Always do what you are afraid to do. ~Ralph Waldo Emerson
We have evolved into what we are because we have somehow learned to balance mistrust and wariness of danger with a counterbalancing willingness to explore and exploit the rewards of equally dangerous undertakings and adventures. The stories of our histories would be tepid and soon forgotten if not faced with struggle and perseverance that somehow revealed a greater truth and wisdom and courage to live in a higher state of existence. If we do not accept and embrace this, then we may as well just relegate ourselves to a more diminished and ignorant self. Mighty high sounding talk, I know, to lead into a discussion of apps on an iPad.
But, it is what it is…
Every folder on my iPad is essentially a toolbox where I keep useful tools. I never let any one toolbox contain more tools that can fit on the cover screen of any folder—usually something like 12 apps, most of which I seldom use, but some that are essential to my daily workflow. It is no different than the toolboxes I used when teaching shop or managing the various projects I undertake at home.
I have a toolbox for plumbing supplies and tools. I have a toolbox for painting supplies. I have a toolbox for woodcarving. I have a toolbox for working on my car and bus and boat. All of these are kept in my workshop and in my shed along with benches, shelves, vices and hooks and hangers.
No one has ever said to me: “Fitz, you have too many tools in too many boxes in too many places.” I simply have what I need and what has evolved to serve the purposes and tasks of my everyday life. And still I sometimes have to go to Tom Cummings shop or a friend’s garage or another friend’s shed to “borrow” what I need, but don’t have.
So why the incessant hubbub I hear about too many apps on a student’s iPad? If they are useful to him or her—or me as their teacher—it is a useful app, regardless of how often a specific app is used. My shop students routinely come to a shop filled with all manner of tools—most of which those same students have little idea how to use properly.
And the funny thing is that it never seems to bother them or their parents or the school because everyone intuitively trusts that what is there is a useful and, ultimately, a necessary part of a dynamic and well-equipped shop.
And many of those tools in the shop are extremely dangerous tools! Way more dangerous than GarageBand, Book Creator, iTunes U and iMovie. This “appophobia” is as senseless as it is crippling, and the clarion call to forbid these apps is being led by people who have no clue themselves how to use and exploit these tools for academic benefit.
The usual fallback for declaring an app to be useless is to lament that learning new apps is confusing and distracting and the sign of an out-of-touch teacher. With that logic we should throw out quadratic equations, the krebb’s cycle, the causes of The Civil War, and the proper use of conjunctive adverbs. We should ban backpacks with more than three textbooks, any loose sheaves of paper and calculators with any kind of trigonometry functions. We shouldn’t give a lecture that is more than five minutes long or occasionally ask kids to just remember the assignment—as in just remember the conversation we had at the end of class.
Imagine the horror of so many when the first pencils with built in erasers tumbled off the assembly line. Mistakes could now be hidden with a simple flick of the wrist. How could teachers even begin to know what students did and did not know? Imagine a school allowing students to use textbooks to supplant the power of a teacher’s oration on any given subject matter?
Education is like a shark: if it does not continue to move forward, it dies. If education does not move in the direction of its prey, it, too, ultimately weakens and dies. If we put myopic restraints on a teacher thing to put new and dynamic power into the hands of his or her students and forge a new and better way of learning, then education dies. No fish can ever be caught without stirring the waters, so we should embrace the messiness of learning as the tailings of a miner’s labor.
Which brings me back to this iPad of mine tapping away in the stillness of a late September night. It is my poet’s hoe, my pick-axe, chisel and plane. It is doing what I need it to do at this or any other given point in time. In a few minutes (I hope) it will be the final chapter in a good book. Tomorrow it may record my songs, film my video, craft my essay, fill my journal, create my quiz, model my discussion, post my assignment, paint my canvas, grade my homework—and when I don’t want it or need it, or feel if is useful, it simply disappears.
Back into my shed, my toolbox, or some dusty shelf…
The iPad is not a tool or a device or a thing. It is an enabler of possibility. Apps are not a panoply of evil undertakings; they are merely shovels and spades that let us dig deeper and faster and cut our corners as clean and square as Mike Mulligan and Mary Anne.
