Category: Uncategorized

By Cora McDaniel

In early March, I met with Felicity Knox, the assistant university archivist at TU’s Special Collections and University Archives (lovingly referred to as SCUA) to talk with her about the history of Grub Street. 

For those who aren’t aware, archives (including ours at TU) play a vital role in the academic community. They meticulously collect materials of historical value in order to preserve and protect that which would otherwise be lost to the everyday chaos of life. These materials can range from yearbooks to student newspapers… to old editions of Grub Street. If you go to the SCUA website, you can see, laid out before you, digitized copies of every Towson literary magazine published from 1952-2022. These would eventually culminate in the Grub Street we know and love today. 

As part of my conversation with Ms. Knox, she offered me the opportunity to hold in my hands some early editions of our student literary magazine, each of which had different names. I saw copies of The Publication, Towers, and The Talisman—each of which contained vastly different artwork and literature. Much like Grub Street has today, there was always a poetry and prose section, however the art wouldn’t appear in the magazine until the 1952-53 edition of The Publication. 

Strangely enough, the most interesting sections to read through were the editor’s notes and the front and back matter of the magazine; this was where the voices the magazine’s staff came through most, and the drama (when there was any) was published in well-hidden niceties and dreadfully formal language. The magazine’s first name change, for instance, occurred because of a conflict between Towson’s student newspaper (The Towerlight, an organization which still exists today) and The Publication. 

In 1956, The Towerlight (known then as The Tower Light) published an article which stated that the literary magazine should change their name to something, “more stimulating, and yet in keeping with the nature of the magazine.” After some deliberation, the name Towers was eventually decided on—and changed, once again, soon thereafter. Students on campus kept confusing The Towerlight and Towers (another wonderful moment of historical drama), thus compelling the magazine to change their name yet again. It would take more than 30 years for the magazine’s staff to finally settle on the name Grub Street. I found the process of reading through the magazine content beyond interesting. Eventually, I was able to see a story come through in my head. That’s the beauty of archives—you’re able to see a picture of the past that might otherwise not exist if an archivist hadn’t bothered to save it.

As with any materials held within an archive, its content can say a lot about the time period from which it was collected. Art made in the ‘70s would, naturally, reflect much about the cultural and historical happenings of that decade. The same can be said about Grub Street, in all of its wonderful and weird forms. So, if you’re interested in learning more about our phenomenal archives on-campus and Grub Street, read through a few of the older editions of our magazine. It’s fascinating. 

By Chase Hollobaugh

Lilies on the Deathbed of Étaín and Other Poems is the latest collection of poetry from Irish poet Oisín Breen. The collection contains two long-form works as well as four shorter poems. 

As someone who has traditionally only read short poems, I felt the long-form works were an adjustment, but their effect was not lessened by their length. My favorite of the two is “The Lovesong of Anna Rua.” The poem begins with the lines:

                     “Ha-ra-hao-  Ha-ra-hao- Rah-Hao- Ha-Rah-Hao-

                      Ha-ra-hao- Ha-ra-hao- Rah-Hao-”

which creates a sense of chanting in the poem. Breen continues this throughout the poem, using different words and phrases as each section develops. This singsong nature takes full effect, backed by added spaces between sounds, when the speaker says: “Anna- Aye-Anna- Aye-Anna- / Aye-.” Some of these chanting lines do get hard to parse, however, as Breen uses hyphens to create long strands of words that run into one another, such as with 

“Mai-ha-ra-ma-way-wahama-whup-tama.” 

While these lines do require the reader to pay more attention to the poems, they serve to break up the ideas within, and allow readers to pause in between Breen’s sections of dense imagery. For example, Breen writes:

“Melancholias, forced fixed euphorias, thrills, spills, and

hackneyed blue-eyed boys and girls who, sunning

themselves, with ice-cream dripping down their noses,

as their faux-saintliness has gravity itself inverted,

conceive of nothing other than being like and unto one

and other”

in section three of the poem. From the first word, a reader’s mind is drawn into thoughts of sadness, only to be thrust back into a sense of joy with the paradoxical “euphorias.” The image of children enjoying ice cream is then thrown into contrast with the accusations of “faux saintliness.” The additional image of inverted gravity adds a surreal quality to these lines, and obfuscates the image of children playing in the sun and enjoying their ice creams. While these layered images can make the poem hard to parse, they do not make it impossible. If nothing else, a reader could get lost within the images, trying to imagine each and every scene, before connecting it back with the rest of the work and the meanings of the poems. While getting lost may affect reader enjoyment, it did not negatively impact me as I read through the poems.

