Class sketch
The class is nearly empty when I arrive, arms loaded with books that will not fit in my bag; I throw them down on the desk and wait. I feel like a corn husk dried out in the sun, or a lamp stuffed with a headachey, caffeine-deprived genie. I look at the clock: five minutes to the hour, when class starts. Rhetoric students, I remind myself, are almost never on time. I don't expect my friend K. for another ten minutes or J. for another twenty-five.K. is barely on time, or exactly on time by my watch. She lobs her bags onto the desk beside me. Her coat is flapping and her hair is shoved under a green cap; she looks harried, as usual. I know J. will be late; he's almost always late for this class unless we walk together, late at least by twenty minutes. For some odd reason, my friends' predictability lends me a bit of strength.
The prof begins the class and suddenly I am in a fighting mood. No, I tell myself firmly. Why? I ask myself when the arm goes up; self-frustration fills my feet, and begins to rise and rise and flood the persistent questioning fingers now waving in the air. But it's too late, as it always is.
She looks at me warily, halfway through explaining the complex box-diagram on the overhead projector, fingers loaded with green jewels pointing at the squares.
"These writers--Flower and Hayes--they are putting the process of writing into a scientific box. You can't do that; you just can't. They talk about the "composition session" of the writer under study--what writer has set "composition sessions"? They leave inspiration out of the picture."
I can't tell whether she is annoyed; but she is quick to defend Flower and Hayes. "How else," she argues, "can we even begin to understand the composition process, except through this sort of analysis?"
How indeed. I tune out; science cannot make itself interesting. Not today. Not today, or not ever in a composition studies class. No, definitely not here.
K. punches my arm. She's in a manic mood, one that only really surfaces when J. arrives, twenty minutes late, just in time for the composition exercise. "Why are you always late?" we ask him, and he is defensive, and it's all very funny, suddenly.
"I'm not always late. I got stuck behind a bus."
Water under the bridge. The three of us turn our respective weak attention spans to the subject at hand--the composition exercise. But K. is laughing, swearing, making jokes, poking me; the prof comes around and says something and K. is rude to her. K. doesn't seem to realize that we know her, we understand that she is being funny, only funny, not rude--but the prof is not amused.
She's felt threatened by our threesome for the last two weeks; I can sense it in her gaze when she turns her eyes to our raised hands and laughing eyes and animated group discussions. She sees K.'s wit and J.'s smarts, and by association I, also, am someone to be wary of.
No matter. But turning to the matter at hand--J. and I are researchers; K. is the writer. She must speak aloud the thoughts in her head as she composes a short piece, and we will transpose the process.
"Oh f*** this," she says periodically, halfway through a sentence; or she laughs, cracking jokes. "F*** you," randomly, to J., who looks surprised, laughs, doesn't understand.
When she lobs a word or two at me, even though I know her and I expect it, I feel the words hit my bones somewhere deep inside and shake them just a bit. I look at J. and he is bemused; so am I. But his expression never really changes from its placidity, its calm.
My turn: they are the researchers, I the writer. I write and write and K. is silent as I'm composing aloud while J. writes it down. Integrity, even in this silly piece, I think, and words hit the page like a steam train at a hundred miles an hour. It's not a great piece, by the end, but it could hold together with a bit of glue and a stretch of the imagination, with luck. We put the pens down. J. is thinking; K. is muttering.
We are too tired for this, today. But this prof never lets us out early. I can sense K.'s manic mood turning into a deep irritation--with herself, mostly. J. is calm and his clarity is thrown in sharp relief against K.'s abstraction. He is a bit of Shakespeare and she is a Picasso. And what am I?
I am still Sylvia Plath, feeling drops of rain like coffee saucers hitting the tiled floor around my feet. It doesn't surprise me that it's raining inside.
We can't be taught, today. Today, the sky outside is black and inside we are individual anarchies, walking time bombs, abstract art. We are too critical and too much ourselves, today. We are expanding and expanding until the classroom can't hold us any longer...
Today, she lets us out early.
