An Interview with Robert Antoni, author of As Flies to Whatless Boys

Robert Antoni is the author of five books: Divina Trace, Blessed is the Fruit, My Grandmother’s Erotic Folktales, Carnival, and As Flies to Whatless Boys. He earned an MA from the Johns Hopkins University and a PhD from the Writers Workshop at the University of Iowa. Among his honors are Guggenheim Fellowship, the Commonwealth Writers Prize, a grant from the National Endowment for the Arts, and the NALIS Lifetime Literary Award from the Trinidad and Tobago National Library.

Antoni lives in Manhattan and teaches in the graduate writing program at The New School University. We recently had an opportunity to talk about his latest book, As Flies to Whatless Boys (Akashic Books, 2013).

EB:What prompted you to write this book?

RA: I was leafing through an old Trinidadian memoir, and in the Appendix I came across three paragraphs on John Adolphus Etzler, his machines, and his Tropical Emigration Society (TES). I was fascinated. But what struck me as still more amazing was a footnote to the description of Etzler: that despite the tragedy that ensued with his experiment, several well-known families were established in Trinidad. And last among the list was my mother’s surname, Tucker. Yet my mother had never heard of Etzler or the TES. The only story she knew was that our first relative to arrive from England in Trinidad, William Sanger Tucker, settled the rest of his family in Port of Spain, and left immediately with his fifteen-year-old son, Willy, into the jungle—she had no idea why. And six weeks later young Willy brought his father back to his family in a makeshift stretcher carried by himself, an African, and two Warrahoon Indians. He was dying of yellow fever, to which he succumbed following morning. That was all my mother knew. But suddenly I realized that my mother’s bizarre and horrific story made sense if the Tuckers had been part of Etzler’s experiment. I was determined to find out. So I went to the National Archives in Trinidad, and to the British Library in London, and I gathered together everything I could find about Etzler and his society—including his own published treatises, complete with mechanical drawings of his machines. And I began to pour through the mountain of photocopies, looking for the surname, Tucker. Eventually, I stumbled across it, again and again, and I realized that the Tuckers were indeed counted among Etzler’s first group of Pioneers to land in Trinidad. Not only that, William Sanger had been instrumental to building the Satellite, Etzler’s agrarian mechanism powered by the wind that would have planted the crops and performed all the labor upon the land. But the culmination of my research was the discovery of a letter, fished out of William Sanger’s pocket on his deathbed, and addressed to the editor of The Morning Star—the journal published in London that followed the progress of Etzler’s society, where the letter was mailed and eventually appeared. That letter is the only description we have of the settlement where Etzler’s great plan for humanity came to fruition, and met with its tragic end in a matter of weeks. Once I’d fond that letter, I was hooked. No turning back.

EB:I was fascinated by Willy’s language. How did you fashion Willy’s voice, with its particular cadence and creole-like grammar?

RA: That’s the language I grew up with. It’s the language of my grandfather on my mother’s side, who in his last years, lived with us in our home. He was also named William (a popular Tucker name—my own middle name, too). Having said that, Willy’s language is also an invention, a fabrication, including the grammar. It is an attempt to get that spoken language down on the page, in a way that is both readable and convincing—hopefully, even for readers who have never traveled to the West Indies. It’s the most agonizing and enjoyable aspect of my writing. And all of my books, to greater or lesser extent, are written in some form of West Indian vernacular—or vernaculars. It’s what I live for, as a writer anyway.

EB:Willy also used a lot on wonderful expressions like “What the arse” and terms like “to mongoose” “boobooloops” and “cockspraddle.” Are they authentic or a product of literary license?

RA: They’re both: a combination of well-known Trinidadian colloquialisms and invented words (which Trinis do as a matter of habit). “What the arse” comes from the contemporary “what the ass”—my attempt to make it feel both slightly archaic and British. A mongoose is of course that small rodent common in India (there are lots of East Indians in Trinidad who were brought initially as indentured laborers, and have contributed substantially to the culture and language). So a “mongoose” is commonly used by Trinis to mean a sly, shrewd, conniving, and artful scamp—like Etzler. The calypsonian, Lord Invader, had a popular song called “Sly Mongoose”. But as far as I know I’m the first person to use it as a verb. “Boobooloops” is a popular expression for an over-weight, ungainly, clumsy person—it’s one of those wonderful words that looks like its meaning. Finally “cockspraddle” should really be “catspraddle”, and anyone who has ever owned a cat will know exactly what that means. The thing is, I had already used two cat metaphors in that same paragraph, so I had to think of something else: I half-invented “cockspraddle”.

