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Memoir writing lessons from the heart

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by Jerry Waxler

(This blog is also available as an audio file. See the Podcast player control at the end of this post.)

Perry Foster was an ordinary business man until he found himself on the wrong end of a cardiology exam. Now he bears a scar on his torso that looks like it was zipped shut, which makes him a member of the zipper club. When he chose to record his experience he was not drawing upon years of training as a writer. He simply wanted to tell his story and his memoir “Hands Upon My Heart: My Journey Through Heart Disease and Into Life” is the result. Whenever I read a memoir, I look for lessons. How did the author put it together? How did his words create the emotions as I was reading? I have found that new authors, in their passion to explain what happened, often provide lessons every bit as good as the ones I learn from the pros.

Memoir like a novel
One of the most basic lessons in this book is Foster’s knack of telling a story like a novel – that is, he lets me see events for myself. His descriptions are so quintessentially “show don’t tell” that reading the book is like attending a “show don’t tell” seminar. Take for example a stressful scene in a doctor’s office when Foster’s wife pulls out a bottle and takes two aspirin, showing the headache rather than telling it. And precisely because the example is so basic, its lesson is easy to learn. If he had written, “she had a headache,” he would be reporting a fact that was inside her head, not his. A slightly improvement would be dialog. If she had said “I have a headache” at least he would not be reading her mind. But now she becomes the one who is telling. When he shows her taking the two aspirin, readers can see the evidence for themselves.

Foster also does a good job staying within a time frame. He immerses himself within each scene, providing sensations that let me lose myself in his world. Since the book starts around the time he learns his heart is failing, I know little about his history until he is sedated for a surgical procedure. In his drug altered state, he describes a picture perfect flashback from his childhood. This ploy supplies background about his family, and the flashback also provides pacing, letting me linger there with him while surgeons are poking at his body.

His observations include his own thoughts, feelings, and body reactions. These internally directed observations take me inside his experience. “Does anyone ever wake during surgery?” he asks his surgeon. He notices the taste of perspiration dripping from his upper lip. After this frightening meeting he becomes furious with his wife for trying to relax while she was waiting. “You’re buying a romance novel,” he asked in a restrained voice. “How could she?” he thinks.

Edgy characters make me turn pages
From the beginning Perry Foster showed me his messy emotions. He was afraid for his heart, angry at the doctors, and edgy with his wife. His thoughts are often judgmental, and paranoid, and I think, “No wonder this guy’s heart is a wreck.”

I also wonder how he could be so honest about these feelings. This is a big issue for me, because my instinct is to hide my imperfections. “Hands Upon my Heart” shows me that disclosing authentic feelings, even if edgy and flawed, creates human warmth so palpable I want to pick up the phone and ask him about his health.

Perry Foster’s nervous tension serves another purpose. It increases dramatic tension. Consider Shakespeare’s characters Hamlet, and Ophelia, or Romeo, and Juliet. Their edginess creates suspense because you’re never sure what they’ll do next. Foster achieves the same effect. I kept turning the pages to see how he will juggle the pressure of his disturbing emotions.

Will he grow?
I love character development in a book. By the time I reach the end I’m hoping some lesson has been learned. Because this is such a satisfying payoff for me, as soon as I recognize the character flaw I start anticipating how the person will grow. It’s part of the suspense that keeps me reading. I found this suspense especially acute in “Hands Upon my Heart,” where Foster seemed like such a likable guy, I couldn’t wait for him to find inner strength and peace.

In the end the author does become more accepting of his situation and his wife, but his changes did not match what I expected, resulting in a feeling of being let down. What can I learn from that? It feels like a variation on the famous advice offered by Anton Chekhov. If you show a gun in the first scene of a play, you should fire it by the end. It looks like this advice could also be applied to character development. When the beginning of the book shows dramatic tension in the character, then by the end that tension should be relieved.

My expectation that Foster was supposed to grow during the course of the book raises a fascinating question. Should a memoir take me on a perfectly crafted ride, or must it follow the course of events, precisely? My view is that from the same raw material, a storyteller could craft a thousand different stories. The memoir I end up actually reading is not the person’s life, but rather a creative representation of it. And it turns out that telling the best possible story provides a benefit to the writer as well as the reader. The more you strive to tell a good story, the more you learn about your life. Perry Foster’s “Hands Upon my Heart” has stimulated and informed my thinking about these issues, and as I look for the story within my own life, Foster’s work will be one of the sources for my deeper understanding.

