Interdisciplinary Studies Major, Writing/Marine Bio Minors

Author: Alex (Page 11 of 21)

Caim and Abel Research

To help create my independent study novella, I’ve compiled some research that has helped me create characters, settings, and themes while writing. This is an ongoing post as of 9/12 and will most likely have some additions in the next few months.

The Demon “Caim” as illustrated in Collin de Plancy‘s Dictionnaire Infernal, 1863 edition.

The idea of my novella really stemmed from the idea of Caim, specifically Collin de Plancy’s illustration of the demon from his 1863 edition of Dictionnaire Infernal. His first appearance in demonology has been traced back to the mid-17th century with the publication of The Lesser Key of Solomon. He appears specifically in the first part entitled, Ars Goetia. In this, Caim is designated as a “President” of Hell, ruling over thirty legions of demons. There is some dispute over whether Caim is considered a President or a Prince of Hell, though in my novella, Caim is simply a demon serving under the Princes of Hell. The Ars Goetia also gives some insight into Caim’s character, specifically that he is a great disputer and will tell the truth of things to come.

Caim’s sigil as found in the Ars Theurgia Goetia

Without spoiling my novella too much, Caim’s appearance in the mortal realm is due to sigil magic. The second part of The Lesser Key of Solomon focuses primarily on the sigils of each of the seventy-two demons of Hell. This part follows the Ars Goetia, rightly entitled the Ars Theurgia Goetia. Caim, labeled the 53rd demon of Hell, has his own sigil that can be used to summon him. While the process of summoning demons is convoluted and sometimes conflicting with other rules outlined in the Ars Goetia and the third book, Ars Paulina, Caim’s summoning in the novella has been simplified. Interestingly, the Ars Paulina details the “adventures” of Paul the Apostle communicating with demons and spirits. With the translation of The Lesser Key of Solomon in 1904, Aleister Crowley not only made the addition of new invocations, but also essays describing the use of demon sigils as a psychological exploration rather than demon summoning.

Abel Turner’s parents own “Twisted Turner’s Escapes”, which is an escape room. Coincidentally, I work at an escape room. The description and set up of Twisted Turner’s is based largely on Maine Escape Games, an independently own company in South Portland. One of my favorite scenes that I’ve written so far is when Caim possesses some of the props in a wizard theme room to attack a group of children. Unashamedly, these props are based on actual, wooden books that can be found in the room Southport School for Wizards at Maine Escape Games. Note: Maine Escape Games does not condone the use of props or any other material to harm children.

Southport School for Wizards (MEG), featuring the wooden books that inspired Caim’s book-nado sequence

I.S Journal #1

Prompt: Character Study. Create a character inventory of two characters, each with ten things about him/her/they.

Character 1: Abel (Abe) Turner

  • 27 years old, helps run his family business “___”, only child
  • Went to local community college to get a business degree
  • Soft-spoken, but can be snarky/sarcastic with people he’s comfortable with
  • Likes: Cooking, mushrooms, horror novels, puzzles
  • Dislikes: Organized religion, driving, crowds/most people
  • He has a lack of drive and feels like the only path for him is to continue running the family business, but isn’t sure if he wants to.
  • Brushes off his own feelings for others. He thinks he’s being selfless, but to others it comes off as him being selfish
  • He tends to wear the same clothes for a few days, only because he forgets to change.
  • Figured out that he was bisexual in high school after realizing that most of his friends didn’t think that Orlando Bloom was even a little bit handsome
  • He and his family have lived in the same city for their entire lives, though Abel has his own apartment now.

Character 2: Caim

  • Age is unknown, though he’s presumed to be very very old.
  • His main purpose as a demon is to take on jobs that the Princes of Hell don’t have time for
  • He’s a people (demon?) pleaser and tends to be speak loudly
  • Likes: Poe’s “Raven”, fencing, ABBA, philosophy, pineapple chicken curry
  • Dislikes: Demons that don’t work hard, cats, Dante’s “Inferno”, cold/rainy weather
  • Believes that he wants what the Princes of Hell want, but feels out of place most of the time
  • Manipulates those around him to in order to accomplish his goals, usually on his masters’ behalf
  • Had a human-esq form when Hell was first created, though the Princes of Hell changed him into a bird with clawed hands on the ends of his wings and the ability to speak
  • He enjoys when humans use witchcraft to summon him because it is usually a way for him to create a little chaos in the mortal realm.
  • Not only does he look up to the Princes of Hell, but he has an unhealthy admiration for lawyers