EB:The theme of language is all through the work. What did you have in mind by having Marguerete born without vocal cords? What is it she is unable to say?

RA: There is nothing she is unable to say in her silence. And in her curt notes to Willy, she says it more succinctly, perceptively, and profoundly than anybody else. But that’s precisely the point. That’s how she knocks Willy off his feet. Etzler and everybody else is all talk. But one of the reasons I wanted to make Marguerite mute was to have her contrast Miss Ramsol, the Director of the Trinidad National Archives who, in the contemporary strand of the story, is assisting the “author” (named Mr Robot, her pronunciation of Robert) with his research—which also turns into a romance. Miss Ramsol communicates to Mr Robot via emails written in what I call a “Trini-vernacular-cellphone-textspeak” (meaning that it contains lots of numerals, abbreviations, and not a single full stop). Miss Ramsol’s emails spill off the page, just like Etzler’s speeches and his own writing. But Miss Ramsol was the easiest character I have every written, and Marguerite was definitely the most difficult. For so long she felt contrived. I just couldn’t make her believable. Eventually my partner and first editor, Ali—an amazing writer herself—told me that Willy has to fall in love with Marguerite not in spite of the fact that she is mute, but because of it. That was exactly what I need to hear. It was the key to bringing her to life.

EB:The parallel love story between the writer Mr Robot and the archivist Ms. Ramsol, who lets him “subjuice” her. That seems to have been a lot of fun to write and an interesting commentary on evolution of language. What did you have in mind?

RA: The only thing I had in mind was to have fun.

EB:Is “subjuice” a real usage?” If not it should be.

RA: All mine, and thanks.

EB:The title alludes to the line from King Lear “As flies to wanton boys are we to th’ gods. They kill us for their sport.” Why “whatless”?

RA: It’s a fairly well known West Indian colloquialism meaning worthless, useless, eagerly destructive—basically without what. Contemporary spellings are wotless and wutless. But I wanted to go back to the origins of the word, almost as a way to suggest in that word the evolution of language (even though I knew that to spell it that way would piss some Trinis off—they’d say I got it wrong). But I wanted the word to appear familiar and at the same time a little strange to all of my readers, including my fellow Trinidadians. Also, I wanted to let my readers know, right from the title, what they were in for—language-wise at least. It’s like saying, right from the title, read at your own risk! Nobody who picks up the book can tell me I didn’t warn them! Of course, there are a million reasons for using the quote from Lear in my title, one being that there are parallels to Shakespeare’s play throughout the novel—including Gloucester’s blinding, the character who speaks the line of the title. I’m also, somewhat underhandedly, attempting to elevate the stature of my own story simply by association with the master. But Lear is Shakespeare’s history play that is also a family saga, and it is a tragedy, with ample comedy (thanks to the Fool and others), just like my own story. Last, I am constantly rewriting Shakespeare, and Walcott, and all of my mentor-masters-and mistresses, just as they did. What else can a writer do?

EB:What is your next project?

RA:R & R.

EB:Thanks for talking with us.

RA: Pleasure.

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Amy MacLennan’s Things to do this Poetry Month

Amy MacLennan’s has put together a great list of readings to help you celebrate National Poetry Month. Thanks, Amy.

** Jackson County Library Poetry Events

    April 1, 5:00p-6:30p, Shady Cove Library: Lawson Inada leads discussion on poetry

    April 5, 2:00p-3:30p, Rogue River Library: Lawson Inada provides a poetry discussion and writing workshop

    April 6 (SUNDAY), 1:00p-3:00p, Ashland Library: Linda Barnes, Angela Howe Decker, Amy MacLennan, and Amy Miller read from their works (some of my favorite poets to steal from)

    April 12, 2:00p-4:00p, Medford Library: Poetry and Pie (read a poem and eat pie)

    April 12, 12:00n-3:00p, Eagle Point Liibrary: Explore Haiku and write your own or decorate a famous haiku poem

