Recently, while I was in England, I saw a documentary on the BBC about the border between India and Pakistan at Wagah. When the border closes each evening around six o' clock, the soldiers on each side do these amazing high-stepping peacock march-offs (like a dance-off). The displays are almost identical on each side and thousands gather to watch them. Though they're patrolling along their separate borders, what comes across is how similar they are.

Teaching is a great way to keep learning.

Recently, while I was in England, I saw a documentary on the BBC about the border between India and Pakistan at Wagah. When the border closes each evening around six o' clock, the soldiers on each side do these amazing high-stepping peacock march-offs (like a dance-off). The displays are almost identical on each side and thousands gather to watch them. Though they're patrolling along their separate borders, what comes across is how similar they are.

Whether you're talking about political borders or aesthetic divisions (and clearly, the political ones have much more tragic consequences), it seems like once they are created, we want to patrol them, enforce them.

There isn't a grand plan at work in the progression of the books with respect to the line. I do want the books to be different from each other, certainly, but I'm more aware of that on the level of theme or structure. I can tell when I'm writing the last of a particular type of poem because the writing is too easy and I start to feel queasy.

I guess I'm a bit of a projector - my emotions tend to get translated into different, fanciful situations.

Poems can't help but be personal. Mine are certainly an accurate blueprint of the things I think about, if not a record of my daily life.