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Independent Presses: Helping Save Jobs and Literature

June 21, 2011, 5:26 pm

By Elise Blackwell

This year I attended two very different writing-centered extravaganzas: the annual conference of the Association of Writers & Writing Programs (AWP) and BookExpo America (BEA). There’s overlap between the two. Some of the writers-with-cachet (think Colson Whitehead) and industrious editors show up at both, and at both you can smell the mix of optimism and desperation that pervades the writing industry.

But it’s the differences between the two events that point to the sometimes precarious situation of college-based writers. While the AWP conference is geared toward teachers of writing and aspiring writers, BEA is about publishing as commerce. You won’t find poetry or small literary journals well represented at BEA, and at AWP you won’t spot chain-store buyers or the few editors who sport William Fioravanti suits.

Yet most prose writers in the academy must succeed in both worlds. This has become harder for many. Writers who aspire to faculty positions often find it difficult to gain the credentials needed to land and keep a job even when they do excellent work. There are still plenty of good homes for individual short stories and essays, but nearly every tenure-track position in creative writing requires a book contract. A second published book is the usual height of the tenure bar. In trade publishing, a second book can be difficult to come by if the debut doesn’t splash sales figures. And literary-fiction writers compete for catalogue space with genre fiction, biographies, cookbooks, picture books, novelty books, and self-help manuals.

I hear from colleagues that the review process for scholarly books isn’t sheltered from considerations extraneous to merit. But the large trade houses that once published, and so provided employment insurance to, a legion of college-based creative writers is now explicitly and nearly fully guided by market concerns. (I discuss some causes and effects of this situation at greater length here.) Many writers have turned—whether out of conviction or panic—to one of the versions of self-publishing that proliferate. Whether or not this is a good idea for writers generally is an unanswered question, but it’s clearly not a wise option for any writer hoping to score an academic job interview.

Fortunately, independent publishing survives and in many cases thrives. While most small- and mid-sized independent publishers also need to make a buck, their acquisitions decisions are generally made by smart editors rather than marketing departments populated by the underpaid, unseasoned, and sometimes literarily uninterested. They tend to be owned and run by lovers of literature rather than multinational corporations also invested in aerospace, broadcasting, defense, or sports management. (Yes, I’m generalizing.)

Independent publishers may well be saving literary fiction in this country; they are certainly helping to save it. As commercial concerns increasingly dominate the New York publishing world, large houses abandon their midlist writers, and university presses back away from publishing new fiction, these publishers’ colophons are the ones that many writers and readers of literary fiction—both within the academy and outside of it—seek out.

Akashic

Dedicated to what it calls “the reverse-gentrification of the literary world,” Akashic was founded by rock bassist Johnny Temple from Girls Against Boys. Its fiction tends toward the edgy, exemplified by its series of noir anthologies (New Orleans Noir, Cape Cod Noir, Baltimore Noir, etc.). This press is also committed to publishing a large percentage of African-American writers and has a strong gay and lesbian list.

Dzanc

This energetic small press publishes innovative short-story collections and novels by such writers as Matt Bell, Roy Kesey, Dawn Raffel, Terese Svoboda, and Laura van den Berg. Dzanc also publishes the monthly online literary journal The Collagist and offers an assortment of readings and workshops around the country. Unlike many of the publishers on this list, Dzanc operates as a nonprofit.

Graywolf

Around for decades, Graywolf continues to publish high-quality literary fiction. It’s the house of Percival Everett and Per Petterson and has also shown a willingness to take a chance on emerging writers, as evidenced by the recent publication of Marie Mutsuki Mockett’s Picking Bones from Ash, Alan Heathcock’s Volt, and Jessica Francis Kane’s The Report.

Grove/Atlantic

Because it is old and relatively large, it is sometimes easy to forget that Grove is an independent. Though new editions of older works (think classics by Henry Miller and Juan Rulfo) make up a substantial portion of its literary-fiction list, it also publishes fine new work, not least Francisco Goldman’s latest novel Say Her Name and Karl Marlantes’ Matterhorn.

