My overall thought was: continue the advance on many fronts (try many things), and also just sit down and start typing in a variety of materials: old pocket pages, random journals—significant journals, notes from In-School, etc. Once it’s typed in, it could be blogged, but more importantly, it could be included in a book or books. I mean, maybe don’t plan too much out. But do get engaged with the text.
And maybe don’t fret too much right now (or at any time when you’re not engaged in editing) what to do to get to a book or books. Maybe I truly don’t have many ideas when I’m not teaching. Maybe my summer-mind doesn’t confront as many problems (with teaching, with texts I teach, with writing, with students, and with colleagues), so there’s not as much to write. Of course, even now, as soon as I write that, I’m thinking.
(I hear the insecty “chucking” sound—repeated—insecty like a cicada—of a sprinkler over at S___haus.)
Text mom to find exact dates of Minnesota trip. I’ll go text her now. I did and am back at 8:10.
I’m thinking, after writing the above, that conflict/problems don’t always need to be what writing is about (though maybe I was saying above that conflict gives rise to new ideas). I ought to be able to write in the summer about calm things. Descriptions, observations—the summer journals could be more expansive than school-year ones.
[From journal of Sabado, 24 Junio 2017, Journal 253, page 162-4]