If the long-form poems are intimidating, then the shorter poems will offer a more familiar option to readers of short form poetry. “Six Months Bought with Dirt: the Bothy Crop of Arranmore” may still seem intimidating to readers expecting short line lengths, as its stanzas more closely resemble paragraphs, but will no less offer an engaging reading experience to anyone who takes the time to imagine the pictures Breen is painting throughout each stanza. Lines like “They knelt in the dirt, above the worms, and seedlings / Dampened off, pressing their hands beneath the earth, seeking / A grip” create haunting images of farmers clutching at the ground, pulling it apart to tend their crop. These dense stanzas come together beautifully in the last three lines as well, as the speaker condenses the thoughts and motion of the poem into a succinct and lasting image.

  My favorite short-form work in the collection is “At Swim, Two Pair.” Once again, Breen constructs an eerie image as the speaker describes the declining marine life he is watching swim across the water. The poem repeats the line “Two pair, where once moved a score and six” at the middle and conclusion of the poem. This line, when combined with “mother, sister, and kin” in the first line invokes an image of 26 women swimming, as their number is slowly reduced to four. When combined with the animals mentioned in the last stanza, the image shifts to fish or other marine life that are hunted as they travel along waterways.

While much of the poetry within Lilies on the Deathbed of Étaín can feel heady and overwhelming with imagery to the reader, it rewards careful readings with an equal amount of depth. The collection boasts re-readability as well, as new meanings spring forth from the reader’s focus on different aspects of each poem. All in all, the collection contains a wealth of expansive imagery contained within six poems.

By Rileigh Hartman

 Lily King’s short story collection, Five Tuesdays in Winter, preserves an ever-constant pull towards love through affliction and desire. The second story of the collection, which the book is named after, details the love a bookseller has for his employee. Described as reticent by his preteen daughter, Mitchell’s longing for Kate is thoughtfully disguised through his silence. However, in the end, there is a twist; she had been falling for him too. Mitchell thought his feelings were unrequited until she caressed his cheek, the fullness in his chest reason enough to lean in. But now, the story begs the question of how it would read if Kate was the focus instead. To answer this (and nudge the irony), I wanted to use her viewpoint to explore the possibilities of who Kate may be and what she may have felt during the story.

~ ~ ~

  Kate followed Lincoln to Portland. She was estranged in their shared apartment; coasters under her water glass, clothes still tucked in boxes— she never planned to stay. But she didn’t like to think of herself as someone who wouldn’t find love, that she was incapable of it. She could charm anyone, but it always led to them misplacing her, forcing her into boxes she didn’t check. Sometimes, she believed that if she tried to fit where people thought she should go, she’d find love there. Or if she went against fitting in, then not finding love was more intentional than contingent. The only time Kate felt sheltered was between book covers.

  When Paula, Mitchell’s daughter, complained about her Spanish teacher one Saturday afternoon, Kate offered to help. If she was honest with herself, speaking Spanish again would only stir up memories of Peru she didn’t want to revisit. Maine was nice anyway: decent views and handsome company. Later on the first Tuesday evening, it took her longer to pick out an outfit. The bookstore was home by then, and she treated it as such in her secondhand jeans. But it felt different to be going into Mitchell’s home— she wanted to look like she wouldn’t fit. Then Mitchell stared at her for a moment longer than usual when he opened the door, and she was suddenly seamless; settled in his gaze as she remembered what it felt like to be wanted somewhere. During her time with Paula, Kate wanted to ask if Mitchell had seen other women since his wife left, but he didn’t seem like the type of person who’d try to find love twice.