McSweeney’s

Initially founded as a literary journal intending to publish only works rejected by other magazines, McSweeney’s quickly became a publisher of short prose by some of the country’s heaviest literary hitters and then expanded into book publishing. Its fiction imprint includes a strong list of award-winning novels from the likes of Dave Eggers and Robert Coover.

Milkweed

This Minneapolis-based nonprofit publishes poetry and nonfiction as well as fiction. In addition to the books it publishes as winners of the Milkweed National Fiction Prize, it maintains a small list of other novels. While many of the books have an international flavor or sense of social consciousness, the main criterion for publishing with Milkweed is literary quality.

Other Press

This award-winning publisher of mostly literary fiction and nonfiction has published Michael Crummy, Leslie Epstein, Eva Hoffman, Herve Le Tellier, Peter Stamm, and many others. Its stated aim is to publish works that “represent literature at its best.”

Two Dollar Radio

As would be expected from a press whose philosophy is to publish books of literary merit that are “too loud to ignore,” Two Dollar Radio’s fiction list tends toward the young and gritty, particularly descendants of Bukowski. It garnered significant recent attention with Joshua Mohr’s novels as well as Grace Krilanovich’s The Orange Eats Creeps.

Unbridled Books

Perhaps I shouldn’t list my own publisher, but I signed with Unbridled after first publishing with a large house because I was already a fan. Editorially driven, it publishes exclusively literary prose, mostly fiction with a few carefully selected nonfiction titles. Recent successes include novels by Timothy Schaffert, Masha Hamilton, and Emily St. John Mandel.

University Presses

Some of the academic publishers who formerly published significant amounts of literary fiction—even those that still publish new poetry—have shuttered. Others have stopped publishing fiction beyond the occasional translation, a new edition of a historically important novel, a novel or collection that coincides with a regional publishing mandate, a book by an old friend of an editor, or the single winner of an annual contest. For instance, Southern Methodist University Press’s excellent list of literary fiction disappeared when the whole press was cut, and still-terrific LSU Press publishes only two fiction titles per year. Still, at least a few university presses publish original fiction here and there, much of it excellent.

Others

The above list comprises publishers who concentrate on new English-language fiction. Many excellent small publishers focus on translated and reprinted fiction. Some of the best are Archipelago Books, Dalkey Archive Press, Europa Editions, Melville House, New Directions, NYRB Classics, and Open Letter Books. When I see one of these books in a bookstore, I at least pick it up and usually take it home.

 

Elise Blackwell is the author of four novels and directs the M.F.A. program at the University of South Carolina, where she also teaches undergraduate creative writing.

 

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  • jffoster

    Actually, “community college” is not historically simply a new word for ‘junior college’.   A number of junior colleges were private, and some public ones were really ‘normal schools’ or technical training schools.  The ‘community college’ as I recall got its main impetus in the 60s, were public, and often an extension of one or more school districts.  

  • theatheist

    1. I agree there is a problem. But that 10% number is a bit of a strawman. A large proportion of CC students are in technical programs that lead to a “terminal” AS or AAS in fields like culinary arts and cosmetology. Of course they don’t go on to earn a Bachelors degree. (If by 10%, the author refers to students who specifically enter transfer programs, the article should have made that clear. But I do not believe this to be the case.)

    2. As for students who do wish to transfer:

    2a. One reason many students attend a CC is poor preparation. They end up taking remedial classes in math, reading, and writing, none of which count toward completion of a Bachelors degree. The bigger the CC, in fact, the more likely it is to require a whole series of remedial classes, starting with pre-algebra and basic grammar. Odds are excellent that a student requiring remediation in one area needs it in other areas. It’s quite easy to rack up 10-20 hours in non-transferable remedial credit. Students with second-language deficits are a growing population in CCs. Look for these numbers to go up before they come down.