So much of school can—and often is—hard, but what should be easy, should be made easy. Finding, creating, and submitting assignments should be easy. Receiving timely assessments and grade updates should be an expectation of every student and a practice of every teacher. I have spent the last 12 years working and trying to make my curriculum a paperless stream that is simple and effective, but for it to work, you must be willing to swim in that stream. The school is embarking on a noble effort (Using My Fenn and Finalsite) to help facilitate how we assign, grade, and manage our respective classes. For the most part, and if used wisely, it is a pretty good system. For my part, I will post all of your assignments on Finalsite and allow you to see your assignments and view your grades in a fluid and ongoing way throughout the year. It is important that you check your grades regularly to be sure that I have not made any mistakes when entering your grades. It does happen sometimes, and I am more than willing (even eager) to fix what is wrong. We also take the idea of a digital workflow a bit further than is possible with Finalsite, so it is important that you embrace and utilise the following resources.
The Crafted Word: Fitz’s Reading & Writing Website
The 8th Grade pag e and Freshman pageon my website (and the website as a whole) will always give you quick and easy access to the whole spectrum of what we are doing in class. Additionally, it allows me to share my own blog, view and download my resources and rubrics (of which I have many!) and it serves as a central hub to read my essays on writing and reading, to study my punctuation and grammar rules, to learn and practice essential vocabulary, engage in class forums, and access our class writing community. In short, it contains everything I know and have created over the years to help anyone become a better reader and writer. It is also easily accessed anytime by any device connected to the internet. Bookmark the page and you will always be “one click” away from knowing what to do.
Blogging: Creating and Maintaining a Personal Blog
Required Apps: Weebly (free download from the app store),
Day One: a private journaling platform (paid app $3.95)
As a long time writer in my own right, I have always kept a journal, which later in life evolved into an online blog where I share my words—songs, poetry, essays, journal entries, videos, podcasts and photo galleries with whomever is interested or willing to read, to watch or to listen. I create blogs using Weebly for each of you to do the same, which we share as a class writing community. It has always been an energising and powerful way for my students to live and act like a true writer—and that is what you will be: a true writer; moreover, we will comment on each other’s work and strive to help each other create a compelling and intellectually rich digital portfolio. Since you may not want to share everything you write, we also use Day One, which is without peer the best and easiest to use journaling app I have ever used. ( I am using it right now to create a draft of this post!)
Required App: iTunes U (free download from the app store)
Since we are an iPad school, I feel it is important that we learn to use our iPads as effectively and dynamically as possible. iTunes U allows me to post assignments, documents, videos, and literature that you can upload and complete with relative ease. It also allows me to grade, edit, comment on your work, and return our work to you in an uncluttered and easy to use interface. It also allows for private discussion on individual assignments. Perhaps its greatest feature is that it works with almost every iPad app out there, so frustration levels are kept pretty low.
Pages: Document Creation
Required App: Pages (free download from the app store)
Pages is a feature rich, easy to use program for creating documents that simply works better on an iPad than any other program I have used on an iPad. Finished documents can be uploaded to iTunes U quickly and easily, and it allows work to be saved as pdf’s, word documents and epubs (which can be saved to your iTunes libraries as iBooks).
Other Required Apps:
Garageband: we use Garageband to create podcasts and voiceovers for video essays.
iMovie: we use iMovie to create really cool videos throughout the year.
Keynote: we use Keynote for creating presentations.
Adobe Voice: we use Adobe Voice for creating a quick and beautiful visual and audio presentations.
Book Creator: we use Book Creator to create and share individual portfolios for distinct units of work.
Notability: we use Notability for notetaking, uploading and annotating selections of literature, revising and peer editing–and many other handy things.
I hope this does not look daunting to you, and it should not be. I will spend time in class this week to get you all up and running. I am surely not reinventing the wheel because I have tried it and it works, and I am confident that it will help us all have a rewarding and productive year in 8th grade English. In practice, it will help us create and sustain a workflow that will simply become an organic part of your life and a practice. As always, contact me if you have a question or problem that needs fixing.
I stood in a long line waiting with Pipo for his first ever ride on a roller coaster. Things that move in strange ways are a big deal to him. When he first came to live with us, he was eight years old and had never even been in a two story house. On his second day here, we took him to Floating Hospital in Boston and strode into the elevator with an insouciance, which, in retrospect, reflected an utter lack of cultural awareness for a young boy in a strange land. The door shut, the elevator moved, and Pipo screamed and clutched me in his fear. Now, eighteeen months later, he stood wringing his hands, intermittently laughing and grimacing at the thought of the “The Yankee Cannonball.”