    April 13, 1:00p-3:00p, Ashland Library: Elizabeth Hallett hosts a showing and discussion on Stafford’s “Every War has Two Losers” (people can read their favorite Stafford poem)

    April 16, 1:00p-2:30p, Ashland Library: Lawson Inada will provide a poetry discussion and writing workshop

    April 22, 5:00p-7:00p, Rogue River Library: Film showing of Stafford Documentaries, “William Staffford: Life and Poems” and “Every War has two Losers”

    April 30, 12:00n-1:30p, Medford Library: William Stafford Tea and showing of “Every War Has Two Losers”

** OSF Hip Hop Open MIke

    Monday, April 7, 7:00p
    Black Swan Theatre, Ashland

** Last Illahe Event of the Season!!

    Shaindel Beers, John C. Morrison, Vince Wixon
    Thursday, April 17, 7:00p
    Illahe Gallery, 215 Fourth St., Ashland

** Bloomsbury Books, Ashland

    Dawn Diez Willis, Donna Henderson
    Thursday, April 3, 7:00p

    Pepper Trail, Gary Lark, Michael Spring
    Thursday, April 10, 7:00p

    Jeff Alessandrelli, Lisa Ciccarello
    Monday, April 14, 7:00p

    Steve Dieffenbacher, Jenny Root, Kathryn Ridall
    Thursday, April 24, 7:00p

    Angela Decker, Don Colburn
    Tuesday, April 29, 7:00p

** Gallerie Karon

    Wednesday, April 23, 7:00p
    Amy MacLennan, Dori Appel, Bruce Barton, Joyce Epstein, Rebecca Gabriel
    500 A Street, Ashland

** Julia Connor Workshop (Straw into Gold)

    Friday, April 25 through Sunday, April 27
    GEOS Institute, 84 Fourth Street, Ashland
    $150 for 12-participant workshop with 10 hours of instruction
    Deadline: April 1

Amy MacLennan makes her home in Oregon’s Rogue Valley. She is the author of two chapbooks, Weathering (Uttered Chaos Press, 2012) and The Fragile Day (Spire Press, 2011), and many other terrific poems.

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Aviation English, a guest post by Brenda Shelton

Aviation English

The most common bridge language in the world is English. Whether the implemented communication is online, in business, or soaring above ground through the friendly skies, English is the chosen language of use and connection. After the end of World War II, English became and remained the official language of aviation. However, the English used in aviation is not entirely traditional. Instead, Aviation English, the restricted register of simplified yet structured English used by pilots and air traffic controllers, is the true official language of air travel. Swift, simple, and systematic, this form of English is a scripted, and in many cases highly dangerous, form of verbal communication. Therefore, while individuals within the aviation profession must have a solid understanding of the English language, Aviation English itself is a specialized and unique form of English that cannot be found anywhere else. Aviation English is the plain yet intricate trade language of the skies.

Since Aviation English is a global language, yet simultaneously a language used solely for the profession of aviation, it may be classified as a bridge or trade language. While native English speakers must learn Aviation English, non-native speakers learn English as well as Aviation English in order to fly. As a result, Aviation English exists as a mutation of traditional English, used to allow for all pilots and air traffic controllers to communicate with one another, ensuring safe flight patterns and operation. It is “a language for specific purposes,” or “a code that is used in a very restricted context” (Alderson 169). It contains the addition of specific grammar alterations for the sake of succinct, brief communication and clarity, as well as a unique vocabulary and certain abbreviations due to the distinctive parts of an airplane and the specific protocol of flying. Thus, Aviation English exists as a “restricted register” (Ragan 26) or a situational, limited language confined to a predetermined script and rhythm.