    2b. Another reason many attend a CC is that they have little to no idea what they want to major in. As a result, they often take classes that transfer as elective credit only, or niche classes that don’t transfer at all. To complete a major, they end up needing more credits than they had anticipated. Call it a problem of personal responsibility, bad advising, or no problem at all. Some kids really do need to explore for a while.

    2c. Often, the courses that do not transfer are high-interest niche classes that may be unique to a given CC (e.g., Food in Literature, The Science of Star Trek, etc.). Such courses exist because without them, some students might not elect to enroll in college at all. They’re part of a reversed bait-and-switch game, in which students are promised fluff and end up getting educated instead. OK, it costs a few hours. Maybe it’s worth it.

    Bottom line: If you want to solve a problem, please describe it accurately, or your opponents will use the inaccuracy to distract the conversation. 10-20 hours beyond the required 120 is no reason to panic. It’s the extra hours beyond those that warrant attention.

  • gavin_moodie

    Is transfer of credits the primary problem, or transfer of students?  It seems to me that the first challenge is to get highly selective colleges to admit reasonable numbers of community college transfer students.  Getting full credit for their community college studies is an important but secondary issue.

  • bdbailey

    The North Carolina Community College System changed from quarters to semesters in the 1990′s.  This was done to facilitate synchronizing courses for transfer with the university system.  Courses now have common numbers and descriptions across the system, and the state university system accepts these courses for transfer without review.

    Getting community college students admitted for transfer may be the bigger challenge.

  • wagamama

    This brief article raises a useful topic but does not go into enough detail. At my institution individual departments have considerable autonomy over what transfer credit they will accept from community colleges and whether it will fulfill degree requirements. As you might guess there are a fair number of faculty who take the attitude that a course not taken from them at our university can’t possibly be worth anything, and is certainly not an equivalent for a university requirement. My department takes quite a different attitude–we try and accept as much transfer credit as possible, on the theory that it increases the number of majors in our program. I like to think that the enrollment in our department is more diverse as a result, at an institution that can certainly use more diversity.

  • jackieking

    Please look a bit further and note that Illinois has had very comprehensive articulation agreements for more than 10 years.  Yes the old argument about the AAS degree being a terminal degree and technically non transferable is still around, but if one looks at the programs in AAS one sees that many of those courses do in fact transfer, check out the associate degree nursing situation and you will see how that works. 

  • jamesgpeck

    If you want an exercise in frustration, try to transfer course work earned at a four year institution to a community college. The experience will make the nit-picky course transfer procedures of four year collleges look quite generous.

  • 11236504

    A number of state activities could have been included in this article – Wisconsin with agreements from UWC into any of the state 4 year institutions, or Florida with UCF and it is Direct Connect with 5 community colleges, etc.  These programs are plentiful, alive and well.  And students who spend all 4 years at a BA institution may very well graduate with more than the specified number of credits required; 20 over and above is not a cause for alarm.  Consequently it seems from the comments, etc. that the real question is how to assist and support students to complete at community colleges and transfer appropriately to a BA awarding environment?  I think the Direct Connect in FL works well due to advisors for the BA university being housed and available on the community college campus…  the students need someone readily available to say, yes, this is possible; yes, you can do it; here is the info you need based on our conversations; etc.  The bridge between the two institutions is incomplete or missing completely.

  • janetcraven

    The national community college honor society, PTK, has started a community college completion campaign. The organization has evidence that students who actually complete an Associate’s degree at a community college are much more likely to eventually graduate with a bachelor’s degree. Advisors need to help students stay on track and if a student intends to transfer they need to complete an Associate of Arts degree that includes college level math, humanities, social sciences, etc.–courses that will be required at the four-year college. States that employ a seamless AA block transfer to universities probably have higher bachelor completion rates among community college students. Another obstacle is that many community college students are “location-bound.” They do not want to uproot their children from school. More variety and affordability in online and distance learning options are needed.