  At Westy’s, Kate always searched for the Mitchell-renowned mushroom soup after he mentioned it to her, and the glimmer in his eyes appeared. It had been years since he’d seen it, but she still enjoyed their inside joke: fitting into a space she didn’t know could exist. Kate couldn’t bring herself to smother her smile when she saw Mushroom Soup written on the menu. As she opened the door to the bookstore, she couldn’t tell what she was more excited for: the soup or the look on Mitchell’s face when she offered it to him. Of course, the latter won. When Mitchell brought up Mrs. White and Kate asked what she was like, he went quiet. But Kate didn’t disrupt his silence; she liked it. There was no place to fit in or out of. He said that she was like her. Even without knowing Mrs. White, Kate felt like she and Mitchell could love each other in a way that only they could understand.

  Paula asked her to stay for dinner on the fifth Tuesday— Valentine’s Day. She’d wanted to decline but it sounded better than going to the mall again, the reminder of how alone she was. Upon arrival, Kate handed Mitchell a small chocolate box, noticing how his eyes stayed trained on the gift instead of her. Time never caught up to when Mitchell knocked on the door to tell them dinner was ready and Paula stood abruptly, leaving a red stain on her quilt. Kate ran to the local pharmacy, never feeling more out of place with her lack of a motherly touch. Yet, she’d grown to realize that being around Paula and Mitchell was like reading her favorite book for the first time again. So, she ran back to the house.

  The quilt was tucked in Mitchell’s hands when she left Paula’s room. They walked to the laundry room, and when they faced each other after washing the quilt, the space between them felt smaller. Mitchell asked why the drunk man last week told them they have the same eyes. It wasn’t true— Mitchell had green eyes, she had brown. But she knew what the man saw. He was fearful that she would leave but loved her anyway; she was fearful that he’d misplace her but desired him regardless. Kate remembered the word Paula used for him— reticent— but could only think of herself, which spurred her fingertips to caress his cheek. He pulled her closer, and Kate thought about how she would never leave his side as she leaned in with him.

~ ~ ~

   Five Tuesdays in Winter follows two complex individuals who have quietly chosen each other. The significance and irony of their relationship is how they were both reticent but we, the reader, only received one side of their story; we were only seeing Mitchell’s world sculpt around Kate. In the rewrite above, her character is translated from the specks we’re given of her through Mitchell’s point of view. Kate is subjective, yet we’re given just enough information about her that it becomes clear she shouldn’t be left in the reader’s peripheral. As Mitchell demonstrated, being reticent doesn’t mean untroubled. 

  Lily King’s collection carries the theme of only sharing one side of a love story. While she accomplishes making her reader ponder the romantic probabilities for each story, it leaves little room for discovering the unacknowledged character’s perspective. In Five Tuesdays in Winter, the surprise ending gnaws at the unsettled relationship between Kate and Mitchell, making it feel unfinished. But letting the reader know what Kate was going through and what she could have been thinking about strengthens their bond and puts their relationship on more solid ground, creating a well-rounded love story and breathing life into her love for Mitchell.

By Holden Schmale

Prof. Benjamin Warner is the author of two speculative fiction novels, Thirst and Fearless. A lecturer at Towson, Ben teaches creative fiction writing and creative nonfiction, among other courses. Recently Warner and fellow writer and former Loyola creative writing professor Ron Tanner decided to take on a new challenge: writing a craft guide. Titled Speculative Fiction: A Writer’s Guide and Anthology, the book is intended for college creative writing classrooms and will be released in summer 2024. I had the privilege of discussing this project with Ben, gaining insight into a process that has been unique even to an experienced author. 

This interview was conducted by Holden Schmale over a series of emails and has been edited for clarity and length.

Holden Schmale: What first led you to want to take on the challenge of making a craft book and stepping away from your niche in fiction writing?