Writing Fellows Journal #1

Prompt: Compare strategies in chapters 2&3 to your own strategies. Write 400-500 words (what strategies could you add? Under which situations have they been helpful? Which specific writing challenges do they address? What sticks out in these chapters? )

There were many helpful strategies in these chapters. My own strategies for editing/writing tend to rely heavily on re-reading and having others read my works. These strategies work well for me, mostly because I find that I’m very critical when in comes to my own writing, therefore I try to self-correct whenever I can. I really only have another person read my works/essays if they have prior knowledge of the subject that I’m writing about. This has been helpful for me in more STEM-related fields than anything, but in terms of creative writing, it doesn’t help as much. Lately, I’ve been trying new methods of writing/editing because I feel like I haven’t been improving in my own writing through these methods. One of the methods they discuss a lot in the chapters is to not edit while you write. I mentioned above that I tend to self-edit, but this definitely limits not only the variety of errors that are found. By self-editing and editing while I write, I’m not exactly improving myself or my skills. This chapter was incredibly helpful for me, as I do need to find new strategies for myself and to help others. One strategy I really like is the idea of reading aloud. I understand how this might be off-putting to a lot of people, but if you let them know that you aren’t actively listening for errors, I think it’s one of the strategies. As it says in the chapter, reading aloud can help a tutor ask questions of the writer that will help improve their writing, and it can help the writer self-identify errors. Since I’m currently doing a lot of creative writing, I’ve started to read some of my sentences out loud to myself and to others. I haven’t been doing this for long, but I’ve already seen improvement in my own writing. Reading aloud can, especially in a tutoring session, help minimize the later-order concerns (like grammar, word choice, etc.) so the tutor can help focus on higher-order concerns. Another strategy that I like using, especially for essays, is outlining. A lot of people I know struggle with outlines, but I’ve always found them to be a great way to organize my thoughts and evidence that I need to use to back up my claims. It does tend to be a go-to strategy for teachers and tutors, so I would like to look more into using visual representations to help students who might struggle with getting words down on paper. I’ve never personally used a visual method, but I can see how word bubbles or charts can help students find connections between their thoughts or claims for an essay. I think the biggest thing that stuck out in this chapter was the idea of not taking control away from the writer. Sometimes, I’ve found that I can be controlling when it comes to writing, especially when it comes to essays, but I liked how the book focused on asking the writers questions about their work. Instead of “rewording” a sentence that the writer has written, asking questions can help a writer identify their main point, and can then find a way to better express it within their writing.

Story Start #3: The Catcher

Catcher began to sink down into the sand. The coarse grains found their way into her boots, rubbing against the skin of her ankles. She wrenched her foot free and, with as much grace as a newborn fawn, stumbled over the mounds of sand in her path. The sky, or what she could see of it, was a haze of orange. There were no clouds in sight. A swift breeze picked up some sand in the distance, billowing the black dust against the horizon. In any other circumstance, she may have appreciated the scene and the favorable weather. Catcher wasn’t here to bask in the sun.  

Where are you? 

Silence. Catcher sighed and began the long journey across the black plains. This was going to be a long day for her.  

Desmond sat in class. He blinked. How did he get here? He didn’t remember getting his bike from the garage that morning or the grueling ride through middle-class suburbia to get to school. He rubbed his eyes, brushing away the remnants of sleep from his eyes.  

“Now,” Mr. Livingstone tapped a bit of chalk against the blackboard, leaving dots of white underneath the word ‘Emancipation’, “While the Emancipation Proclamation was passed in 1863, that didn’t necessarily mean that the lives of former slaves magically improved.”  

He scribbled 1863 in his notebook, though he found that his hand was sluggish. He supposed it was still early. What time was it again? American history was his first class of the day, but it felt like he’d been sitting for a while. He glanced up from his notebook, searching around the room for a clock. The walls around him blurred, the striking colors of the posters merging into a haze before him. Desmond’s brows furrowed. He rubbed his eyes, once again finding crusting bits of sleep from the night before.  

“Many African-Americans didn’t have the means to leave plantations in the south,” Mr. Livingstone continued as Desmond kept wiping his eyes, “Therefore, many were forced to stay, working for food and living accommodations.”  

At those words, the pink and white faces of his peers were on Desmond. They stared at him, at his deep, umber-brown skin. Heat rose to his face. He hated this unit. He hated how his white classmates looked at him, eyes filled with pity and sickly pale faces begging for forgiveness on behalf of their ancestors.  

Thanks, He thought, But can you maybe, like, do something about racial inequality in this country instead of staring at me like that?  

We’re sooorrryyy,” They all chanted in unison, their faces slowly draining of color. Desmond recoiled, watching in horror as his withering, grey classmates rose to their feet.  

