berlioz, Mozart, Puccini and 20 more.

    Still trying to find a decent lit agent. The book will be finished by April or May. Lots of room in the house for fellow UF scribblers. Come see us. Documentary photography continues apace. I was in the United Arab Emirates, Trinidad, and Guyana this past year, working on a book on the worldwide Indian diaspora. I write for some offbeat trade and immigrant press, which helps fund these junkets. None of this has anything to do with poetry.

    Or maybe it has everything to do with poetry. Been living in Japan for four years. I can speak Japanese as well as most elementary school students but am slightly behind them in the writing department. I read at a Chicago Book Festival event sponsored by the Harold Washington Public Library, which resulted in my mug shot appearing in close proximity to one of the beefy, avuncular Mayor Daley in the shiny promotional booklet. The sublime life continues in Southern Pines, NC, when we are not standing on the porch watching tornadoes touch down four blocks away.

    After teaching for 14 years at Fayetteville Tech. College, I turned in my last final grades in December so I might focus my energy what remains after attending to needs and whims of husband, darling daughters, six — sometimes seven — dogs, a year-old cat with three and a half fangs, a lop-eared bunny, and a mellow Arabian on, of all things, writing.

    For my tireless efforts tee hee , I rewarded myself with an Apple laptop, and I decided I deserve a U2 iPod as well, dammit. I actually tell people now, should they ask how I eke out a living, that I am a writer. Some days. Once in a while. If I feel like it. I still manage to keep my horse in the ring and my face out of the dirt, even when he really, really wants to return to his beloved round bale in the field, and I have taken up the art of belly dancing — shimmy, shimmy.

    After a blood transfusion four pints! And I am looking for a farm. I believe that these were real flesh-and-blood people, at the immanent level. To safeguard them the new Dean has decided to let me out of teaching Composition. The old Dean, Jeff Abernathy, flew the coop fast but had Padgett Powell and Kevin Canty up here reading earlier this year and that was fun to have Gator People about the place for a while.

    I spent the summer in Ireland where they wear gloves in July. I work at a museum downtown, where I wear a fez and turn a crank. In March, I was selected among many other noteworthy competitors for jury service, and sat on a criminal trial for eleven weeks. My fiction piece will be published in their journal this fall. Her friends like to imagine that she spends all her time trading omelet technique with Emeril and knocking back Grey Goose martinis with Ashton and Demi, but reality is just a tad less glamorous.

    Her editor promises she will be amply rewarded in heaven he actually said this! But really all she wants is health insurance. I am still kicking in Shreveport, Louisiana. In November, we hosted William and Debora as the first joint recipients of our annual Corrington Award for Literary Excellence; a week of poetry discussions, class visits, art exhibits, and barbaric yawps ensued. The best deal on beer and atmosphere is the Happy Hour Pool Hall downtown.

    Jill Ciment rocks in workshop, our first year fictions are a bunch of party hogs, so life is mostly good. Support the small press! I spend a significant amount of time watching alligators in Bivens Arm. I have recently purchased a cheap fishing pole and a collapsible chair. My future is bright. The Chancellor here has vowed to fire all instructors over the next five years part of his illustrious Flagship Agenda.

    So, thrown headlong into survival mode, I did what any good writer would do. I started a web-design company. I also decided to write a novel. Received an offer from a small liberal arts college in North Carolina, but they said they wanted someone with a Ph. So, still waiting. I had a chapbook of fiction published by a small publisher in Texas and I have a full-length collection coming out from Spire Press in the near future. I now write stories less than one page long. One practical benefit is their portability: crumpled or folded, they fit into wallets, under tongues, behind ears, between toes.

    I stuff them all at once! My initial joy at finally appearing in a journal with really good cover art was quickly overtaken by my general malaise over literary magazines. I decided to buck my way out of the lit-review ghetto. I will now be a regular contributor to the magazine of sex, politics and protest. But, considering currency exchange rates, Illinois may have to do. John Ashcroft returneth to the Ozarks even now, so I need to get the show on the road.

    In alphabetical order, these are they:. Anyone on the list can use it to communicate to the entire list. Our summer residency at the Greenwood Plantation in Thomasville, Georgia, happened in May , to unanimously positive review. Fifteen MFA FLA students alumni, current students, and one incoming student had a free room on the acre plantation in which to live and write.

    The kennel, which once housed the Whitney bird dogs and which had been selected for the party room, had been crushed by a large water oak by the time we matriculated. We made do. We had a catfish dinner for eight of one big catfish, caught by Annie McFadyen on a gizzard. We held readings by headlamp. We beer ponged and beer ponged. This development makes uncertain our going back to Greenwood. The possibilities of going back, or of going to another plantation in the area, are being explored. We will, if we can, go back. Powell hopes that new direction may secure better funding, which a program in the top twenty in the nation must have.

    I continue to write things and people continue to publish them, and they continue to be about things almost entirely non-literary.

    For the latter, I got my name on the title page, but not on the cover, which only featured the original authors, even though they wanted nothing more to do with the thing. This pleased me. Dick Watson is my dad, so anyone would be correct in concluding that nepotism is alive and well in the world of small-time jazz.

    He makes a damn fine midwife. My wife and I had a baby girl Alice in August. I divide my time between the kitchenet and the study which occasionally doubles as my bedroom. When not playing pool, I experiment with coffee, deprivation, and cigarets. I humbly announce that the results have been replicated, approximately once; this tinkerer never said anything worth repeating.

    Typing a piece about the late band Guided By Voices for an as-yet unnamed collection of concert narratives. Typing a play because I applied to Juilliard one morning when I felt unappreciated by a white woman? All of this is going to read less like journalism and more like a waste of time in a few years. And Ravi has six teeth and is experimenting with perambulation. Not much immediate news.