Thursday, April 23, 2020

"Sweet smoke of rhetoric": Sussing Shakespeare

Chapter 3 Shakespeare the Writer. Above all, Shakespeare ...

“Rhetoric” is most often defined as strategies of persuasion—strategies that range from simple requests and statement of facts, to seduction, flattery, force.  Rhetoric can be used to promote worthy causes: it says, “Let’s do some good.” Sermons practice the rhetoric of “believe what I believe”—sometimes with the proviso “or else” as subtext. Commercial ads are quintessentially messages of “buy me.”  Artists are rhetoricians: “see the world as I see it.” The rhetoric of seduction and flattery broadcast, like a bird of paradise, “I’m the one and only for you.” Rhetoric is too often used by tyrants to dominate, confuse, delude; to inflate their own images; to vanquish others, greedily amass and hoard resources, and to subjugate and enslave others.

To read Shakespeare from the critical perspective of rhetoric is to discover and appreciate the devices he uses to (1) capture and maintain our attention from scene to scene, (2) develop dramatic tension between characters, (3) seduce us through stagecraft to, in Samuel Taylor Coleridge’s phrase, “suspend our disbelief” and participate in the illusion that is theatre.  Theatergoers buy into plays and films to enjoy that illusion.

Aristotle identified three rhetorical appeals—Pathos, Ethos, Logos:

Pathos stirs, amplifies, and takes advantage of emotions. 
Ethos says “believe me because of who I am.”  Since we only vote for ourselves,
an ethical appeal also says “I’m like you.”
Logos offers reasons for belief and action.

Let’s consider how these strategies are managed in the opening of a pivotal soliloquy, St. Crispin’s Day speech in The Life of King Henry the Fifth, as King Henry rallies his small coterie of soldiers to fight the vast French army at Agincourt:


           WESTMORLAND.
                                                                   O that we now had here
                         But one ten thousand of those men in England
                         That do no work to-day!


Westmorland bemoans his fear, O, a word/sound—appealing to the Pathos/emotion of woe—that being outnumbered, the English army will be vanquished.  He uses the rhetorical device of hyperbole, inflating the numbers to ten thousand, a number named “myriad,” which has classically considered astronomical.  Comparing himself to the indigent in England “That do no work to-day!” uses the device of inflating his own ethos/moral standing.  He reverts, through this, to both appealing to the King’s ethos—oh, great leader, protect me—and appealing to the King’s Pathos—please pity us.  The rhetoric here is we’re doomed. Let’s not go into battle.  Westmorland only indirectly uses a Logical appeal—we are outnumbered; therefore, we shouldn’t fight. 
By setting up this dramatic tension, appealing to our own fears, Shakespeare invites the audience/readers to identify with Westmorland, thus rousing our interest in how the King will respond:
KING.
                                                                  What's he that wishes so?
                          My cousin, Westmorland? No, my fair cousin;
                          If we are mark'd to die, we are enough
                          To do our country loss; and if to live,
                          The fewer men, the greater share of honour.
                          God's will! I pray thee, wish not one man more.

            The first thing we notice is that, given that this portion of the play is written in blank verse, the King literally finishes Westmorland’s line.  In this context, using this device (let’s call it cutting him off, or having the last word) King’s asserts his Ethos—he’s in charge. It is an act of dominance. The king confronts Westmorland’s exclamation point with a question—thus further undermining Westmorland.  A question that is a true request for an answer puts the questioner in a dependent position to the one to whom the question is posed—a position of anticipation and waiting.  “What’s he that wishes so?” is a rhetorical question that expects no response.  The King, having established his position, is actually forbidding an answer to the question.  Also, the King very well knows who asked the question.  By asking “What’s he” and not “Who’s he,” he is diminishing his cousin to a thing—What thing is he could ask?  It is a question that shames Westmorland.  Once having made this combined appeal of Pathos and Ethos so that Westmorland is vulnerable, the King has him in his power. The men are all present for this interchange, so the King’s image is at stake.  He quickly shows himself to be compassionate with “my fair cousin.”  He can afford to condescend to Westmorland as “fair” and as kin.  That’s a classic move of passive/aggression.  To object to this treatment—which seems flattering—Westmorland would seem disingenuous.  It silences him.  After three short lines, he is cut off by the King, who proceeds to speechify for 49 lines.  That’s dominance.  The King wins.
            Choose your favorite passage in Shakespeare, and savor the words slowly for appeals to Pathos, Ethos, and Logos.

