Category Archives: about writing

Not Quite What I was Expecting

I spent part of this morning at CPS.  I was invited to today’s all-day meeting earlier in the week, but I wrote to Dr. Wong and told her that a) I wouldn’t be able to stay the whole day and b) I wasn’t sure, given the ambiguity of our relationship, whether it would be appropriate for me to be a part of those meetings in the first place.  We decided to split the difference by having me come in for an hour or so this morning, and Dr. Wong and I got a chance to sit down and talk specifics.

It turns out that they have no money to pay me, or, Dr. Wong said, they’d have formally hired me by now.  She seems genuinely interested in having me as part of her team; she told me that the dean who sat in on the workshop I ran last week had nothing but “glowing” things to say about me, and she recognizes that my particular discipline concentrations are decidedly lacking in her current staff.  She really wants me to get a feel for the school and the kids and the community – despite the fact that she can’t formally offer me a job – so she invited me to come and teach a writing workshop two days a week on a volunteer basis.  That would give me a time to see whether and how I would fit in with the place, and would give them a sense of what I can do with students.  I agreed to a six-week trial; we’ll reassess the relationship after that time.

Dr. Wong seemed really confident that there would be a position available for me in September, but a lot depends, of course, on the money situation.  The school will be more than doubling its enrollment in the fall, they’ve decided not to expand into the building in which they currently reside (they were thinking of breaking through a wall and taking over more square footage, but they’ve put that plan on ice for now), and the expectation is that there will be money in the budget for me.  I won’t know that for a while, though, so for now, I’m going to do the volunteer gig and see what happens.

It’s not an ideal situation.  I would really like to be paid for my time (especially given that I get to tack two travel hours to every trip I make out there).  This gets me in front of a classroom, though, working with kids, doing what I love, and making an impression that may well secure me employment for the next school year.  It’s not perfect, but it’s something I can live with… at least for six weeks.

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Filed under about writing, colleagues, frustrations, Grammar, job hunting, Teaching, winging it

Improving My Argument

*A continuation of the Counting My Chickens series*

I’m soliciting advice on how to present a particular argument.  Your input would be most appreciated.

improve your argumentimage credit

I am prepping to give a writing workshop at CPS on Friday, and I was going through the folder of information Dr. Wong gave me a few weeks ago when I first visited the school.  In it are fliers about the grading system, the dress code, tuition, things like that.  Included in the packet is the school’s handbook, and in that handbook is a whole section about “Respectful Language.”

Oh, boy; here we go….

I’ve written about how I feel about “colorful language” a number of times (notably here. There are other posts, too, I’m sure, but I don’t have the patience to look them up right now).  I feel – and have always felt – as though it’s my job as a teacher to give kids a strong command of their language – ALL of their language – and to teach them when it’s appropriate to use which rhetorical strategies.  Sometimes, and particularly when we’re engaging in creative endeavors, a particular of class of words is required to get across the true tenor of one’s meaning.  Those words exist for a reason, and part of my job is to make sure my students understand both when they need to employ them and when the rhetorical situation allows for it.

Like a fucking lady

image credit

The upshot of the section in the handbook is that if you have a strong enough vocabulary, you don’t need to utter imprecations.  I’m sorry, but I just don’t buy that, and I’m trying to figure out a way to present that case in a way that is clear, logical, and defensible.  If I’m going to be asked to join this staff, I cannot have a limitation placed on what I can and cannot accept from students in terms of their own self-expression (and, not for nothing, “blasphemy” is listed as a no-no, as well.  Insert derisive snort here).
I have success with my students because I work hard to build an environment where they know they’re safe to explore what they really think and feel, not just what they think they’re expected to think and feel.  I work hard to create a truly judgment-neutral zone in the classroom so that kids can dismiss their inner critics and stroll out on limbs of thinking they’re not certain will support their weight.  I want them to dig under their proverbial beds, to open their proverbial closet doors, and to peek at their proverbial boogeymen, and to trust that I’m going to be there to help them find a way to get those ideas out of their heads in satisfying ways;  the only way I can do that is if I let them know that – at least in this class – they’re free to express themselves as authentically and as openly as they’re able to.  Sometimes (often, in fact), that expression is raw and painful and ugly, and that HAS TO BE OKAY.  Sometimes, the only way into a really great idea or a profound self-discovery is through the fucking wars, and that HAS TO BE OKAY.

If I’m going to be asked to teach anything beyond the basics of grammar and business writing etiquette (I can NEVER spell that word right the first time!), I’m going to require that there be nothing off limits for my students to write or say within the walls of our classroom.  I will make certain that they have a very clear and firm understanding of social contracts, and I will continue to reinforce the concept of rhetorical situations and the importance of tailoring one’s message to one’s audience, but I can’t function if I’m to treat an entire mode of expression as taboo.