Story Start #2: Of Slugs and Dragons

The screaming whistle of the tea kettle brought me out of my trance. I reach for the kettle sluggishly, my fingers barely registering the contact of the silver handle. It’s as if my whole body was trapped in a gelatinous box. Every move, no matter how slight, travels in space far longer than it needs to, gravity pushing down on my fragile bones as they fight their way through the jelly-filled space. The tea kettle makes it to the other side of the kitchen. I don’t know how. There are moments like that now. Moments where I move without realizing it, moments where I just nod along, saying “Yeah, alright, no problem” even if it is a problem. Nick says I should go to a doctor or a psychologist or something. I tell him I don’t have time, that the kids need to be at rugby practice in thirty minutes or that Mrs. Paisly from flat 4B needs help finding her keys again. He just stares at me when I say things like this, his once bright hazel eyes grow dark and dim. I’m afraid he’ll set up an intervention. He’d invite my parents, my sisters, probably even Father What’s-His-Name from the church he still goes to, even though I tell him constantly that I don’t want anything to do with organized religion.  

“Lou.”  

The way he says my name sounds worse than the screaming kettle. I don’t answer him. Instead, I grab a packet of sugar, flicking the middle until all the grains are neatly in place.  

“Lou, I’m leaving.” I don’t need to turn around. I know he’s in his grey suit, holding a navy, checkered umbrella in one hand and a worn, brown leather briefcase in the other.  

“Mhm,” Is the only response I give him. The door clicks shut. I tear open the sugar packet.  

I find myself in the study surrounded by towering bookshelves cluttered with books entitled, “The Five Ds of Entrepreneurship” and “Don’t Start a Business, Build an Empire”. There was a time when broken crayons littered the floor of the study and a staticky radio would blare old Queen hits while two kids and their mom stamped their feet and howled that they needed somebody to love. Nick mostly uses the study now. But here I am, standing in the center of the room surrounded by boring books and a growing sense that my life is falling apart.  

That’s when I see the dragon outside my window.  

Story Start #1: Evil Man

Honestly, I was expecting a greater reaction. Some tears and resistance, maybe even a little bargaining. Indifference though? The kid looked bored. He just sat there, arms and legs bound to the chair in front of me. He couldn’t have been more than nine or ten years old, yet he didn’t seem phased by the fact that I had just kidnapped him. I supposed it didn’t matter. Rule #689 of the Memorable Evil Archnemesis Handbook states, “The demeanor of the kidnapped holds less importance than the strength of the relationship between the victim and the Hero. Even if the victim is downright joyful to be in your presence, NEVER FEAR, for the Hero will care for them and inevitably fall into a sinister trap of your own machinations during a rescue attempt”. I turned from the kid, resolving myself. He didn’t want to play scared? Fine by me. His father was the one I was after and he would, most certainly, be terrified.  

“Once your father arrives,” I declared, facing the dripping cave walls, “I’m sure I can be persuaded to let you have some sort of reunion before I bring your little family to an end.” 

An exasperated sigh was his only answer. I cleared my throat. The damp cave seemed to swelter suddenly.  

“No matter,” I continued, finally turning to face him, “I can see that your silence is all an act, a façade of bravery. Son of Power-Man, you will be the key to finally bringing the hero of Tri-City into my–”  

“Ugh.” I stopped, my mouth open. Truly, this child had no idea what kind of trouble he was in. To interrupt me during my monologue? I chuckled, approaching the chair that held my captive. Gingerly, I placed my hands on his shoulders and leaned in close,  

“I’m sorry, did you have something to share with me?”  

“Eat shit and die.”  

I recoiled, sending my sleek, black cape billowing behind me. This was ridiculous, even for a child. The language? Unacceptable. Apparently, being the brat of the city’s best super-hero meant that discipline was nonexistent.  

Excuse me? Do not speak to me in that manner!” At this, the child smiled.  

“Or what?” He asked, cocking his blond head to the side, “You gonna kill me, old man?”

Fiction Journal #2

Prompt: After doing the reading in Bird By Bird, take a look at your notes. What
concrete things did you appreciate in the reading? What sticks with you? What resonates?