Works Cited:

Useful Link:
Brinks, Melissa. “The 20 Most Useful Rhetorical Devices”  

Thursday, April 16, 2020

Much To Do To Do Shakespeare: Strategies for Exploration and Interpretation

Free Png Freeuse Shakespeareillustration Png Image - Transparent Shakespeare Clip Art

           Without readers and theatergoers, there is no Shakespeare.  His work is like a musical score, and we are the musicians who embody and bring it life.  Throughout this blog, there are many strategies are offered for joining Shakespeare’s orchestra. This post offers a list of this range, referencing the Index number (46) for posts for how to bring Shakespeare’s works to life.  You can access the Index @ https://www.blogger.com/u/2/blogger.g?blogID=4711406005322167702#allposts

I.                Poetry (36)

a.      Imagery (six senses) (66)
b.     Vowel Sound Frequencies (94)
c.      Rhyme
d.     Alliteration
e.      Consonances
f.      Speech mouth and face metaphors (94)
g.     Rhythm
h.     Diction
i.       Etymologies
j.       Puns
k.     Contrast to prose
l.       Numbers (69, 70, 71, 95)
m.   Sonnets (103)

II.              Theme (43)

a.      Titles
b.     Binary Oppositions (20)
c.      Content Analysis
d.     Critical Approaches (90)
e.      Paper Clip (29)
f.      Story not Plod (55)
g.     First words (19)
h.     Last words
i.       Genres (99)
j.       Parallels to current events


III.            Character:

a.      Typecasting (92)
b.     First words (19)
c.      Names (93)
d.     Role reversals (96)
e.      Deconstruction (96)
f.      Shadow selves
g.     Shifting alliances
h.     Practices
i.       Projection
j.       Development (97)
k.     Seven deadly sins
l.       Speech Acts

IV.            Staging (23)

a.      Rhetorical devices
b.     Dramatic Irony
c.      Setting
d.     Props (42)
e.      Stage directions
f.      Lighting
g.     Sound
h.     Metatheatre
i.       Where’s Iago?

V.              Plot (55)

a.      Why summaries don’t work (6)
b.     Character as plot
c.      Setting as plot
d.     Staging as plot
e.      Subplots

VI.            Writing strategies:

a.      Land the Helicopter (5)
b.     Banish summary and paraphrase (6)
c.      Paginate (25, 61)
d.     Punctuate (26, 27)
e.      Be honest (28)
f.      Paper Clip (29)
g.     Caress the Literature (33)
h.     Digest quotes (39)
i.       Start where it starts (40)
j.       Be original (43)
k.     Avoid the intentional fallacy (48)
l.       Story not Plod (55)
m.   Avoid clichés (59)
n.     Titles (79, 81)
o.     Use/mention (91)
p.     Genealogies (100)
q.     Enjoy (50, 71)

Works Cited:

Cover Art:


Text:

Because I Can Teach: becauseicanteach.blogspot.com

Wednesday, April 15, 2020

Poetry by the Numbers: (6) The Sonnet

winter haiku d'hiver – a dusting of snow = la neige légère ...
       ♫ Oh, I could write a sonnet, about your Easter bonnet ♫ is perhaps the best popularly known reference to this poetic form, derived from the Italian for sonetto, ‘little song’.  The 13-century poet Giacomo da Lentini is credited for inventing the form at the court of the Holy Roman Emperor Frederick II in Palermo, Sicily.


There are six different forms of this fourteen-line form, as cited on Literary Devices.net:
  1. Italian Sonnet
  2. Shakespearean Sonnet
  3. Spenserian Sonnet
  4. Miltonic Sonnet
  5. Terza Rima Sonnet
  6. Curtal Sonnet (fewer than fourteen lines)
Since we are focusing on how Poetry by the Numbers functions in English, let’s consider how the form, itself, drives meaning in Shakespeare—the most popular English sonneteer.

            AShakespearean sonnet is written in fourteen iambic pentameter lines, with a rhyme scheme of abab cdcd efef gg.  The first thing to notice is its regularity, its comfortable predictability in structure: three quatrains, followed by a couplet, comprising fourteen lines.  In his article, “Synchronicity, Symbolism, and the Meanings of Numbers,” Mateo Sol tells us that the number 12 signifies cosmic order, creativity, and individual expression.  Its significant manifestations are in the number of months in a year, and hours in day.  We can also note that there are 60 minutes in an hour and 60 seconds in a minute—the number 12 multiplied by the number of fingers on a healthy hand.