“Will it be scary?”
“Yes”
“Will I scream?”
“Probably.”
“Will I throw up?”
“I don’t know. I might.”
“You better not!”
“We really don’t have to go.”
“Yeah, we do.”
I could see his head racing a hundred miles an hour. I distracted him by yelling at some high school kids who were swearing at each other. “Don’t do that.”
“Why? They shouldn’t be swearing.”
“What if they beat you up?”
“I’ll hide behind you.”
“Mama will beat them up if they beat you up.”
“She better. Comb your hair up so you’re forty eight inches tall.”
“Oh, man!”
Leaning on his toes he was just the right height. Squeezing into the car the single safety bar held me in a crushing gut squeeze while leaving Pipo astonishingly free to squiggle and squirm. “Do people ever fall out?”
“Rarely.”
“What does ‘rarely’ mean?”
“It means that only kids who ask a million questions fall out.”
“Whoo hooo.”
The cars slid toward the first hill and were grabbed by the chain. He held the hand grip, smiled, and raised his eyebrows in mock fear. “There’s the bus! I wish I was on the bus. I like the bus.”
“I like the bus, too.”
“I know.”
The first hill caught us both by surprise. “Oh, man.”
“Oh, man”
I couldn’t stop laughing. Pipo squinted his eyes and held the bar in front of him. I think he held his breath for ninety seconds. The girl behind us used every form of the F-word ever created. “Was it fun?”
“No.”
“Want to go again?”
“No. Never again.”
We found the rest of the family in the water park. Dripping and shivering, they all ran up to Pipo and asked if he really went on the Yankee Cannonball. “Yup, but never again. No way, Jose’. Who wants to go on the bumper cars?” Denise looked at me like I was a bad father forcing his son to be a man. “He wanted to go.”
“Yeah, right. Was he even tall enough?”
“With a micron to spare. It was another one of those things he just had to do.”
Denise and I both understand that part of Pipo. When he decides to do something, he’ll do it, no matter how much angst it causes him—or us. He is not so much interested in overcoming fear as he is in facing his fears. He embraces fear as an experience and not merely as an emotion. It is a lesson in courage from which we can all draw inspiration.
The Yankee Cannonball is also a perfect metaphor for the written word. The empty page looms in front of us like the rickety roller coaster. We can’t call ourselves writers if we refuse to get in the car and go. We can’t call ourselves writers if we don’t tell the whole story, replete with every dip and turn of our inner and outer experience. We can’t give in to the temptation to leap from the car at the first sign of fear, and we can’t tell the story from a distance. But, that is exactly what so many writers do. They mistakenly believe that the cold reality of fact is more important than the multi-dimensional dynamic of experience. It is much safer to have opinions than to question assumptions. We want facts, and we want a sense of assuredness that we are making wise decisions in our lives, but are we always willing to take that ride with Pipo through the hairpin turns of experience? Are we willing to distill our facts through the directness of experience? Without the parable there can be no sermon.
Our lives our full of the parables upon which we can contribute an enduring legacy to the world. Those legacies are the journal entries, poems, songs, stories, novels, and essays that capture people’s imaginations and fires their passion, or simply stirs the embers of a world that needs pondering. I have no problem with the well-wrought essay that presents an impeccable line of reasoning and logical argument, but if I sense a fallacy, a hypocrisy, or a lack of magnanimity, I quickly create a distance between myself and the writer who is simply out to set me straight. Seek out the writers who know of what they speak, and you will be rewarded with a truth you can cherish and turn in your mind for years to come. To become that writer you need to return to the source of your own wisdom and chip away at the stone of memory until it takes a shape—the infinite and varied shapes of literature and writing—that can be held in our eyes and opened in our hearts, and our minds.
