The Mermaids and the Sea Monsters

Story

Long ago, when the world was made up of water and islands, there were many rocky shores on which it was traditional for mermaids to sit, and almost as many mermaids to sit on them. Their chief pursuits were to sun themselves, to admire the picturesque sight of the other mermaids atop their rocks, to comb their hair, to collect sea shells, to hold philosophical conversations with the starfish, and, of course, to sing.

The mermaids loved singing with their friends. They would compose great operas on the topics of salt spray and wind and the slithering waves. It must be said that the mermaids were not always in tune, and they did not always understand the concepts of “melody” and “harmony” in quite the way that you or I would. They also got a bit carried away from time to time. Still, they loved singing, and were very proud of their music.

Mermaid painting, Warwick GobleNow one day, when the mermaids were preparing to begin a great opera on the topic of sunlight glinting on the waves, it happened that a young sea monster had become lost and was trying to remember the way to the nearest southern current. Noticing the assembly of mermaids, the young sea monster crept closer—her kind were a solitary bunch, and never having seen a mermaid before, she was curious to investigate the strange creatures. She was only a dozen feet from the shore when the mermaids began their opera.

The clamor struck the young sea monster with terrible force, sending her tumbling back through the water. When she regained her senses she fled as quickly as any sea monster could. In her hurry to get away she broke the surface and sent a splash sailing into the air in the direction of the assembled mermaids.

Mermaids, as I’m sure you’re aware, do not mind water, but even the most water-loving soul is bound to take issue with finding herself abruptly covered in cold ocean water and bits of seaweed at the precise moment that she has begun a very important musical performance, and their screeches followed the sea monster far across the ocean.

The disgruntled mermaids postponed their opera and spent the rest of the day discussing the sea monster they’d seen. They called the sea monster all sorts of unflattering names, working themselves into a frenzy, until one mermaid said, “It’s evil!

The other mermaids fell silent as the words sunk in.

Evil, according to mermaid legend, was only a fantasy. Or that’s what they’d always thought, but now they weren’t so sure. If sea monsters were ill-mannered enough to interrupt a performance when it was only just beginning, who knew what other behaviour they might be capable of? When one mermaid noted the sea monster’s very large size, and its very large mouth, they began to wonder whether the monster might be impolite enough to eat mermaids for sport.

Now, by this time the sea monster had found her southern current and taken it to the warmer regions where she met her companions and told them about the mermaids’ terrible voices.

They were a great distance away from the mermaids, but sound travels faster in water than in air, and by and by the mermaids’ discussion reached the sea monsters. It was a bit garbled by this time, but the sea monsters got the gist of it, and they were very offended by all of the things that the mermaids said.

The sea monsters all thought it very strange that the mermaids feared being eaten by them. No sea monster, so far as anyone knew, had ever eaten a mermaid, and they were a little revolted by the thought—mermaids after all were neither particularly nutritious nor flavorful. After a discussion, however, they decided that they would give it a try, if they encountered any more mermaids who attacked unsuspecting sea creatures with their infernal screeching.

After several weeks had passed, and several screeching mermaids had been eaten, they were forced to admit that it seemed an effective means of getting the terrible sounds to stop.

Meanwhile the sea monsters’ conversation was reverberating back and forth around the world until it finally reached the mermaids. It, too, was a bit garbled, but the mermaids got the gist. They had thought they’d heard the worst of it when they got confirmation of the sea monsters’ dietary habits, but they were unprepared for such a very unflattering description of their voices.

When, after several days, they had recovered from the shock, they decided that if the sea monsters so feared their songs, the best way to ward them off would be to sing as loudly as possible.

Many ages passed in a similar sorry state. The mermaids sang their operas, driving many a sea monster to the point of madness, and the sea monsters reluctantly adopted a diet of mermaids. And this is probably why there are so few sea monsters and mermaids left in the world nowadays.

There are a few left still. You can find them swimming somewhere in the forgotten corners of the world, and I am told that they have at last put aside their differences. The mermaids’ musical talent has improved considerably through the long ages of practice, and the sea monsters no longer mind it so much. Indeed, I have heard that sea monsters have become fond of trumpeting, and that mermaids and sea monsters join together in great harmonies. In secluded places, if you are very lucky, you can still hear them sing.

Sometimes their songs contain stories, and sometimes the stories are about their sorrow and regret for the prosperity that they lost, and about a time long ago when mermaids and sea monsters were everywhere in the world. And if you ever meet a mermaid or a sea monster, they will tell you to be careful about the stories you tell and the stories you listen to — because once a story is told it can never be taken back.

Hans_Egede_1734_sea_serpent

Commentary

This was a lot of fun to do! Knowing that I was writing a story that would be read aloud seemed to have a big effect on the style of my writing, and I was much less worried about making it realistic or conforming to typical writing rules. I also found it interesting how I started thinking about the people I’d read it to and in some ways adapting it to suit their tastes long before I actually read it to them.

I didn’t think about the content too carefully as I was writing it, but looking back I made some choices that might be somewhat unique – for example using two groups of people rather than individual characters, the way “evil” is never entirely real, or delivering the ending message of the story through my characters rather than through the narrator. I’d be interested to hear people’s thoughts on the effects of this!

Works Cited

Globe, Warwick. “The Mermaid and the Dragon.” <http://www.artsycraftsy.com/goble/goble_mermaid.html>

Ellis, R. “The ‘Great Sea Serpent’ according to Hans Egede.” <http://commons.wikimedia.org/wiki/File:Hans_Egede_1734_sea_serpent.jpg>

Community and Hypertext in Digital Literature

There were a lot of great questions for this week’s readings – I had a hard time choosing just one to focus on! In the end, I settled on question #7, as it’s something that feels very relevant to me as a writer. In case anyone needs a reminder, the question asks us to consider the way that both social media tools and hypertext might affect literature and story.