While no exact tally exists of how many people speak Aviation English, undoubtedly you cannot become a pilot or work in the airline business without a firm grasp of Basic English. The official establishment of English as the primary language of aviation took place after World War II, when commercial airlines began to boom in popularity and the primary manufacturer and supplier of airplanes was the English-speaking United States. As a result, American gained more influence in Europe, and worldwide, leading to “English terms and word translations of English words” taking dominance in the colloquial and professional lingo of the global aviation trade (Sauter-Bailliet 76). Additionally, it was during this time that international, and even specifically European, airline conferences began operating entirely in English. While members of ATLAS (Alitalia, Lufthansa, Air France, Sabena and Iberia consortion), specifically Air France, may feel inclined to still converse in their native languages when within the boundaries of their country of origin, all pilots and air traffic controllers are required to speak English and to be familiar with Aviation English grammar and terminology (77).
With many non-native English speakers conforming to Aviation English as a trade language, there can be a reflection of “the speech peculiarities of the mother tongues” (77) within their pronunciations and wordings. Thus, courses and aptitude tests regarding Aviation English vocabulary and structure are required before an individual may become a pilot. Such courses may be taken through various aviation and online academies after an individual acquires a firm grasp on the basics of the English language through previous learning channels.

The goal of Aviation English textbooks and classes is to prepare an individual for compliance with the International Civil Aviation Organization’s Language Proficiency requirements for Aviation English at the operational level 4. Operational level 4 ensures that an individual’s pronunciation, structure, vocabulary, fluency, comprehension, and interactions are at a satisfactory level to be able to converse with native and non-native traditional English speakers within time-sensitive and restrictive settings. For example, the operational 4 Language Proficiency qualifications for pronunciation list that for a sufficient speaker: “pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere with ease of understanding” (ICAO Rating Scale). Thus, one does not need to speak English perfectly to pass an Aviation English test, but must be fluent enough to be accurately understood. Additionally, interaction is important when it comes to Aviation English, and according to the ICAO’s operational 4 standards, an individual must provide responses that are “usually immediate, appropriate, and informative,” and must deal “adequately with apparent misunderstandings by checking, confirming, or clarifying” (ICAP Rating Scale).

Additionally, there are various textbooks that provide the basics for pilots and air traffic controllers regarding aviation-specific terms and the scripting of language within Aviation English. Henry Emery et al.’s textbook and CDROM Aviation English for ICAO Compliance and Philip Shawcross’ Flightpath are good textual sources for introducing and practicing Aviation English structure and vocabulary. There are also specialized methodology courses for Aviation English available through online organizations such as Jeppesen, which is a Boeing company. While Aviation English is not a literary or extremely expansive form of communication, it is important that all pilots have a firm grasp on the grammar and vocabulary involved in order to perform their job efficiently and prevent the endangerment of lives. Therefore, Aviation English is a prestigious and internationally accepted standard language for the commercial aviation profession, despite the fact that it may not be entirely proper in terms of the Standard English language.

Before examining the structure of Aviation English, it is important to understand the terminology involved in speaking the language. Much of the vocabulary used to describe airplane parts is based on the language used in maritime professions. For example, when it comes to the prominent parts of the craft, the main areas are known as the “deck” and “cabin,” while the cargo or luggage is carried in the “holds” (Murphy 1). Abbreviations are also a common feature in regard to plane parts within Aviation English. Some examples of written abbreviations on plane parts are: “valve assy (for assembly)” and “qty (for quantity)” (Sauter-Bailliet 78). These abbreviations exist in the vernacular of all airlines, due to the United State’s dominance regarding plane production and promotion and the ICAO’s establishment of English as the dominant airline language.

The unique vocabulary and signification system of Aviation English is most important, and most frequently found, within the communication between pilots and air traffic controllers—a practice also referred to as radiotelephony (Alderson 169). Often, the word choice in radiotelephony is brief and many simplistic vocabulary words are left out. For instance, when an air traffic controller is commanding a flight crew to perform a specific task, they will often omit many helping words, leaving only the nouns and action verbs. For example, within the sentence: “Avianca 052 climb and maintain 3000” (Ragan 28), it is vital that a pilot understands that “climb and maintain 3000” is referring to 3000 feet and that “Avianca 052” is the air traffic controller addressing his plane. Additionally, there are many terms that can be found within sources like The Dictionary of Aviation or Flightpath’s “Glossary of Aviation Terms.” Some examples of vocabulary found within Aviation English dictionaries are: the phrase “active runway” in reference to a runway in use, and “DA,” meaning a dangerous area (Crocker 5; 64). Additionally, if a bird hits an aircraft, it will be referred to as a “bird strike” (Shawcross 4). There are also various words that are known as “aviation jargon,” and are therefore not considered acceptable Aviation English. For example, if a plane is “buttoned up” then the doors and panels are closed, or more properly, the cabin is secure (Shawcross 5). These distinct phraseologies are vital for a pilot or aviation professional to know in order to be able to communicate properly with other members of the profession during flights and other professional routines.