See my other essay about Perry Foster’s memoir by clicking here.

See also: Dee Dee Phelps was another adult learner who developed her writing skill not as a professional writer but through workshops. Read her insights in the interviews we reported here.

See also: Chekhov’s Gun, a wikipedia entry

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Too many secrets hide my spark

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by Jerry Waxler

(This blog is also available as an audio file. See the Podcast player control at the end of this post.)

When I was 12 years old, I used to sneak out by myself and set fire to autumn leaves. The excitement of the flames blinded me to the danger. Fortunately I never did any damage and was never caught, but now I look back on my actions with horror. I hate the way these memories make me feel, and generally avoid talking about things that make me sound like a criminal. As I work on my memoir, such memories confuse me. Should I include them or leave them out?

Of course I could pretend they never happened. But that solution perpetuates a problem I’ve been trying to overcome since I was a child. I used to believe that people weren’t supposed to have emotions, and I did my best to pretend I had none. The earliest example of this belief comes from seventh grade. I was scandalized when my fellow classmates burst into laughter over some sexual innuendo. How childish! To distance myself from humiliating feelings, I spent my teenage years doing homework or working at my dad’s drugstore. When I wanted a break, I read science fiction novels. This tendency to separate myself from emotions made me seem distant and aloof. I was in a sort of self-imposed exile from the human condition. It took years to break through my own walls.

Gradually with the help of therapy, a graduate program in counseling, and the support of compassionate friends, I learned that emotions are as necessary for a satisfying life as eating. I knew I was making progress when, in my fifties, I walked into the office at Villanova University’s graduate program in counseling psychology. Two of my tenured professors were experimenting with a remote controlled whoopee cushion. They roared with laughter every time the device let loose a simulated fart. I laughed along with them, perhaps not with their childlike glee, but at least I wasn’t horrified, the way I would have been when I was 12.

Now that I’m writing my memoir, I wrestle with every detail that was illegal, immoral, or embarrassing. It all seems so private, and yet it’s all part of my life. How do I decide? To do this right, I remember that the end product of my disclosure is not an encyclopedia. It’s a story. When Michelangelo was sculpting David, he started with a block of granite, and tossed away the rubble to expose the beauty hidden within. By writing a memoir I must discover the real me in a pleasing form.

I dredge through memories, not certain yet what to put in. At this stage, I’m just looking for the raw material. The most dramatic period was during my college years at the University of Wisconsin in Madison during the Vietnam War protests. My adult years are less colorful. I reminisce about my visit to the Great Pyramids on my 30th birthday, and then feel the frustration on my 31st birthday when my boss ordered me to help clean out the septic system.

I slip again into the turmoil of my adolescent years, and as I muse I notice a powerful connection. Around the same time I was in junior high school glowering at classmates for laughing at sexual references, I was sneaking out at night on secret missions to start fires. Wow. Freud claimed that if repressed emotions don’t come out one way they’ll come out another. My adolescence would have made a terrific demonstration of his point.

That’s interesting but must I write it in a memoir for all to see? My childhood preference tells me to skip the whole mess. But to sanitize my story means overriding decades of effort to break out of this shell. Without edgy moments, my memoir will be about a boring person. If I include them, I will be able to show the tension between what is and what can be. By acknowledging the messiness of the journey, I not only make myself appear more human. I discover some of the most exhilarating aspects of my experience. My imperfections are exactly what forced me to grow. Over the years I’ve been weak, confused, afraid. And it’s okay! That’s what drives me to become stronger, more accepting, smarter, and braver.

By releasing myself from my habit of secrecy, I learn about my own human nature, and can apply my learning to understand others. For example, my teenage misadventures help me appreciate the complexity of that period for other people as well. It turns out that sharing the authentic story can also forge intimate connections between people. When readers and writers share tales, we connect sublime parts of ourselves: our desire to learn, grow, love, and be loved.

