I once asked Myung Mi Kim where gender is located in her work, and she said simply, "it's everywhere," resisting the notion that gender needs to be overly inscribed into the text with some kind of message. Hers is the kind of work that has most influenced how I make poetry - the idea that we don't need to enclose or nail down gender or race, for that matter.

I once asked Myung Mi Kim where gender is located in her work, and she said simply, "it's everywhere," resisting the notion that gender needs to be overly inscribed into the text with some kind of message. Hers is the kind of work that has most influenced how I make poetry - the idea that we don't need to enclose or nail down gender or race, for that matter.

When I am writing poetry, I try to make my mind go a little lazy, to not think too much, as a way of opening up the part of the brain that makes poems. If I'm successful in this part of the process I'm often not. If my mind gets too lazy it will linger in familiar boring territory, it's like my mind can stroke the physical world.

My goals as an artist have nothing to do with speaking to an audience. I love to have a good time, but when it comes to poetry I'm not really interested in writing poetry that seeks to entertain or operate safely within the mainstream and, to be clear, I'm not disparaging the really phenomenal work that does - it's just not my interest as a poet.

I've long been a fan of Adrian Piper's work. I find her performance pieces moving in their willingness to lean toward the absurd. Yet, there's a social critique in her interaction with people who may or may not have understood that the artist was present.

For me, a lot of Discipline was very personal writing, like writing through and working out being inside this gendered body and also the compulsions of the body, the muting of the mind as driven by the body. My father had died some years ago so he haunts the book too, just floats through it ghost-like. But, the writing of every book is different for me. They are so like living creatures, these books, so I don't know what's carried over into the writing of the next things - except maybe that I'm best when I make my writing practice a routine.

With my students I give them lots and lots of guided writing. Part of it is as simple as writing a lot but not toward anything. The mind floats. Then I help them see where the language has heat. If we do this a lot in class, students eventually relax into this writing practice and enjoy it. Even just that - writing pleasure without the anxiety of "audience" or "grade" or "success" - is a kind of impetus toward the unfamiliar.