Ben Warner: I know that when I was an undergraduate, I imagined my creative writing instructors went home from teaching their classes in Helen C. White Hall, and then wrote fiction until they fell asleep at 2 a.m. I didn’t understand just how much effort they were putting into preparing for the following class: reading student work, choosing stories to teach, thinking of ways those stories might be discussed, and creating writing exercises. There’s a lot to it, and it’s fun, and now I’ve been doing it myself for close to 20 years. So writing about that process—and hoping that it might offer other instructors and students some insight—feels both natural and rewarding.

HS: How has the writing process been compared to your regular process for fiction? Obviously, you’re reading other pieces and deciding what belongs in the book, but I had the pleasure of reading a preliminary chapter for class, and there is a great deal of writing you must do on top of choosing each piece.

BW: Yes, that’s true. This is less of a textbook than a craft guide, which is its own genre, I guess. Ron and I are putting a lot of effort into explaining concepts, annotating stories, working out exercises that build on themselves, and trying to help students see some of the ways that speculative fiction is built, one element at a time. As you know, there’s a lot that comes up in a creative writing classroom discussion that feels off-the-cuff or improvised—as students and instructor thinking out loud together. In writing this book, those ideas need to be fully and artfully articulated, so that they can be expressed clearly to our audience.

HS: What are you looking for in a piece you are going to include in your craft guide? I won’t use any specific names, in case it ultimately doesn’t end up being included, but the piece you showed me that you were considering was wacky and wonderful.

BW: Wacky and wonderful is a good start. First and foremost, Ron and I are readers, and we want to be moved by what we read. That can mean so many different things. The speculative fiction we’ve chosen to include is inventive, funny, character-driven, odd, unexpected, and comes from a diverse group of contemporary voices.

HS: What, if anything, are you going to take from this experience and apply to your own creative work?

BW: My teaching certainly impacts my creative work, and I think of this book project as an extension of my teaching. When I’m, say, 50 pages into a draft of a novel, I often stop to think: Is there a world here that my audience understands? Have I fully thought through the way that world works? Do I know these characters? Are there places where I’m falling into cliché? These sorts of self-checks come directly from my teaching, and now, hopefully, this book will help make them available to students in other classrooms.

HS: How has your creative writing benefited and/or suffered in the process of working concurrently on this craft guide? Do you find yourself just swamped with the writing load, or do you find yourself inspired from reading so much fiction at (presumably) a higher rate than usual?

BW: That’s a very astute question, Holden, because you’ve identified a problem I didn’t know existed when I started out. For so many writers I know, the hardest part of writing is making the time to write. I teach four courses each semester at TU, and I have a family who I have to make oatmeal and spaghetti for (those are separate meals… I don’t mix the spaghetti with the oatmeal), and so taking on a big project like this means I have less time for whatever narrative I’m working on. But you’re right, too, that reading a lot of contemporary speculative fiction has been inspiring and motivating, and though it might come to nothing, I have started working on a new novel at the same time as I’m working on this book.

HS: How do you find the right balance of borrowed work (short fiction pieces) and your own instruction and analysis within the craft guide? You are in a unique position writing a craft book for creative writing, as opposed to another discipline that may be less example heavy.

BW: We’re dividing the book up into two parts: a craft section in the front that talks about the nuts and bolts of writing a story and an anthology in the back. The examples we use in the craft section are often very short (anywhere from a page to five pages); these stories are small enough to take apart, like engineers cracking open the motor housing of a drill, so that we can ask: How does this thing work? In the anthology, we’re allowing for stories that demonstrate at greater length some of the lessons of character, setting, and conflict that we try to illuminate in the earlier chapters.

HS: What have you taken away from your experience writing about technique? Have you learned anything about yourself or  your own process? Do you see yourself changing anything about your technique after this experience?

BW: I think I’m always changing my technique. Like so many readers who write, I absorb the rhythms of other writers’ language, and those rhythms make their way into my writing. And when I read a story deeply, and break it apart line by line, examining each word choice with a spirit of discovery and admiration (as Ron and I do with the stories we’re using), that syntax and diction gets lodged in my brain. I can’t imagine that it doesn’t change the way I sit down to do my own work. Sometimes I write something that feels a bit too familiar—an expression or bit of dialogue—and I realize that it’s close to a line I know from another story. Those are moments that make me smile, because that bit of language has become an unconscious part of the way I see the world (though I always revise those lines).