            Given the significance of the number 12, It is fitting, then, that Shakespeare’s Sonnet 73—as is true in many of his sonnets—is focused on Time (with a capital T).  Over and over in 126 sonnets Shakespeare presses his fair young man, to marry—to cheat time and preserve his beauty through the generations. (Interestingly enough, it’s possible that Princess Diana is the descendant of the subsequent marriage.) In Sonnet 73, Shakespeare reflects on the age difference between him and the young man—a poignant yearning for a May/December love.  The narrator compares himself to the “Bare ruin’d choirs, where late the sweet birds sang.”  He is “twilight,” he “fadeth” as the sun does as it sets.

            The sonnet form is predominantly a Love poem, embodying the course of reproductive love—the quatrains repeating the number four: for the four seasons; the four corners of the earth, and four winds (north, south, east, west); four elements (air, fire, earth, water), four humors (melancholic, phlegmatic, choleric, and sanguine), and four stages of traditional love: (courtship, marriage, children, old age).  Sonnet 73 is a love poem—a love that has now been “Consumed with that which it was nourish’d by.”

            Beauty and Love are intimately related—reproduction in the human realm is not unlike that of the animal: intercourse is enhanced by the perception of beauty. Sonnet 73 contrasts Beauty in its glory, with Beauty spent: yellow autumn leaves (as opposed to the green of summer); throngs of mating birds (as opposed to barely a tweet); sunset (as opposed to dawn and noon light); ashes (as opposed to blaze); old age (as opposed to youth).
            Along with the three great themes of Time, Love, and Beauty that the Shakespearean sonnet form drives, there is the final couplet’s seal.  In his book The Dynamics of Tonal Shift in the Sonnet, Morton D. Rich identified how the structuring of the sonnet creates a significant change in mood and tone.  In most sonnets, there is a turn of voice or argument, called the volta (after the Italian for “turn”).  Dr. Rich discerned that this volta usually occurs at the end a list, or after a sentence is completed.  He claims that most often in a Shakespearean sonnet, this happens before the ending couplet.  The couplet, two rhyming lines, in its insistent repetition, asserts finality, The g rhyme sets us up for another quatrain.  But then we don’t have the alternating rhyme. We are done.  We are done.
            Finally, the sonnet is a fourteen-line poem.  As Sol notices for us, the number 14 is twice 7—the number of the chakras, the energy centers in a body; the colors in a rainbow; and days of the week.  It is a magical number.  The British have a special word for a two-week period—a fortnight (fourteen night).  And the number 14 clears the hurdle of the ominous 13.  When reflecting on the enormous topics of Time, Love, and Beauty, it is incantatory to have a number that represents luck—double luck.
            Write a sonnet in which you find a specific situation in which Time, Love, Beauty are at stake.  

Works Cited:


Text:


Sol, Mateo. “Synchronicity, Symbolism, and the Meanings of Numbers.”


Rich, Morton D. The Dynamics of Tonal Shift in the Sonnet. Lewiston: Edward Mellon, 2000.

Shakespeare, William.  Sonnet 73.

Because I Can Teach:

Poetry by the Numbers: Stanzas
https://becauseicanteach.blogspot.com/2020/01/poetry-by-numbers-colors-of-stanzas.html

Poetry by the Numbers: What 2, 3, 4 line stanzas mean.
https://becauseicanteach.blogspot.com/2020/01/poetry-by-numbers-2-3-and-4-line-stanzas.html

Monday, April 13, 2020

Poetry by the Numbers: (5) Shadow Fingers and Revision


How to make Shadow Animals with your Hands - YouTube

The Buck

 When I was ten,
Grandmother told me to get her
stuffed when she died
like the buck by the door
catching evil in his antlers.

She was to be seated in the parlor,
on the sofa (or chair, our choice),
facing the piano where I would play
Brahms and Liszt and Chopin.

Her eyes were to be open
(maybe a little touch of glass,
for sparkle) and looking upwards
(slightly to the right)
like St. Theresa
or Sebastian pierced with arrows.