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Filed under about writing, concerns, critical thinking, ethics, frustrations, General Griping, great writing, job hunting, lesson planning, politics, rhetoric, speaking, Yikes!, You're kidding...right?

Quick Hit: DONE!

The Paper is finally, final-draft done.

Including the citations, it’s nearly 40 pages.  It’s printing as I write this.

I am proud of it; I think it’s well done and I expect that it will be positively received by my professor.

I’m looking forward to a little down-brain time.

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Filed under about writing, Local U., Mrs. Chili as Student

First Draft Friday

I love alliteration!

SO!  The first draft of The Paper is done!  It clocks in at 22 pages (plus 5 pages of sources), the conclusion is pathetic, and I still have to go back through and cite some sections, but it is a complete draft.

Who wants to read it?  Email me at mrschili at comcast dot net and I’ll send you a copy.  Be forewarned; I want good, constructive feedback on this bad boy; if you’re going to read this (and I’ll be very grateful if you do), I’m going to ask that you be clear and specific about what I need to do to make it better.

My goal is to have it in front of my professor in second-draft form sometime early to mid next week (I’m aiming for Wednesday, but since she hasn’t given me a deadline, I’ve got some flexibility).  The final is due on the 15th (my deadline, not hers; I think she gave me through the 18th, but I’d rather put it to bed sooner rather than later).

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Filed under about writing, analysis, colleagues, composition, critical thinking, doing my own homework, GLBTQ issues, Local U., Mrs. Chili as Student, politics, self-analysis, writing

I… I Just… I Have No Words

I received this email from a student in the class I’m taking.  I present it to you completely unedited:

yeahh i can deff meet up this thursday after 6 if that works for everyone else so we can just get it done?? and lets come prepared with facts and current events. I have already started doing some thing but not a whole lot. Also i do not have the current version of ferg so i only have stuff from ore on our topic so bring that book if any of you guys have it!!

Please bear in mind when reading this that this young woman is a SENIOR IN COLLEGE.  Let that sink in for a second; she’s a SENIOR.  It kind of makes one wonder how she managed to get that far, doesn’t it?  It also makes me wonder where she expects to go from here.

I am both sorry for the professor (who’s going to have to read this girl’s paper and many, many like it) and SO glad that I’m taking the class as an independent study.

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Filed under about writing, bad grammar, concerns, dumbassery, failure, frustrations, I can't make this shit up..., Local U., Mrs. Chili as Student, really?!, Yikes!, You're kidding...right?

Angry Love Letter

I subscribe to Letters of Note.  You should, too.

This was today’s offering.  It’s a letter from Pat Conroy, the author of, among other things, The Prince of Tides, in response to hearing that a school board in West Virginia had challenged the inclusion of that novel and another of his works, Beach Music.  The letter was published in the local newspaper, and the challenges later failed.

Letters like this make my proud to do what I do.
To the Editor of the Charleston Gazette:

I received an urgent e-mail from a high school student named Makenzie Hatfield of Charleston, West Virginia. She informed me of a group of parents who were attempting to suppress the teaching of two of my novels, The Prince of Tides and Beach Music. I heard rumors of this controversy as I was completing my latest filthy, vomit-inducing work. These controversies are so commonplace in my life that I no longer get involved. But my knowledge of mountain lore is strong enough to know the dangers of refusing to help a Hatfield of West Virginia. I also do not mess with McCoys.

I’ve enjoyed a lifetime love affair with English teachers, just like the ones who are being abused in Charleston, West Virginia, today. My English teachers pushed me to be smart and inquisitive, and they taught me the great books of the world with passion and cunning and love. Like your English teachers, they didn’t have any money either, but they lived in the bright fires of their imaginations, and they taught because they were born to teach the prettiest language in the world. I have yet to meet an English teacher who assigned a book to damage a kid. They take an unutterable joy in opening up the known world to their students, but they are dishonored and unpraised because of the scandalous paychecks they receive. In my travels around this country, I have discovered that America hates its teachers, and I could not tell you why. Charleston, West Virginia, is showing clear signs of really hurting theirs, and I would be cautious about the word getting out.

In 1961, I entered the classroom of the great Eugene Norris, who set about in a thousand ways to change my life. It was the year I read The Catcher in the Rye, under Gene’s careful tutelage, and I adore that book to this very day. Later, a parent complained to the school board, and Gene Norris was called before the board to defend his teaching of this book. He asked me to write an essay describing the book’s galvanic effect on me, which I did. But Gene’s defense of The Catcher in the Rye was so brilliant and convincing in its sheer power that it carried the day. I stayed close to Gene Norris till the day he died. I delivered a eulogy at his memorial service and was one of the executors of his will. Few in the world have ever loved English teachers as I have, and I loathe it when they are bullied by know-nothing parents or cowardly school boards.