HS: Take yourself back to when you hatched the idea to write this textbook. What did you hope to gain personally as a writer? How has reality compared to those expectations?

BW: I really wanted to help students in creative writing classrooms. When I first started writing in college, some syllabi stated explicitly: NO GENRE WRITING. I took that to be the law of the land, that is, what “serious” writers thought about speculative fiction vs. realistic fiction. But that’s not the case. In fact, most of the serious writers I know are great lovers of speculative storytelling. And yet, the fullness of that truth hadn’t made it into the classroom. It seemed like no [one] was willing to commit to the idea that genre writing is suitable for college students to read, write, and talk about. In part, that’s because no textbook about writing speculative fiction existed. So, we set out to write one.

HS: Could you see yourself writing another craft book? How has your experience been compared to the writing of a novel?

BW: I can’t imagine writing another craft book, but then again, I never imagined writing this one. I’m happiest when I’m working on a novel, and I think I’ll always be working on a novel. Even recently, as I was deep into working on this book, I felt a bit antsy that I wasn’t writing a novel (which is probably why I started writing on another novel).

HS: Last question—a broad one. When it is all said and done, what do you hope a reader of your textbook will take away from its content? Where do you expect its best uses to be? The college level? High school? Who do you see benefiting most from its content? A beginner or a more experienced writer?

BW: This is an easy one. We’re writing this book for any writer who wants to feel a bit more confident about writing a speculative story. I’ve met so many students who have told me that they’ve started a novel or a story but got stuck and stopped. Or they didn’t know “where to take it” after 100 pages. We hope that this craft book is a way to help students get un-stuck, or that it will inspire new directions for those who felt inspired enough to begin the imaginative journey in the first place. It’s a weird thing to be moved to make up problems for made up characters. But that’s what writers do. And that weirdness deserves to be helped along!

Benjamin Warner is a graduate of the University of Wisconsin and Cornell University’s MFA program. A lecturer at Towson University, he teaches courses in composition, environmental writing, and fiction writing. Ben is the adviser to the Towson University Urban Farm and Veg.

Holden Schmale is a junior at Towson University. He has published a short story titled ‘Acquaintances’ in Fairlight Books online portal. He currently serves as Fiction Editor on the Grub Street staff.

This interview was conducted by Madisyn Parisi and has been edited for clarity and length.

CHARM Lit Mag is a project of CHARM: Voices of Baltimore Youth, a literary arts organization founded on the idea, according to the organization, that “kids’ voices matter.” The journal’s mission is  “to help young people develop as writers and create opportunities to amplify their voices through publication.”

The organization recently moved into a new work space in Baltimore.

MP: You’re one of CHARM’s cofounders. Can you tell me how this all started, where this idea came from, and how you went about it?

WWB: I was a middle school teacher for 13 years in Baltimore City schools, and around 2013, a group of teachers around the city, along with our students, got together and wanted to have this one-time, city-wide literary magazine that kids could submit to. We hoped it would grow, but we didn’t have intentions of that at that time, so in 2014, we published our first magazine. It had 44 pieces of writing and art from six schools. We had this great publication party, and we were just like, “Huh, this is really amazing.” So over time we started to publish a yearly anthology and also started to offer workshops for students in Baltimore. In 2018, I decided to make the leap into doing this for my full-time job. It’s just been such a joy. We still do that yearly anthology–that’s the core of what we do. We still have a student editorial board who produces all our publications, but we’re also growing our programming. It’s really in service of the mission: supporting young writers and amplifying their voices.

MP: So it’s been ten years? Wow. You were all hoping CHARM would grow, but was there anything that caught you off guard in this process?

WWB: Well, one thing is that we live in such a digital world, but the power of young people seeing CHARM in print and how transformative that can be. I remember the first year, talking to my own middle school students and saying, “You should submit your own writing. This is a really cool opportunity!” and they were like, “Yeah, yeah, yeah… ” and then the day that I brought the publication in, they were all like, “Why didn’t you tell us about this? This is so cool!” Seeing your own writing in print is just so empowering, and I love that. That’s still very much a core piece of who we are. Part of the lesson [we’ve learned] is that a lot of people don’t just submit on their own. It takes this personal relationship building of “I know this really great writer. I’m going to invite them. I’m going to encourage them to submit.”