  • smstauff

    Illinois could also have been included with its Illinois Articulation Initiative model and other collaborative efforts between Illinois community colleges and senior institutions.

  • 11274135

    Disappointing article, in that it has no news in it.  The representatives of the schools featured provide almost no information about what they are doing. And these are all states that are arriving late to the challenge of developing decent statewide articulation agreements. As mentioned in one of the comments, the greatest transfer challenge that remains in most states is the AAS (associate of applied science) degree, which, in some states is the most common degree delivered by the community college systems. The AAS is an occupational degree whose curricular demands are often negotiated between the colleges and the businesses or industries that hire their graduates.The challenge of transferring the AAS is that the two year curriculum tends to be very light on general education and very heavy on highly specific applied courses that have no even rough equivalents at most four year institutions. Thus students who attempt to transfer with AAS degrees often find that fewer than half of the 60+ semester credit hours of the degree will count toward completion of the bachelors degree.

    At my university, we succeeded in solving this problem by eschewing course-by-course transfer and opting for “degree” transfer instead.  That is, if a student had an AAS degree awarded by a regionally  accredited college, the university would award 60 credit hours for the degree, and the student could earn a Bachelor of Applied Sciences (BAS)degree in a nice variety of concentrations by completing another 60 hours at the university. No exceptions, no hidden requirements. We did not try to interfere with the AAS curriculum. Instead we focused on what we needed to do to graduate a student of whom we could be proud. The BAS curriculum had a general studies component that, combined with the typical general studies requirements we found in an extensive national review of AAS curricula, would roughly satisfy our university requirement. It also had some special requirements in management, communication, quantitative analysis or computing, and great big chunk of courses in some area of concentration that  might complement the focus of the AAS or allow the student to move in a new direction. (We reserved 6 hours of the 60 for student who needed extra help in math and science. Students who  didn’t need help had six hours of electives.) Students in the BAS take exactly the same courses that students in our BA and BS programs take (with two exceptions–a “rust removal” math course and a “science in technology” course).

    Rather than debate endlessly about whether a student had this or that course or met this or that requirement exactly, we gambled that a student who had completed an AAS degree, regardless of content, had developed the mature habits and qualities of mind and behavior necessary to be successful in our program. That’s about half the battle. And we were right. The completion rate for BAS students was very high, and, on the average, they outperformed BA and BS students in the same courses. Their GPAs were slightly above the university average. And a significant number have gone on to earn masters degrees, and a few have completed PhD programs.  As this program developed, very productive dialog opened up between the university and the community colleges, and we have been able to strengthen both the AAS and the BAS curriculum as a result.

    There is a lesson in this experiment for addressing the overall challenge of transfer articulation.  Keep in mind that this involved one of the largest universities in the US and one of the largest community colleges, along with 11 additional community college systems in the state. Obviously we can also admit out of state students because of the basic simplicity of the key articulation principle.

  • raza_khan

    Hi Richard

    Few issues that are pointed here in this article.

    1.  The notion that only 10% of students at CC gets Bachelors degree.    Well,  this is a large number of students at CC who only come for one course, workforce development or just for an AA degree.  A big group of students come in for nursing degree.   In fact, very few are looking to transfer.

    2.  Most states already have articulation at place so the process should be smooth for the students provided they are set to go from the time they transfer to the time they get their Bachelors…. well, that does not happen as students still change major after transferring.

    Raza
    ______________________
    Raza Khan, Ph.D.
    Dr.Raza.Khan@gmail.com

  • http://www.facebook.com/malaika.adero Malaika Adero

    A great round up of indie presses

  • http://www.facebook.com/whoelscher Wolf Hoelscher

    I, too, attended both AWP and BEA this year as the owner of an online submissions tool called Pubmission. One of the things that struck me about BEA was the large number of indie presses that were still accepting submissions from writers. In contrast, the corporate publishers for the most part accepted only agented materials. 