For years I have had an idea for a novel, but I never actually sat down to begin writing it. The idea was too complicated, the characters to diffuse, the length too daunting in the face of a busy lifestyle, but I thought of Pipo getting on the Yankee Cannonball in spite of every rational fear he had of roller coasters. So I began to take an hour or so out of every day and began writing my book. My car caught the clicking chain and took me to the point where gravity took over. I am barely down the first hill, but the ride is exhilarating and real. I see the track laid out before me, and, like Pipo, I’m not sure what every turn and twist will bring, but I do know there is an end to the ride, and that is where I draw my strength. Maybe I will walk away woozy and say “never again.” But at least I will know.
The crazy thing about transitions is that we are already masters of transitions. All of us have been practicing and perfecting a natural and logical flow for as long as we have been speaking. So whats the big deal when trying to employ effective transitions in our writing?
In all of my years of teaching and writing, no one has really defined what a paragraph is that has left me feeling like “Whoa, now I know!” When I write, I create new paragraph whenever it “feels” like a paragraph is needed. Where and how that “feeling” happens is the fodder for debate.
For the most part, my shifts are pretty much in line with accepted paragraph usage. I transition to a new paragraph when my thoughts shift in a new direction or there is a change—often even a very slight change—in mood and tone. Sometimes, I’ll even just hang a sentence out in space to give the reader a break or a pause for thought, but never as a break or pause for the writer, which would be like stopping in the middle of a conversation just because you want to rest.
As humans we have a great intuitive sense for how to complete a thought, how to move to a new thought, and how to end a conversation with some degree of grade and normality. A good writer develops the confidence to trust that intuition; a bad teacher hyper-analyzes it.
The annoying thing is that most of us have been taught (usually by that hyper analyzing teacher) that transitions are some kind of visible and mechanical bridge, and without the bricks and mortar of that bridge an essay will fall to pieces and crumble into a disarray of babbled words and incoherency.
Not true! An essay falls apart when the unifying theme of the essay becomes unglued or weighted down by too much extraneous stuff—stuff that does nothing to further your essay, stuff that makes a reader say, “I have no idea what you are trying to say!”
Simply put: know your topic and stick to it. Everything else will fall into place.
There is an Irish story of twin brothers, one who was very studious and the other not studious at all. Their assignment in English was to write an essay about a pet. After the papers were graded, the teacher called the less studious brother aside and said in a chiding way: “ Your essay about your pet dog was exactly the same as your brother’s essay.” To which the he responded, “What did you expect? It’s the same damn dog.”
The point of that story? If the reader knows what you are writing about, and you stay more or less focused on that topic (or topics) your reader will not be confused by how you structure your paragraphs or craft your transitions between paragraphs. If it reads like a conversation from your head and heart, no lasting damage has been done to the fabric of the universe.
But it still might be a lousy essay. And maybe it is lousy because of the way you transitioned (or more than likely did not transition) between paragraphs. Maybe your essay resembles more of a trip down a mountain ski slope in an old VW Beetle with your little brother punching you in the arm and yelling “Punch Buggy” the whole way down the hill.
The bottom line is that an essay needs—as in really needs—a natural and confident flow. A reader needs to feel that the writer is in control from start to finish, and anything that interrupts that flow is more annoying than it is engaging; otherwise, your essay is doomed to that anonymous dropbox in the cloud where most essays go when they die.
So make your essay live. Don’t just write—breathe! Make your essays as alive as you are. Be real and write about what you know, and if you don’t know, don’t fake it—learn what you need to know, and then start writing. And opposed to what many teachers teach, use the voice that is most alive in your head—even if it is the dreaded “I” voice. It is, after all, you who are writing. Be real. Avoid words you don’t already know and use. You don’t want to be one of those “phoneys” that Holden Caulfield singles out in Catcher in the Rye. Be real because you really are real and no one is better than you at being you.
So easy for a wordy English teacher to preach, and I am not the one writing the essay (Oh my god, he used the I voice in an essay!) and you are not the one who assigned the writing prompt, but like Odysseus sailing into the Straits of Skylla, the only way out is through, so write you must.
My long-winded preamble is over, and now I will give you a few tricks to help you create transitions in a traditional five-paragraph essay or any kind of formal essay that might be graded in a traditional and rigorous way by the mighty red pen of academia.
Technique #1: Connecting Thoughts
SOYET ANDOR NORFORBUT
My little acronym is meant to sound like a Russian spaceship, but it is merely a disguise for the all of the hidden coordinating conjunctions—those cool little words that connect independent clauses to create longer compound sentences, and which tie together two or more “related” thoughts.