MP: You mentioned the student editorial board. How student-run is all of this? How hands-on are you as a director? Are there times when you really step in?

WWB: I think I fall back on my experience as a teacher: How much of this is guided practice? How much of this is instructing by doing versus just letting students have at it, conceptualize, and create? We tend to fall more on the side of guided the first semester, and the second-semester students have a little more free rein. Part of that just works out nicely with the way the school year falls. We do a smaller project in the fall, then the annual anthology in the spring. But we also have students who have been with us for a long time, and that’s really nice because they take the lead. We have a student right now who is a senior at Baltimore City College (a high school), and she’s our publications team leader. She really leads and prepares the meetings, and sometimes I chime in, but once a student has been with CHARM for a couple years, they really know all there is to know about helping bring the publication to life.

MP: Do you and the students see any trends in the submissions to the anthologies lately? I saw “This is Not a Snow Day,” which documented quarantine life, on the site, and I thought that was interesting.

WWB: That actually morphed into our first hardcover book. So we came out with a book called Unmasked, and the students coordinated that throughout the seasons of Covid. Spring 2020, Spring 2021. It’s such a great documentation of not only living through that time period, but being a young person during that time period. The summer of 2020 is filled with lots focused around Black Lives Matter and things motivated by the George Floyd killing and protests happening around the country, so you can really feel the progression of that year. Back to your question, we have noticed a lot of writing that deals with the current world and what it’s like to live in this time. Two years ago, there were definitely some students who were like, “We really want to make sure we’re focusing on joy and fun because everything is so heavy. We want to counteract that. It doesn’t all have to be Covid and negativity.” And those particular students felt strongly that it was important to also be highlighting joy, and I think that’s important.

MP: Speaking of the political times we’re in, where do you see CHARM Lit Mag fitting in as a Baltimore publication? Grub Street’s also a Baltimore publication, so we know people always have a lot to say about Baltimore. I think a few years ago [Baltimore] got called rodent-infested. So where do you see CHARM Lit Mag in that Baltimore identity?

WWB: So, I’m from North Carolina, and I’ve been here now for almost 20 years, since 2005, and I think there’s something about Baltimore that people who live here are very fiercely protective of the city and its reputation. That idea that there is this narrative of Baltimore that isn’t true needs to be subverted, and the people who live here really know all the amazing and incredible things that are happening here. And I feel that very much with our students. I don’t know if there are other cities or towns where people feel that way. I think it’s kind of a unique thing for Baltimore. A lot of the work we publish is–whether intentionally or just sort of imbued with things about Baltimore–about the city and its challenges but also its beauty. That’s in its writing. 

One other thought I have about that is that during the pandemic, some of our students wanted to create a journalism arm of CHARM. So we actually have, in addition to our literary publications, The Charm Report. We have some local journalists who support our students learning about reporting. That’s newer, but it follows that model of instruction and supporting them as learning to become reporters, but also having the students really own [it]. What are the topics that you care about, what do you want to write about, what story needs to be told?

MP: Going off of that, are there any upcoming opportunities at CHARM you want to talk about?

WWB: Yes! So we have an open call for submissions for students K-12 about chaos. That closes in March and will be out this spring. We are gearing up for our summer publishing internship which will place 20 teenagers at local publishing and media sites all around Baltimore. Last year, we had students at The Baltimore Banner and The Afro, several local bookstores, and Hopkins Press. We’re really excited to be bringing that back. We also just moved into our new space at Baltimore Unity Hall, and we’re co-located with a bunch of other community arts and education organizations like Arts Every Day, No Boundaries Coalition, Community Builders. Now that we’re here, we have so many more opportunities for volunteers and workshops.

To learn more about CHARM, visit charmlitmag.org, find the organization on social media via @charmlitmag.