Her hands would be demurely gloved
in white lace fingerless gloves,
reaching up to heaven,
Her lips would be slightly parted to show
silently parted pearlized teeth—
guardian angel, mouth of God—
telling us what to hear and speak.

We would never be alone at home.
When I went shopping for perfume,
or oil to treat her skin,
or maybe a new pair of gloves,
or a lightbulb for her ever-burning lamp,
she and the buck
would wait for our return.

I’m four times the ten I was,
but still banging at the keyboard all day:
dust floats up into my eyes, ears,
mouth, my nose and many pores—
shadow fingers reach across this page.  
She listens:  

I sing.
History
Practically in its first draft (1989), my poem "The Buck" received an Honorable Mention in the South Coast Poetry Journal annual contest, and was published in June, 1993.  In 1995, "The Buck"—placed in the company of such poets that include Margaret Atwood, Isabel Allende, Leslie Silko, and Sharon Olds—was reissued in a hardbound volume from Conari Press entitled For She is the Tree of Life. That the poem was so fully received so early in its development was both encouraging and, to me, misleading. While inventorying for a full-volume collection of my poems, I started, again, to edit "The Buck" and found confusions and missed opportunities. Although I will not attempt to fully digest all of what I have learned through this example of revision, I offer here some of my central concerns in crafting a poem:  clarity of image, measures, the dismount.  My main strategy for managing these concerns is anticipating alternate readings.  Although in process my concerns are not always distinct, and I certainly don’t revise in a linear, mechanical fashion, I distinguish them here.

Images

Because my work is so visual, journals often choose to illustrate my poems. The South Coast Poetry Journal woodcut or hands in prayer both pleased and jarred me.  In stanza four, the grandmother’s hands are “reaching up to heaven.”  I had meant for the grandmother's arms and hands to be propped up and open, as if holding up an enormous bowl (popular religious iconography). The accompanying woodcut is a pair of gloved hands templed in prayer. Obviously, reaching in line 18 was vague. I hadn't fully anticipated variant readings of it—one of the constant and crucial challenges of writing.

The poem went through many revisions, here's one of the anthologized versions, as published in Conari Press's For She is the Tree of Life:

The Buck

When I was ten,
Grandmother told me
to get her stuffed when she died,
like the buck head by the door
catching cobwebs of evil
in his antlers.

She was to be seated
in the living room
on the sofa
(or chair, our choice),
facing the piano where I would play
Brahms, Liszt and Chopin.

Her eyes were to be open
(maybe a little touch of glass,
for sparkle) and looking upwards
(slightly to the right)
like St. Theresa
or Sebastian pierced with arrows,

her hands—demurely covered
in white lace fingerless gloves—
propped holding the dome of heaven.
Her lips would be slightly parted to show
silently parted pearlized teeth,
our guardian angel, mouth of God.

When I went shopping for perfume,
or oil to treat her skin,
or maybe a new pair of gloves
or a bulb for her ever-burning lamp
she and the buck would wait for my return.

Four times the ten I was,
I bang a keyboard all day;
dust floats up into my eyes, ears,
mouth, my nose and many pores—
shadow fingers reach
like antlers across my page.  
She listens: I sing.

In the Conari publication, the line reads propped holding the dome of heaven, which makes it a more resonant, Atlasian burden.  But some readers might object—How does that look? How do you hold a dome?  A too obvious way of visualizing holding is placing hands on top of a domed structure. Since dome is almost a cliché of sacred architecture—a word too easily glossed over in this context—I changed the word to bowlpropped holding the bowl of heaven.  This is clearer.  If we imagine a bowl inscribing a half-circle, most people will hold it with two open hands placed at 4:00 and 8:00.  The bottom of a bowl is more like a grandmotherly breast.  In addition, this image more clearly evokes statues of saints with hands open to catch heavenly blessings.

Measures

Stanzas. 

In the South Coast draft, the stanza lengths vary from 4, 4, 6, 7, and 7 lines to the sprawl of the last stanza, 8 lines. In a poem about evil, it would be much more effective to
trade on the regular rhythms and repetitions of magic. It is through the focus on just such elements the ancient Greeks believed the poet is able to receive inspiration. I often count lines to discern if any pattern is emerging. Intuitively, I had end-stopped all of the first draft stanzas (periods and one enjambment on a comma), thus reflecting an unconscious need to contain a threatening idea. I knew I had to standardize stanza lengths, as well. But how?