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Three writing prompts to flesh in memories

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By Jerry Waxler

When I explore my memories of adolescence, one of two things happens. Either I draw a blank or I land on a random bit of my past that contributes little to my memoir. Darn that mind. Why can’t I just sit down and develop the story of me? To move past this impasse and extract relevant information from the confusing cloud of memories, I rely on a series of writing prompts.

Writing Prompt 1: To learn about a scene, pick a detail and stretch
I want to remember high school which is hard for me because that whole period is foggy. I’ve found that if I have one fact, I can start from there and extend my memory from one fact to the next. So I stir the pot and a single image floats by – home room, where a teacher took attendance, made announcements, and then sent us on our way. I remember nothing. Then I see one person. I sat next to a guy named Wanenchak. But I don’t remember anything about him. Well, I do remember a little. He was trim, had light hair, and was a nice guy. Bit by bit, one fact leads to another, putting words and descriptions on hazy times. Wanenchak was Greek Orthodox. I didn’t know what that meant so I asked him. That’s one more fact about him, and it also divulges an interesting fact about me. I was terribly withdrawn, so the fact that I remember his religion tells me that despite my lack of attention to fellow classmates, I was interested in this dimension. While the exercise has not yet burst open the doors to an unforgettable scene, it did yield some raw material I didn’t have when I started.

Writing prompt 2: List key events, transitions, and influences
Even though high school feels vague, if I step back and scan those four years, highlights emerge from the haze. These noteworthy facts don’t in themselves tell a story, but they add to my understanding and perhaps will provide valuable raw material. Here’s a list I developed by looking for major events.

  • Influential teachers: Mr. Warshaw, my ninth grade math teacher started me on a path of love for math, and Mr. Hofkin, the science teacher in my senior year, established my curiosity about physics.
  • Sports: I never played any ball sports, but since I was an incessant walker, I hoped I could survive the rigors of track. I was wrong. A few weeks of waking up before dawn to train for track and field I had to drop out with excruciating shin splints.
  • My failure to stick with the English honors program: Despite my passion for reading, I never really understood what English teachers were trying to get me to do, so while I remained in the math and science honors class I was excluded from English. This always made me feel like an outsider.
  • Crash! I went on two dates in four years. One of my two dates ended in a car crash when I was so distracted I ran a red light.

Writing Prompt 3: To find the framework, look for desire
To create a story worth reading, I’m going to need emotions. I can’t write about romance. I didn’t have any. It was an all-boys high school and I worked every weekend at my dad’s drugstore. Where else can I look for drama? I ask myself, “What did I want?” and in answer, I see my two friends, Joe and Ed. I desperately wanted to be accepted by these guys. So I try to find scenes that represent my desire.

Joe was a strikingly handsome soccer player, and second in our all academic school. His dad was a steelworker, and the large family lived in a small row home, three kids to a room. One day in the lunch room, without provocation or warning, Joe threw a glass of chocolate milk on my clean white shirt. Standing there feeling defiled, with the brown liquid soaking into my chest, I searched his face for some clue that might explain why he had done it. Instead of apologizing, he seemed amused and curious, as if he was studying my response.

In another scene, I was in my kitchen at home talking to my friend Ed on the phone. We all lived pretty far away from each other because Central High in Philadelphia was a citywide school, and kids commuted there from all over the city. Ed was a Jewish intellectual who was becoming increasingly committed to his religion. He had asked me what I believed in, and I didn’t offer a clear enough answer. He told me I was worthless because I don’t believe in something enough to die for it. I started to cry.

These scenes are more than interesting moments. They build the framework of a story about three 16 year old boys trying to use their developing intellect to understand the morality of life. I’m ahead of Joe. At least I don’t need to experiment to find out what it feels like to hurt a friend. But I’m not yet up to Ed. Even though his delivery is cruel, he’s right. I haven’t yet figured out what I believe.

***

Out my hazy memories of high school I unearth more and more raw material, and begin to see a structure. This is the power of writing prompts. They stimulate thoughts along a particular line, and shake loose a variety of memories and ideas I didn’t even realize were in there. I brainstorm at the detail level to describe characters and settings. I brainstorm highlights, the main events that provide substance. And to find the emotion that propels me through those events I look for desire. Gradually I begin to gather the pieces of a compelling story.

Podcast version click the player control below:

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