Coupled with the unique vocabulary of Aviation English, there is a structural and grammatical pattern to radiotelephony interactions prior to, during, and after flight. All radiotelephonic interactions are structured and scripted for clarity and efficiency. Throughout the course of a flight, policies ensure that “pilots are provided with official wordings they are legally required to follow, and which specify who says what to whom, and when. Pilot’s talk is therefore highly predictable and projectable” (Nevile, “Talking Without Overlap” 226). Therefore, the speech pattern within a flight follows a set sequence of call and response, and pilots complete specific tasks and goals in a sequential, swift manner. However, pilots in their work are not advised to speak at the same time in order to avoid miscommunication and error. As a result, pilots use “nonscripted responses, such as okay or thanks, to establish joint awareness that a task has been completed” (228). While completing checklists, pilots also utilize “and-prefacing” to mark the beginning of a new sequence and the ending of an old, and to initiate a shared awareness of a completion of or arrival at a goal (Nevile, “Making Sequentiality Salient” 383; 284; 295). Therefore, in order to clearly showcase that a task in a sequence has been completed, and re-affirm that all tasks before it have been completed as well, a pilot will begin their sentence with and. The following is an example of typical speech used while checking to make sure a runway is clear on both sides before taxing:

    First Officer: clear left.
    Captain: and clear right (Nevile 284).

Here, and-prefacing is vital in maintaining clarity in terms of following sequences or checklists while ensuring that all necessary protocol is completed. The and in this instance “prefaces the talk, after the activity, that claims the activity has been performed and claims therefore that the state of the plane, and so the plane, are as required” (Nevile 284). Thus, the and signals that both the left and right sides are clear. Sentences will also begin with and when a goal is met and there is a shared awareness of achievement. For instance, when a crew is aware that they are to meet a certain altitude during a flight, the pilot will announce “and at altitude” (297), when such a target is reached. And-prefacing is a result of the sequential nature of aviation work and therefore a necessary grammatical element within Aviation English to ensure clarity when performing listed tasks with minimal word usage.

In conclusion, Aviation English is not only a simplistic modification of the Standard English language, but also a very structure and internationally recognized language. In order to speak this succinct style of English, an individual must have knowledge of Standard English and familiarity with traditional English sentence structure to accurately be able to understand and construct shortened sentences and maintain quick word-flow. Aviation English also possesses a set of phraseologies and vocabulary words specific to the practice of aviation. With its simple, scripted structure Aviation English exists as a restricted and specialized connecting global language with the common goal of safe travel and organized, accessible communication.

Works Cited

    Alderson, Charles J. “Air Safety, Language Assessment Policy, and Policy Implementation: the Case of Aviation English.” Annual Review of Applied Linguistics, 29 (2009): 168-187. Print.

    Crocker, David. Dictionary of Aviation. 2nd ed. London: A & C Black, 2007. Print.

    Nevile, Maurice. “Making Sequentiality Salient: and-prefacing in the talk of airline pilots.” Discourse Studies, 8.2 (2006): 279-302. Print.

    Nevile, Maurice. “Talking Without Overlap in the Airline Cockpit: Precision Timing at Work.” Text & Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies, 27.2 (2007): 225-249. Print.

    Murphy, Cullen. “Airline English.” Slate. The Slate Group, 2014. Web. 9 March. 2014.

    Ragan, Peter H. “Aviation English: An Introduction.” The Journal of Aviation/Aerospace Education & Research, 7.2 (1997): 25-36. Print.

    Sauter-Bailliet, Theresia. “English, The Vernacular of the Airline Industry.” American Speech: A Quarterly of Linguistic Usage, 51.1-2 (1976): 17-84. Print.

    Shawcross, Philip. “Glossary of Aviation Terms” in Flightpath: Aviation English for Pilots and ATCOs, Student’s Book. Cambridge: Cambridge University Press, 2011. Print.

    “About Aviation English.” MacMillan English. MacMillan, 2008. Web. 9 March. 2014.

    “ICAO Rating Scale.” MacMillan English. MacMillan, 2008. Web. 9 March. 2014.