One clue was that the South Coast draft had six stanzas. Was that number significant? Another clue came from Revelations: the devil's number is 666.  I adopted the number 6 as a formal device, to explore and enhance the feeling of evil in the poem. For the Conari version of "The Buck," I recast all but the last two of six stanzas into six lines. I had faltered in the penultimate and final stanzas, which had five and seven lines, respectively.  There was something tacked on, overmanaged in that last stanza, even in revision.  If, as in a crossword puzzle, there is a right answer; if a verse interprets itself—it might distance the reader.  She listens: I sing is a too obvious reflection back onto the poem: Look I'm singing by writing this poem. The device of making the poem be about the poem has been overused.   That kind of interpretation must be subtle, or a Billy Collins tweak, but not facile.  Also, She listens: I sing lay the poem to rest, so to speak—condonable in the context of writing this poem, but not, perhaps, in realizing Federico Garcia Lorca 's duende—that quality of great art which
embraces danger, which is power and not a construct...struggle and not a concept. Most recently, I lopped that safe last line, and earned the poem its sixes and some of its dangers. In the draft that precedes the current draft (Figure 3), there were six stanzas with six lines each. 

Pronouns. 

I made another shift toward danger. In the previous drafts, the fifth stanzas include reference to a we: We would never be alone./ When we went shopping. This late introduction of an unspecified we is confusing—up to this point it had been just grandma and narrator. We would never be alone raises questions: Who is the we? It can’t be the grandmother—she can't shop. Nor can the buck or God. Has someone else entered the poem? Who? Does the we include, without the reader's acquiescence, the reader her or himself? Maybe. But the surface reading must imply a particular. In retrospect, it seems that the we was creating a proverbial safety in numbers (just as manipulating numbers, during writing, is a way to steady the psyche).

From the first person plural, I shifted to the first person singular—I would never be alone—and was rewarded with a chilling ambiguity. In the current draft, although the enjambment between the last line of stanza 4 and the first of stanza 5 means that the grandmother's mouth would channel God, syntactically my very own mouth collapses the grandmother's mouth into the narrator's. The stanza break on my very own mouth creates a syntactic tension that propels the reader on.  No longer is there the relative security of the first three end-stopped stanzas—the last three each are unpunctuated cliffs precipitating the next stanza. No period ends the last.

Metrics. 

In the current draft, I scanned the poem's metrics, and was pleased to see that many of the lines move in trochees, the stressed/unstressed rhythm that governs, to use a popular example, the song from The Phantom of the Opera, "The Music of the Night." In the English language, in the human heartbeat, in the left/right of walking the standard beat is the iamb—unstressed, stressed.  To characterize it from a rightist perspective—start out weak, end up strong.  Both "The Music of the Night" and "The Buck" reverses that tendency, as evil does, to the start out strong, end up weak metaphysics of the trochee and the dactyl. I was pleased, as well, to find that in the first stanza there were two terminal anapests—unstressed, unstressed, stressed—a skipping, exuberant, comic metric, a relief in the context of this poem. The Music of the Night also counterpoints trochees with terminal anapests. Humor and energy provide aesthetic relief and entertainment to enchant the reader much as the beauty of "The Music of the Night" might disarm, allure not only the character Christine, in The Phantom of the Opera, but also the audience.

Another important metrical move for "The Buck" was the four comforting iambs in the exact central line of the poem: “Her hands would be demurely gloved.” This is a resting place and launching point into the darkness of the last three stanzas. "The Buck" had early found its music and its tone—which might explain its early acceptances. So, there weren't as many changes to make metrically by the current draft. Nonetheless, I did drop the St. before Sebastian. Rhythmically, the extra unstressed syllable was more like a hiccup. Note also, the last line of stanza 4. The caesura (pause within a line) is flanked by two identical metric patterns: trochee/ iamb; trochee/iamb. If I hadn't changed the line for the reasons mentioned above—to create a horrible collapsing of boundaries—this metrical pattern might, in the
context of this poem, have inspired me to question this line. Two identical metrics haunt each other across the break between stanzas 5 and 6, much as the grandmother and narrator do across that line between life and death.

The Dismount

I think of the end of the poem, especially the last line, much as a gymnast’s dismount.  This is where the reader is forever lost or, at least temporarily, won: Will the poem linger beyond this reading? To paraphrase Robert Frost: anyone can get into a poem. It takes a
poet— (or, I might add, a poetic reader, for it is the reader who ultimately brings the poem to life)—to get out of the poem.