About the novels your county just censored: The Prince of Tides and Beach Music are two of my darlings which I would place before the altar of God and say, “Lord, this is how I found the world you made.” They contain scenes of violence, but I was the son of a Marine Corps fighter pilot who killed hundreds of men in Korea, beat my mother and his seven kids whenever he felt like it, and fought in three wars. My youngest brother, Tom, committed suicide by jumping off a fourteen-story building; my French teacher ended her life with a pistol; my aunt was brutally raped in Atlanta; eight of my classmates at The Citadel were killed in Vietnam; and my best friend was killed in a car wreck in Mississippi last summer. Violence has always been a part of my world. I write about it in my books and make no apology to anyone. In Beach Music, I wrote about the Holocaust and lack the literary powers to make that historical event anything other than grotesque.

People cuss in my books. People cuss in my real life. I cuss, especially at Citadel basketball games. I’m perfectly sure that Steve Shamblin and other teachers prepared their students well for any encounters with violence or profanity in my books just as Gene Norris prepared me for the profane language in The Catcher in the Rye forty-eight years ago.

The world of literature has everything in it, and it refuses to leave anything out. I have read like a man on fire my whole life because the genius of English teachers touched me with the dazzling beauty of language. Because of them I rode with Don Quixote and danced with Anna Karenina at a ball in St. Petersburg and lassoed a steer in Lonesome Dove and had nightmares about slavery in Beloved and walked the streets of Dublin in Ulysses and made up a hundred stories in The Arabian Nights and saw my mother killed by a baseball in A Prayer for Owen Meany. I’ve been in ten thousand cities and have introduced myself to a hundred thousand strangers in my exuberant reading career, all because I listened to my fabulous English teachers and soaked up every single thing those magnificent men and women had to give. I cherish and praise them and thank them for finding me when I was a boy and presenting me with the precious gift of the English language.

The school board of Charleston, West Virginia, has sullied that gift and shamed themselves and their community. You’ve now entered the ranks of censors, book-banners, and teacher-haters, and the word will spread. Good teachers will avoid you as though you had cholera. But here is my favorite thing: Because you banned my books, every kid in that county will read them, every single one of them. Because book-banners are invariably idiots, they don’t know how the world works—but writers and English teachers do.

I salute the English teachers of Charleston, West Virginia, and send my affection to their students. West Virginians, you’ve just done what history warned you against—you’ve riled a Hatfield.

Sincerely,

Pat Conroy

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Filed under about writing, admiration, book geek, Civics and Citizenship, compassion and cooperation, critical thinking, ethics, great writing, I love my job, Literature, out in the real world, parental units, politics, really?!, Teaching, writing

Why English Class Matters

My younger daughter is on the middle school field hockey team.  One of her teammates has a mom who took it upon herself to look up some information about warm-up jackets for the girls.

I think this is a lovely gesture and I fully intend on purchasing a jacket for Bean.  I have been routinely horrified, however, by this mom’s abysmal writing skills.  Unless she’s not a native speaker, there’s really no need for this:

At long last I have the data on jackets. We will order from Collins sport In Randolph the cost is about 48 dollars to be finalized when we give a count. I have printed off photos of the two choices women’s cut and men’s cut either can be ordered we do not all need to get the same. We will have  Field Hockey embroidered on back , name on sleeve and school field hockey logo on chest or a generic one if he cannot find a specific fern wave one. The link to the pictures are in the email. Also we need to pay up front. I have typed out a flyer/ order form and checks need to go to Collins sports no cash please. I would assume if you want to pay with credit card you can call them as they are local just let us get the order organized. Look for the pictures and form and info letter tomorrow with the girls.

(for the record, I have no idea what a ‘fern wave’ would look like)

This email went out to 35 families and the coaches.  It was followed up this afternoon with this literary gem:

A reminder that we will be placing the order for the jackets this week so please have your order information and check or payment information in by Tuesday or at least make contact by then . Thanks so much . We fad a good response so far the girls will look wonderful in then. Most are buying big to last a few years . We are only referencing town not middle school so they won’t outgrow them!!

I… I just… I have no words…

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Filed under about writing, concerns, failure, I can't make this shit up..., out in the real world, parental units, really?!, Yikes!, You're kidding...right?

Quick Hit: Vignette

I gave my juniors a bunch of short story prompts inspired by a compilation of “either/or” choices in a book one of the students brought to class this morning.  The one I chose was “would you rather always lose or never play?”

I’m giving it to you just as I wrote it; it hasn’t gone through any revision or workshopping.  I’ll take whatever feedback anyone feels compelled to give.

Stacey sat in the bleachers, watching her little brother’s baseball team lose… again.  They were oh-and-19 going into this game, and the future didn’t look good.  At least this time they managed to get on the scoreboard; the run the Ducks brought in on a laughable error by the other team’s outfielder brought the number of runs scored by the team for the entire season to exactly two.