Brenda Shelton is studying English at Southern Oregon University and hopes to become a librarian.

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An Interview with Kate Lebo, author of A Commonplace Book of Pie

Kate Lebo‘s writing has appeared in Best New Poets, Gastronomica, The Rumpus, and Poetry Northwest among other places. She holds an MFA from the University of Washington, has been a recipient of a Nelson Bentley Fellowship and of the Joan Grayston Poetry Prize, and she is a baker and a devotee of zines. Her book A Commonplace Book of Pie was published by Chin Music Press in 2013 and she is currently at work on a cookbook called Pie School: Lessons in Fruit, Flour and Butter, forthcoming from Sasquatch Books in fall 2014.

She lives near Portland.

EB: I loved A Commonplace Book of Pie, which I found at the Chin Music Press exhibit at Wordstock. Why pie? Why not cake?

KL: I like to eat cake. But I don’t really care about it. Pie, on the other hand, can be mysterious, temperamental. A good pie can be hard to find. Pie has more symbols and clichés attached to it, so even those who don’t have personal experience with pie-making know how pie demands reverence that a cake does not. Also, pie is a sensory experience. I handmake every part of my pie crust. You can’t mix a cake with your hands.

EB: The pies, along with the wonderful illustrations by Jessica Lynn Bonin, are not in alphabetical order. You start with Pumpkin Pie and end with Peach Ginger Pie, with some great ones in between—Cranberry, Chocolate Cream, Rhubarb Custard, Mud, Mumbleberry, and more. How did you decide the order of presentation?

KL: The collection had to start with Pumpkin Pie because, as the very first poem I wrote in this series, it sets the tone and defines the conceit of the rest of the book. It’s a poem that tells you we’re going to use pies to describe and define a personality, we’re going to keep our tongue firmly in cheek, but there’s also some serious matters to attend to here. This poem wants you to pay attention to the possibility of materials (the pumpkin in a can of Libby’s “could be a porchlight or a smear on the street, or this can of future pie”), and to start to think about those materials as a metaphor. From there, I ordered the poems so they could build on and undercut each other and the reader’s expectation of where the book was going. Then comes the recipe portion of the book that gathers axioms, clichés, bits of wisdom, and recipe to invite the reader to finish the book by making a pie.

EB: Are recipes poetry? Or science. Or both?

KL: Depends on who’s writing them. Cook’s Illustrated recipes are closer to science, and proudly so. Mark Bittman’s recipes, with the way they leave themselves open to interpretation, are closer to poetry. As I’ve written Pie School: Lessons in Fruit, Flour & Butter, I’ve gotten completely obsessed with the balancing act of lyric writing and technical writing that’s present in my favorite recipes. The recipe must work. That’s the technical part. If you want the reader to crack an egg, you need state that with words that create clear action. But if you don’t want to bore yourself to tears, and if you’re interested in practice of cooking over the product of cooking, as I am, you long for lyricism, the invitation to feel and sense and interpret. I’m starting work on a new book that will take that tension as one of its themes.

EB: You teach both poetry and pie-making. How do the students compare?

KL: All my students are eager to make something they enjoy, that they can give to other people. Many come to class feeling mystified about how to do that with a pie or a poem. Their motivations—why they’re making pie or poems—are so diverse. I find that exciting and affirming.

EB: Was lemon meringue really invented in Portland? Wow!
KL: The poem Lemon Meringue Pie was invented in Portland. It’s a great example of what I mean when I call A Commonplace Book of Pie “a collection of facts, both real and imagined, about pie.”

EB: You are working on a recipe book called Pie School. Tell us about that project.

KL: Pie School is a collection of recipes and essays about fruit pie. I teach you how to make a pie from flour sack to cooling rack while using poetry and cultural critique to frame the domestic art of pie making. I hope the book will encourage readers to make what they can with what they have, trust their senses, and approach pie as the folk art and deep tradition it is.

EB: I read that you judged a pie contest. How do you do that?

KL: Start by eating the tip of the pie, then break off a bit of the crust and munch on that. Repeat for another 30 pies. Take notes. Remember which pies you didn’t want to stop eating. This will be a very strong feeling, hard to describe but easy to identify. That one wins. As with a lot of contests, it’s all a matter of taste.

EB: Thanks for talking with us.

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