Following Comments on NPR's story on Fish's new book on sentences

robert hill (toguf) wrote:

Teaching "kids" to write is very different from refining language to its best. Certainly, beginning writers need to feel a sense of fluency and momentum, an opportunity to say something that appeals or matters to them. However, one of the major differences between poetry, let's say, written by earnest teenagers and that of accomplished poets is in their language, not only in the Aristotle-approved metaphor-making but also in revelations of how language works. "Clarity" and "meaning," in and of themselves, can too readily become simplistic opinion; skilled attention to the way sentences and words actually work will always assist a writer toward saying more than s/he thought at first. It is no disrespect to a student's ideas or feelings to give what I consider a high compliment, "You make good sentences."

Sun Jan 30 2011 07:54:20 GMT-0500 (Eastern Standard Time)

My Colleagues

I don't want to come off as overly schmaltzy, but I would like to thank Jade and Jessica for helping two of my students who were in a really dark place. Thanks for being so generous with your time and for being authentic and caring. I know my students are grateful that you took the time.

The sweet kids

Every class I have had so far (a whopping total of one completed and two in process) has had a certain type of student that I find the most difficult to teach-The sweet kid who tries really hard but is a godawful writer. I can take variations of this type-bad writers who were not sweet or did not try hard were easy to handle (Fail). Ok writers who tried hard and improved-Cs to As. But continuously giving Ds to a really nice kid who comes to my office every week and emails me trying to get help bothers me. I find myself wanting to pass them even if they have not hit the C level quality of work. I have fought against the urge, but I do think I passed one person last semester who really should not have passed. I feel more experienced now (I know I am still a total newbie though).
I suppose it bothers me the most because it makes me feel like a horrid teacher. If a student is putting in the effort-coming to your office, multiple drafts of each paper, emailing thesis statements, coming to every class-and STILL not improving then I cannot help but think it reflects back on you more than them. But, I suppose I am a work in progress as well and all I can do is try to become a better teacher. I never give up on these kids and am always patient to try to explain things many different ways and give many different examples and read through any rough material they already have written. I have asked for advice from multiple other teachers. I suppose, ultimately, I will also have to accept that some kids just will not get it no matter how much time and explanations you give them. That not every kid is going to be able to understand how to create a sophisticated thesis or carry and develop an intelligent argument for a 5-6 page paper.

I suppose I just needed somewhere to vent-I just got another email from my sweet but terrible writer kid and I am desperately trying to search for a way to explain why her thesis statement possibilities are only D or C level still in a way that will improve her abilities.

Congratulations to Our Very Own Apple Award Winner

That's right people! 

Everyone be sure to congratulate Kristen Raymond for being so awesome. According to the Sunday Edition of The Times Georgian, our Mrs. Kristen was named December's Teacher of the Month for her outstanding work at Bowdon High School. According to the Times:

Kristen developed a leadership team and planned a tutorial program to prepare all juniors [for the high school graduation examinations] and to target those juniors deemed "at risk." With her enthusiasm and leadership these first time junior test takers passed at a rate of 98%. 

This is unheard of in public schools people. So, BIG UPS to our girl.

I'm Not Yo Mamma!

Inevitably at some point in the semester, I realize that a student or two are attempting to engage me in some sort of parent-child dynamic. I think that this stems from my being female, although I suspect that male teachers might encounter this type of behavior, as well. You know the kind of thing I'm talking about: the back-and-forth push-pull over assignments that students try to elicit from teachers. It is at a certain point when the familiarity of these situations sets in, and I recognize these as echoes of dealing with my teenagers not too many years back.

I usually can count on that built-in governor, that shrill sound inside my head that screams, "Nooooo! Not again!!" Last semester, I didn't know how to deal with it in a consistent way. I think they took me by surprise. This time 'round, I feel that I have a handle on it a little better, though I admit that their creativity knows no bounds, and they will search for yet another way to make me their mamma. It is then that I will remind them that they're someone else's little cherubs.

Keep Smiling

Five weeks down, which means five weeks closer to summer vacation. You're almost there! Once you've read and written copious comments on four more sets of first-year papers, put on an undergraduate conference for 253 students, written two twenty page papers (or a thesis), and graded 1,136 bluebook essays, it's time to slather on some sunscreen and hit the beach. The first round of pina coladas is on me.

You all are totally cool for doing this. What a great idea that will become a great resource for all current and future TAs. Thank you all, multiple McFarlands each one.--Jane Hill