One of the very first things that stuck out to me during the reading was actually found on page 3. “Writing is about telling the truth”, essentially, writing allows us to understand who we are. I appreciated this because, like most people do, I had a hard time figuring out who I was. Heck, I still feel like sometimes I don’t understand myself. Yet, something clicks when I write. I feel like the words that I write are true and honest, even if it takes a while to get to there. This brings me to the second thing that stuck with me. Throughout the chapter, there was one question that loomed over everything. If writing is something that is so personal and true and honest, then why is it so hard? While there might not be a real concrete answer, the one Lamott gives is that the world is against writers. Whether it’s time, circumstance, distractions, or the exploding political landscape, there is always something that should keep writers from writing. Sometimes, these things succeed, but other times, as Lamott states, we “clear a space for the writing voice”. One of the greatest things I’ve learned over this past year is that writing takes persistence and faith, two things that are embedded in this chapter. Specifically, on page 9, Lamott writes that “You are learning what you aren’t writing and this is helping you find out what you are writing”. Writing is trial and error and trial and error and a little bit of tears and some coffee and then ending with three words on a mostly blank page. But, three words is more than you had. Persistence. The poem by Philip Lopate is featured on page 11. The overall message, at least to me, is that your demons are your closest friends and the moments of frustration and jubilation when it comes to life can be used in your writing. The last thing, and probably the biggest thing that resonated with me, was the question of why. Why am I writing? I had to stop and really think about it. Being published and successful sound fun and amazing and I definitely strive for that, yet I know that that isn’t the reason. I think I write for myself and to create worlds, characters, and stories that connect people even in the darkest of times. In a way, I think I write to create a legacy for myself, something that I can be proud of. Though, the reasons may change, I think the most important reason that I write is because it makes me happy and it feels right.

Fiction Journal #1

Prompt: What do you like, find interesting, etc.? What kind of an artist’s book are you
thinking of? Can you think of ways that two different genres of art work together to harmonize
or synergize?

There were a few things from the interviews that I found interesting. The idea of the livre d’artiste being a “beautifully bound book”, yet containing something personal is almost touching in a way. Sarah Bodman specifically stood out to me, as she explained that her books closely followed the livre d’artiste tradition of being beautifully-bound and exquisite looking. Yet, I also like the idea that many of the artists described by stating that they create their books with an intention of being humorous. I think that for me, I’d like to merge the idea of having something that looks wonderful and exquisite as a façade for the humor and silliness beneath it. I also found it interesting that many of the artists agreed that while these books have no places in gallery settings or for monetary gain, they are-or almost- as important as those works. Artists books are incredibly personal and can not only reflect how an individual thinks and feels during a certain period, but can reflect a culture and society as well. I’m not sure yet what artist’s book I might think of. When I created an artist book during my non-fiction writing course, I focused more on connecting the things I wrote about in my life, specifically the evolution of different relationships from my childhood up until college. I think I’d like to highlight the similarities in each of my stories when it comes time to create the book. This way, I can try to pinpoint a specific writing style that I might have. Two different genres of art can work together to harmonize in a few ways. Firstly, people have different ways to interpret things. A person who may not resonate wholly with words might not make much of a poem, but if that poem were represented through a drawing or painting, that person may take or create an interpretation of their own. Going along with this, different styles of art/writing could also create conflicting themes and messages, which could create discourse on the topic. For instance, words could convey that one should “reach for the stars”, but a painting could show a burnt hand reaching for scorching flames or vice versa. By seeing a similar message conveyed by different styles/genres of art, we, as viewers, have the opportunity to look at the message through two or more unique perspectives that we otherwise wouldn’t have.

GAP Journal #24

Team 451 and Team Blue Ocean presented today. First, Team 451 discussed how their project went and how they worked as a team. Like last time, a major focus on communication and collaboration. This team showed specific examples of how they communicated and the sources they found during research. It was interesting to see how another group used similar methods of communication while also being completely different. It was also interesting to see how much research they really put into their programs. It made me think of how my group just put research into the proposal without having a separate source list. In hindsight, having a list of all the sources we used would have been pretty helpful. Team 451 also discussed their future plans and how this class would fit in with their careers. Two of the three members had careers the directly correlated with what their project was about, but one member said that it wouldn’t apply to her career as much. Yet, the skills she gained would help set her apart from other applicants. I think most other groups have put a lot of stock into how grant writing is a specific skill that will benefit them in the future, but most of us aren’t looking at the smaller skills we’ve gained along the way, like team communication and research. Team Blue Ocean only had two members, and it seemed like it benefitted them a lot. One member said that two people seemed to communicate better than three, almost as though three people would be “too many cooks in the kitchen”. It made me interested in how this project would have turned out for my group if it were only two people. I think the biggest theme of all of the presentations focused on collaboration. It really made me think of how much I try to rely on myself, especially when it comes to projects like this. I think that working in a team will be something that I need to work on in the future, though I believe that this class was a great start to improving on my weaknesses.

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