Social media and online writing communities

In the interests of keeping this brief, I decided to leave out discussion of self-publishers who closely emulate traditional publishing procedures. Instead, I’d like to think about the online communities of writers who share both original fiction and fan fiction for free on websites like Wattpad, fanfiction.net, and fictionpress.com.

E.L. James’s bestselling Fifty Shades of Grey began as a Twilight fan fiction in one of these fan communities, and an article by Jen Pecoskie and Heather Hill available through the UBC library catalog uses the book’s publication process to talk about the evolving relationship between reader and author. They make the point that the periodical and social format of writing in such communities

[allows] readers to consume and respond to the text as it was being created and, through their responses and feedback, for the author to get suggestions from readers and gain a readership following (616).

The article notes that in its fan fiction form, Fifty Shades apparently had 40,000 reviews on fanfiction.net. Some of it takes the form of expressing appreciation or excitement, but at other times there are more direct writing suggestions or ideas of how they wish the story to progress (617).

As Erika points out in our lesson this week, listeners of stories have more power than readers of text: “once words are written down, that’s it – they do not change.” However, it seems clear that the readers of online literature in this type of community has much more agency than those of traditional printed books, or even most self-published ebooks.

Hypertext

I’d like to share another article on the topic of hypertext: Davida Charney’s “The Impact of Hypertext on Processes of Reading and Writing.” It makes a lot of interesting points on the limitations of hypertext, and I’m inclined to agree with the idea that “the development of linear text forms, with their careful sequencing of ideas, may not reflect constraints of the print medium so much as the needs of readers and writers who depend on the text to help them sequence the flow of ideas through focal attention effectively” (9).

Her claim that it isn’t about the constraints of the print medium reminded me that examples of hypertext-like linking can be found in printed books long before digital media: in the footnote, for example, or in the choose-your-own adventure story. It may be easier now, but it isn’t all that different. And while digital hypertext may give the reader a new level of interaction with the text, and perhaps caters to the decreased attention spans of modern readers, it also leaves them with an awkward choice: coming to an interesting link in the middle of the story, do they follow it now, and interrupt the flow? Do they open it in a new tab in the background, to check later, when it won’t be as fresh or relevant in their mind? Or follow it without coming back and never know what they missed?

Works Cited

Charney, Davida. “The Impact of Hypertext on Processes of Reading and Writing.” <http://www.cwrl.utexas.edu/~charney/homepage/Articles/Charney_hypertext.pdf>

Pecoskie, Jen (JL), and Heather Hill. “Beyond Traditional Publishing Models: An Examination of the Relationships between Authors, Readers, and Publishers.” Journal of Documentation 71.3 (2015): 609-26.

Paterson, Erika. “Lesson 1.2 Story & Literature.” <https://blogs.ubc.ca/courseblogsis_ubc_engl_470a_99c_2014wc_44216-sis_ubc_engl_470a_99c_2014wc_44216_2517104_1/unit-1/lesson-12/>

Introduction

Welcome to the first post in my English 470A Canadian Studies class blog! The course focuses on Indigenous literature in juxtaposition with European traditions, so we’ll be looking at issues like the relationship between literature and storytelling and the connections between nation building, canonization, and colonization. Blogging is a large part of the way we interact in this class, so this blog will feature my weekly contributions as the term goes on.

My name is Cecily, and I’m a fourth-year student doing a double major in English Literature and Creative Writing. (Having read through some of my fellow students’ blogs, I’m a little surprised at how popular that combination seems to be – hi HavaCharmaine and Kevin!) I plan to graduate next year; it’s a little hard to believe that this will be the last time I take classes in the summer.

I find that Canadian authors are often sidelined next to the much larger American publishing industry. While I am a Canadian citizen now, I moved here from the US eight years ago, so I have the experience of being an outsider and I’m less familiar with Canadian literature than many people who grew up here.

Survivors Totem Pole. Photo credit: Downtown Eastside Sacred Circle Society
Survivors Totem Pole. Photo credit: Downtown Eastside Sacred Circle Society

I’ve been introduced to contemporary and historical Indigenous issues in Canada through friends in activist communities who contributed to projects like the Idle No More protests or the Survivors’ Totem Pole. Even so, Indigenous literature often seems to be sidelined even within Canadian literature, and I can’t say I’ve had much experience with it, so I’m looking forward to learning about something that’s so relevant to the place I live but that I don’t necessarily know a lot about.

I’m particularly intrigued by the prominent role that storytelling and blogging play in this class, since it’s an experience that is very distinct from any of the other literature courses I’ve taken, and because both of these aspects are so applicable to the Creative Writing portion of my degree. It’s really interesting how the online format can actually encourage interaction and participation rather than prevent it. I can’t wait to read everyone’s blogs over the term – I think we’re going to have a great summer!

 

Works Cited

“ENGL 470 Canadian Studies.” UBC Department of English. Web. 15 May 2015. <http://www.english.ubc.ca/courses/summer2015/470-98a.htm>

Fong, Melissa. “A Survivor’s Totem Pole to Symbolize Resistance, Persistence, and Inclusion in Vancouver.” Georgia Straight. 4 July 2014. Web. 15 May 2015. <http://www.straight.com/blogra/680001/survivors-totem-pole-symbolize-resistance-persistence-and-inclusion-vancouver>

“Idle No More.” Idle No More. Web. 15 May 2015. <http://www.idlenomore.ca>

“Survivors Totem Pole.” Downtown Eastside Sacred Circle Society. Web. 15 May 2015. <https://www.facebook.com/survivorstotempole/photos/a.485170878282115.1073741828.476972702435266/619317151534153/>

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