    I’m sure that agents provide these big houses with quality work, but as a former acquisitions editor, I would have never considered closing my doors to submissions. Even if you publish only one book out of a thousand from the slush pile, maintaining a direct connection to writers is vital to any publishing house. Not only do you establish good will with a community of writers (who might actually buy or review your books), you can also spot trends in the industry.

    So I was encouraged that so many indie presses still valued this connection to writers, and I think it will be a key factor in their transcendence to the top of the industry.

    Great post. Thank you, Elise.

  • http://www.facebook.com/people/Raymond-King/100001617465318 Raymond King

    technology is changing and ebooks is giving humanity more to do with their minds. I it weren’t for independent presses like CREATESPACE, authors like RAYMOND STURGIS wouldn’t be able to show the world their wonderful talent. 

  • unusedusername

    I think that a 4-year community college: one with open access, rigorous courses leading to a BS or BA, and a faculty priority on teaching rather than research, would be a fantastic idea.  Such institutions would still definitely have a different culture than research universities do.

  • 11274135

    The argument that mission creep among community colleges will eventually create the need to reinvent community colleges has been around for a long time. Now, it seems reasonable to me that some well established community colleges can reasonably be bumped up to four year colleges if there is a demonstrable need, but they should not pretend that they are still community colleges just because they have only “a few” degrees, most of which are narrowly occupational. Rest assured, history, psychology, education, communication, etc. majors will emerge once the dam has burst. That kind of incrementalism does not serve statewide academic planning very well. In many cases, students and the state are better served by community college/university partnerships which keep the institutional missions more or less intact but offer students greater access, better transfer options, and lower total cost for the baccalaureate.

  • liveyourlife

    Before two year institutions go down the road of “bigger is better” and striving to become like other institutions they should think hard about if they can look their current students in the eye and tell them that a few years from now you wouldn’t be good enough for us.

  • dpmccain

    I would like to see community colleges revisit the model of the early 70′s.  I attended a local community college for a year, and was able to transfer to a university as a second quarter sophomore because I wasn’t saddled with having to take Gen-Ed classes at out of state tuition

    A friend of mine teaches for a community college, and her classes are overloaded by any standard.

    It’s much like many of the for-profit colleges that require the students go complete Gen-Ed classes are are not needed.  The students would be better served with certification classes.    I think I have mentioned this in another blog….but it continues to concern me.

  • robjenkins

    All true, yellow. Thanks for the clarity.

    As a community college lifer, I find these aspirations to four-year status slightly disturbing–as if being “just” a two-year school is no longer good enough. And yet I can’t honestly say I’m upset that we’re going to be offering bachelor’s degrees at GPC. It just seems to put us in a much better position politically–and funding is ALL about politics. Is this merely a short-term gain that will be offset by some long-term damage to our mission or identity? I don’t know. That’s why I’m asking the question of others who may have past experience dealing with this trend. I hope not.

    Rob

  • cronicao

    If you are attending a Language/Literature convention, read David Lodge’s
    novel, SMALL WORLD, before you go.

  • lightningstrike

    On the flip side of this discussion, let us not forget the 4-year colleges/universities that are hell-bent on “community engagement,” a movement that amounts to duplication of many parts of the community college mission. Why do they do it? For market share. If there is a buck (grants, etc) to be made or great PR to be had, they (“they” meaning 2-year and/or 4-year) will expand services beyond their original mission. But on the community college front, I think there is one more issue, the white elephant. I’m sure that every CC college student/faculty/administrator has done this at least one time in their academic life: drop the word “community” in front of “college” (or just mumble it) when telling their peers where they work or go to school. Formally dropping the “community” in the official title of the college spares the CC college student/faculty/administrator from the guilt of dropping “community” in their informal interactions with their friends and peers.

  • falashas

    Great article! The Community Colleges of today have to expand their mission to become more relevant in the global economy.