I had introduced the first drafts of “The Buck” with the information that the narrator is ten years old.  Rethinking it, it seemed to cast a political pall over the poem—How could the
grandmother ask that a ten-year-old get her stuffed when she died? The line—at the outset of the poem, when the tabula rasa of the reader is being imprinted—might invite righteous indignation and not a deeper, more resonant reading. I transferred the line to the last stanza, compressing it with mention of the narrator's current age—to establish that time had passed. It is more chilling to discover, late in the poem—when the reader has become absorbed in the logic of it—that a ten-year-old had been told to have taxidermy performed on her grandmother.  And since the knowledge comes so late—when the drive toward the poem's end should be most intense—it doesn't invite mere moralizing as it might have earlier on.   

           This made me rethink the number of lines in the first stanza.  Why not start the poem with five lines, a more comforting number—the number of digits on a healthy hand?  Then the shift to six-line stanzas would feel more dissonant and disturbing.

The last stanza of a poem can also be thought of as runway—can't have guy wires dragging the accelerating plane.  The eyes, ears, nose of the earlier drafts were too many things up into which the dust was to float.  Also, eyes, ears, nose is a list of clichés seen on doctors’ signs.  To edit down to eyes, hands, and mouth creates a direct parallel to the stuffed grandmother: stanzas three and four focus on her eyes, hands, and mouth. This enriches the poem, implicates the narrator, and forgives the grandmother: we are no different. Realized poetry seeks to embody universals: what we bear in common.

I gnawed through several prepositions for the last line—above, into, over—before settling on across that page. First, the embedded cross is a religious symbol. But more important is what can be gleaned from a deconstructive reading of across the page: (a cross, the page) = (the page is a cross). This satisfies the need to contain, and through writing, to defend against/manage the evil. Read thus, the reader is asked to note, or note again, that the grandmother in the story who, although asking for something bizarre and unnatural, is using religious imagery, is defending against the unnatural, as well. I considered how I might anticipate page—with my or that.

To state that the shadow fingers are reaching antlers across the page is to tell the reader how to interpret the image—again, the over-managing.  It is too large of a knowing wink, and robs the reader of the pleasure of getting it. To allow the specific image to linger, is to invite the reader not only to ask the questions Whose? How? How long? but to answer them for her or himself—to be co-creator of the poem—to find resonances and depths I couldn't have anticipated.  For the reader casts shadows on the page, as the narrator does. And those fingers reaching?  Perhaps they are the shadows of the reviser.  Perhaps they are also…well—the poem is entitled "The Buck."  I pass "The Buck" to you. 

Here is my current draft, as published in my book Beware the House.  

The Buck

When I am six years old,
Grandmother tells me to                    
get her stuffed when she dies—
like the front door buck head,
catching webs of evil
between six-point antlers.                                                     

The living room, of course,                           
is where we’re to seat her—
on the sofa (or chair),
behind the piano
where I will play Chopin,
Brahms, Schumann, Beethoven.                               

And sew her eyes open
(maybe a touch of glass),
looking up to the right—
like sweet Saint Theresa,
clasping her red roses;
or holey Sebastian.

Her hands are to be sheathed—
white lace fingerless gloves—          
propped wide for heaven’s bowl;
her lips slightly parted
to show her pearly teeth—                
her mouth channeling God.   

Never to be alone—                                                   
while I shop for perfume                   
or oil for her skin,                                          
or a bulb for her lamp—        
she and the buck will wait
for my timely return.                                     

Times and times my six years,
I bang at my keyboards
—webs worry my eyes, mouth,
my hands, my many pores—                         
shadow antlers quiver
fingers across my scores.



Works Cited:

Cover Art:    Shadow Fingers

Text:

Rich, Susanna.  Beware the House.  Pittsburgh: The Poet's Press, 2018.

---.  “Shadow Fingers Across the Page: Revising ‘The Buck’.”  Poem, Revised.  Ed. Robert

             Hartwell Fiske. Rockport:  Marion Street P, 2008.  First publication of this post.

---.  For She is the Tree of Life. Ed. Valerie Kack-Brice.  Berkeley: Conari, 1994. 
            165-6.   

---. “The Buck.”  South Coast Poetry Journal 13 (June 1993): 26-7.










Shadow Fingers