That’s the main point: “two or more related thoughts.”
Now here is my little trick: “If” you could (thought you won’t actually do it) add a conjunction to the end of one paragraph and lead into the opening line of the next paragraph you have created a logical transition—a bridge between paragraphs that a reader can cross to your new thought without falling into the roiling water of confusion.
For Example:
Huck Finn escapes society by escaping from his abusive father, but Jim seeks freedom from slavery for himself and his family.
The transition sentence at the end of the paragraph is:
Huck Finn escapes society by escaping from his abusive father.
The topic sentence or narrow theme of the next paragraph is:
Jim seeks freedom from slavery for himself and his family.
Technique #2: Stealing and Thievery
Technique number two uses the coordinating conjunction trick and takes it one step further.
Steal a theme, a topic, an idea—or even just a word—from one body paragraph and use it to start your next paragraph.
For Example:
The cunning deceits of Odysseus help him overcome the trials he faces while trapped in the Cyclop’s cave, [but] without bravery, Odysseus could never pull off his cunning plans.
The transition sentence at the end of the paragraph is:
The cunning deceits of Odysseus help him overcome the trials he faces while trapped in the Cyclop’s cave.
The topic sentence or narrow theme of the next paragraph is:
Without bravery, Odysseus could never pull off his cunning plans.
Technique #3: The Conjunctive Adverb Trick
Like a coordinating conjunction, conjunctive adverbs connect two or more related independent clauses—but even better, conjunctive adverbs show the relationship between those independent clauses.
Conjunctive adverbs are words and/or phrases like:
accordingly, furthermore, moreover, similarly,
also, hence, namely, still,
anyway, however, nevertheless, then,
besides, incidentally, next, thereafter,
certainly, indeed, nonetheless, therefore,
consequently, instead, now, thus,
finally, likewise, otherwise, undoubtedly,
further, meanwhile, in spite of, on the other hand,
in contrast, on the contrary, ETC…
In the same way as techniques one and two, “if” you could put a conjunctive adverb at the end of a body paragraph and lead into the first sentence of the next paragraph, you have an effective transition—as long as you are using the conjunctive adverb correctly.
For Example:
In Walden, Thoreau urges us to live more simply and thoughtfully; moreover, Thoreau gives an example of his own life and his own idea of simplicity and thoughtfulness through his experiment on Walden Pond.
The transition sentence at the end of one body paragraph is:
In “Walden,” Thoreau urges us to live more simply and thoughtfully.
The opening sentence of the next paragraph is:
Thoreau gives an example of his own life and his own idea of simplicity and thoughtfulness through his experiment on Walden Pond.
Technique #4: The Dangling Paragraph
This technique can save an essay from itself. Oftentimes, we have a paragraph or thought that is hard to connect to the next paragraph. The dangling paragraph comes to the rescue.
A dangling paragraph is a paragraph that is very brief compared to the body paragraphs it is sandwiched between. It’s effect on the reader is meant to be clear, concise and compelling—and even startling. It can be a statement, a question, or just a philosophical pondering.
For Example:
Because I can imagine myself sailing in a twilight breeze across Pleasant Bay, I will put up with these days of gluing, screwing and painting, varnishing and rigging my old sailboat. Sometimes I wish I had the money to just buy a boat that doesn’t need so much of my time, but like anything else in life that steals my time, I must figure it’s worth it—and it is. I do other things with my time where I don’t have the same clarity of purpose. It is a rare moment of quiet in my house; the kids are all off with Denise somewhere, and though the grass is absurdly high; the van desperately needs an oil change, and the gutter is hanging by a twisted coat hanger, I sit here and force a few words out of emptiness. A part of me wants to show the folks in my writing communities that I practice what I endlessly preach to them—face the empty page! But it’s not that simple; I’ve been doing the same thing for almost thirty years, seldom with any goal but the action of writing itself.
Is it worth it?[This is the dangling paragraph!]