Bottom of the 9th; two outs.  Jameson was at bat.  At 13, he was still an awkward kid, and despite his 6 years in Little League, he never quite got the hitting stance right.  He held the bat like a weapon, Stacey could see Jamie’s fingers turning white in the death-grip on the thing, and he bent his knees so much that his ass stuck out at an impossible angle.  He stared at the pitcher with what looked to Stacey like a mixture of wide-eyed fear and blazing fury, and she was sure that, at any moment, the kid might storm the mound and beat the pitcher to death.

The ball came screaming toward her little brother, and he did what he always did.  The bat came flying around his body, wielded more like a broadsword than a baseball bat, and missed the ball entirely.  Stacey heard the ball thump securely in the catcher’s mitt, watched the umpire signal strike three, and watched as her brother and his fellows came to the infield to line up to congratulate yet another vanquishing team.  Stacey gathered up her bag and her jacket and thought to herself that the kids didn’t even look all that dejected.  Losing, it seems, is something that they’ve gotten comfortable with.

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Filed under about writing, composition, doing my own homework, fun, Learning, Mrs. Chili as Student, writing

Thought for Thursday – Doing Your Research

(cross-posted at The Blue Door)

So.

My seniors are (or, rather, should be) engaged in a research project that will allow them to write an analysis paper on The Handmaid’s Tale.  Their purpose is to link Atwood’s dystopian novel to current (or recent) events, whether here or in other countries, in meaningful and logical ways.  Given what’s happening in politics lately, I thought it was a paper that could pretty much write itself.  I don’t want it to write itself, though, so I’ve been spending some time with the kids going over how to do ethical research.

The problem when I was a kid was finding information – we needed to be taught where to look for the things we needed to know.  The problem for my students (and my children) is finding good information – there is so much that is so readily available (and is so often ridiculously unreliable), that teaching kids how to sift through the sketchy stuff to find valid sources is a priority in my teaching about research.

I was thinking about this tonight when I got into it with a facebook friend about the factual validity of something that was posted on her wall.  On the surface it was no big deal – it was a clearly partisan bit of sarcasm and anger and was clearly intended as such – but it sparked a conversation about the veracity of the information that we bounce around the internet.

One of the things that I need – not just want, but need – for my students to understand is how desperately vital it is that they learn to think critically about the things that get presented to them as fact.  It seems to me that we’ve gotten to a point (or, perhaps it has always been thus and I’m just noticing it more) where it’s become accepted practice to pick and choose the details one wants from a given set of information so that one can prove whatever point one is trying to forward.  It doesn’t matter that the whole of the set indicates something entirely contrary to what is being reported – as long as items A and B support a particular viewpoint, items C through Z can be conveniently downplayed (or outright ignored).

Facts can be very inconvenient things.  They can challenge a previously held belief, they can force a reevaluation of a prejudice, and they can seriously hinder an argument.  Facts can compel us to rethink the way we see ourselves and can rattle what we think of as foundational beliefs.  That can be scary; so scary that a lot of people are just as happy to not do it at all.

It’s important to me that my students not be intimidated by the idea that the facts might force them to rethink the way they see the world – or the way they see themselves.  It can be profoundly uncomfortable – threatening and existentially terrifying, even – to have one’s thesis (or world view) refuted by the facts, but my hope is that I can raise my students to understand that the mark of a strong and mature intellect is being able to adjust one’s thinking when the evidence indicates that an adjustment is necessary.

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Filed under about writing, analysis, compassion and cooperation, concerns, critical thinking, ethics, Literature, out in the real world, politics, rhetoric, self-analysis, Teaching

Ten Things Tuesday

I’m doing a low-pressure creative writing unit with my juniors and seniors while I wait for them to get the next book we’re going to read.  Here are ten prompts I’ve given them to work with:

1.  Write 6 (nice!) fortune cookie fortunes, then develop a short story around someone who receives one of your fortunes after their dinner date.

2.  Write a 6 word autobiography.

3.  Go to postsecret.com and peruse the offerings, then compose one (or two or more) of your own.  Keep in mind these don’t have to be YOUR secrets; you are free to write fiction here.

4.  Write a narrative from the perspective of an inanimate object – your car keys, the coffee maker, the door to the post office….

5.  Go to onesentence.org and peruse the offerings, then compose one (or two or more) of your own.

6.  Finish this sentence, “The worst part of my favorite thing is…” with a short story.

7.  Personify a color, an emotion, or a sound.

8.  Write from the perspective of your favorite fictional villan.

9.  Imagine someone in an unusual circumstance – say, a man wakes up one morning and remembers, fully and vividly, a past life experience, or a 9-year-old girl walks up to a stranger in a store and tells them something will happen that later turns out to happen.

10.  Write a five sentence short story.

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Filed under about writing, Teaching