Writing

Sox and Brewskis (The Writing Process I)

March 2, 2011
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My long posting drought has reminded me of another classic seventh grade three-word phrase. They always use it when they come back from an absence. “Didja miss me?” “You were gone? THAT’S why it was so quiet and peaceful yesterday.” OK, so. Today’s “long-awaited” entry will offer a glimpse into the “writing process” for this here blog thing. I like to try to get in at least 2-3 posts per week. It keeps me thinking about what I do, and it’s kinda fun. Also, at least in this context, I guess I like sharing. But alas, as in teaching, things rarely go as planned. I started this post on Thursday, February 17th. Like this: It’s been raining here lately. I don’t like rain. My motto is “Brown hills and blue skies.” I acknowledge the necessity of rain (sort of like my begrudging acceptance of the auto and the phone), but that doesn’t mean I have to like it. And I still have to ride my bike to work. And the other day my new boots leaked on the way to school. Usually I would have a spare pair of socks (along with spares of other, ahem, articles of clothing) stashed

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Mailbag: Writing.

October 11, 2010
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We had today off for some reason. All hail Columbus the Conqueror! I was camping down at beautiful Refugio State Beach. 85 and postcard perfect, right down to the dolphins frolicking 50 yards from the beach. Anyway I’m back, and one of our loyal readers needs a bit of collaboration. I don’t know how many of you scroll down and read the comments unless you’re looking for a response to yours, so this might be a rerun for some. Hey Mr. Coward. A long time reader here, and I’ve also posted a few times. I still can’t believe you keep up on this great blog, posting materials for the kids, teaching both 7th and 8th graders and like, um, seem to still have a life. Sincere congrats. Anywho, I am looking for some advice. I plan on posting something on the listserver later today, but I thought you would be a good source to start since I’m typically on board with your ideas. I teach 8th grade language arts, and each quarter we have at least one major process writing piece. The other 3 quarters are pretty solid, but quarter one needs a revamp. According to the new common core

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Maybe I could get used to this. Maybe.

April 8, 2010
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I voted against the two-week spring break schedule. The union put it to a vote last year, and the two-week break won out 51-49%. I liked starting later in the fall, and spring around these parts is pretty windy, while fall is postcard weather. And it puts a big Christmas-like hole in the middle of whatever you’re doing this time of year. Etc. Right now though, it’s looking pretty good. I just realized that we’re eight days into April, and I haven’t worked a lick this month, and then some. I’ve been sleeping in every day, and even managed a couple of days of skiing. It was the first time in 12+ years, and I rented a pair of those short dog snow skates, 99cm, the better to imitate my fruitbooting experience, and didn’t crash…much. The weather was beauty, the snow was fresh, and everybody else was back at school, so the place was empty. I’m actually a bit tattered because I got so many runs in, and sunburned. So maybe next year I vote yes…? Obviously I’ve been lagging. That’s the problem with this two week break thing; you forget how much you think you’re going to do but

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Easy…yet not. (“A Page” Part Two)

March 24, 2010
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“This will be both the easiest and the hardest writing assignment of the year.” “I’m confused.” OMG…If there’s a motto for this year’s crew, that’s it. When last we met, my kids and I were reading Langston Hughes’s “Theme for English B,” and I was assigning them the same task that introduces the poem. “OK. Let’s look again at the assignment in the poem.” Go home and write a page tonight. And let that page come out of you— Then, it will be true. “What does he mean by the word ‘true’? I mean obviously he means not to lie or make up stuff, but what does he really mean?” Eventually we get around to the idea of something truly personal and important. “I want something only YOU could have written. I want to be able to read that paper and go…’That’s Marcia!’ without even looking at the name. Or go…’whoa THAT’S Marcia? I had no idea.’” They start moving their limbs randomly and their facial muscles don’t quite know what to do either. “Bbbbbbut… Do we write about what we like? Or how we ride the bus home from school?” “Does what you like make you what you are? Does your

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“Go home and write a page tonight…” (Part One)

March 22, 2010
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(I can’t believe I didn’t talk about this one last year. This is one of my fave writing assignments. Though the range of quality is all over the map, even the “not so good” ones are usually entertaining to read. Anyway…) “Hi, my name is mrC, and I’m an English teacher who doesn’t especially like very much poetry…” There, I admitted it. I don’t do a “poetry unit.” I don’t assign the kids to write poems (shiver), except as an option on novel final projects, and then I make them meet with me first and run ideas and rough drafts by me. I do admire good poets’ ability to cram a whole lot of meaning into a few words, and there are some poems that just complement our reading so well, so we do read and discuss some poetry: e e cummings (check out this one), some Robert Frost (obviously), and my personal fave: Langston Hughes. I read somewhere that Langston Hughes was one of the first black men in America to make his living entirely from his writing. He didn’t just write poetry; he wrote short stories and plays and essays too. His work is accessible, yet has depth,

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Random Featured Post

Oh Raffle King, Oh Raffle King…

(Sung — way off key, and sort of warbley — to the tune of “Oh Christmas Tree.”) I guess we need to talk about the King. On Wednesdays, after we go over the vocabulary homework, and discuss the words, I give them a vocabulary pretest. If they ace it (100%), they are exempt from the vocabulary portion of the Friday test. I used to have one of them flip a coin to decide whether or not I let them use their “cheat sheet” — the homework page we just went over and corrected — on the pretest. What they don’t believe when I tell them — even though it’s true — is that, on average, their scores on the pretest are lower when they use the cheat sheets, and fewer of them get an exemption. But they like to think it’s a security blanket, so I play along. Then I discovered the King. I would give you the URL of his creator’s web site, but he has some other, shall we say, inappropriate shtuff. (You can do a Google search if you really want to check it out.) So I took the liberty of “cloning” the King. If you click [...]

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Mr. Coward has been teaching on the beautiful central coast of California since 1989.

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