Everything that I write returns to me obliquely. I’ve never written for a publication; I’ve never even tried to get anything published, save for a small book of poetry and a couple of CD’s. I’m a whiz when it comes to writing recommendations, and I can write a decent song or poem for any occasion, but I still can’t say that I write out of a labor of love or because I have some over-arching goal. I write because it gives purpose and meaning and clarity to my life. It stills me when I need to be still, and it roils me out of my ignorant slumber when I need to wake and see the light of day. Used wisely, writing humbles my arrogance and helps me open my arms and doors when I might otherwise retreat into a self satisfied shell of complacency. It is worth a long day on the water to be there when the wind and tide help beat the way to a new harbor.
My goal with my short dangling paragraph was to shift my topic and to get my readers to ask the question with me. It’s purpose is to get the reader to stop, read, rethink and shift gears—as in to redirect the topic of the next paragraph. It allows a writer to avoid an otherwise messy transition and move his or her essay in a new direction.
Make sense to you?
That last paragraph is an example of another dangling paragraph! Used with care and discretion, it is an effective technique.
Both 8th grade and 9th grade are working on opening paragraphs, and I bet more than a few of you are a bit stumped on how to start. Some of you may even be working on a conclusion.
Wouldn’t that be nice.
My best advice is to use the latest version of my iBook “Fitz’s Literary Analysis Rubric.” The latest version is in the Materials section of your course on iTunes U. If you do not have the latest version, simply delete your version in iBooks and upload the new version.
You can also go to the Opening Paragraphs site on my Resources and Rubrics Page, which has essentially the same information as in my iBook.
Here is a good opening paragraph for The Odyssey already turned in by Ahbinav Tadikonda. It might give you an idea of what might work for you–in your own words and ideas!
Everyday is the same: Odysseus travels the vast seas with his crew in hope to return home only to be disappointed day after day. Enduring the pain of a thousand men Odysseus keeps moving on, being the hero he is. But what is a hero anyways? When most people think of a hero, they think of a tall, muscular, and handsome being that could do no wrong; however, Odysseus is not all that perfect. Odysseus, is often rude, disrespectful, and not always the most attractive male. However he is still a hero. He shows he is a hero by the way he handles difficult times. For Odysseus disaster as constant as the sun rising everyday. Even getting out of bed has become dangerous for him. From battling cyclops’s to being away from family for over 17 years, it really makes you ask: how is it that through all the terrible times Odysseus still shows his maturity, bravery and courage?
For you ninth graders, check out this opening written by Mike Demsher a couple of years ago:
Throughout human history, we have advanced. Whether it is electronically, medically or socially, we have moved forward to a better society; however, could we be moving in the wrong direction? We have advanced our lives to a point where we are constantly hurrying with everything we do. We have been moving into a world where there is no real thought. We are in a philosophical dark age. The only way to snap ourselves out of it is to slow down and think. We must live deliberately each day and remember who we are meant to be. In Henry David Thoreau’s Walden, Thoreau urges us to live our lives purposefully and to not give up who we are. He wants us to live with our eyes open and not to fall into the blur that society is moving towards. Henry David Thoreau wants us to live deliberately.
Done with all that…?
If you are working on your conclusion, go to my “Essay Conclusions” website and see the rubric there, which is geared towards concluding a literary anlaysis essay.
Please steal my rubric from me!
For the ninth graders writing an essay on Walden, the example essay on my “How to Write Literary Essays” site uses a Walden essay ( and a fine one) as an example of how to put together an entire essay.
It’s a big project, and I am really only hoping that your write carefully and use the rubrics carefully. If you do, you will do well.
The hero cycle is not a rubric created for storytellers; it is the primal urge of all people—across ALL cultures—to experience within their own lives the transformation of being a hero. Every ancient culture that has had its history recorded has some epic poem or story to guide its people. The heroic cycle represents the power of hope over despair; it gives us all the chance for redemption—even in the hardest of times. It is a recognition that without agnos (pain) there is no aristos (glory), and, in that sense, it validates even the most common and hard-bitten of lives by making the lives of every man, woman and child that has ever lived uncommon, unique, and worthwhile.
It is not an absurd idea to recognize the greatness and possibilities of our own lives. It is not absurd to think we have an epic tale worth telling, and it is certainly not absurd to examine every experience through a reflective lens and to start to appreciate the implications of transformation which heroic poetry represents. As human beings, we are hard-wired to need this epic poetry. We can’t just read the epic as a story and move on. We have to know the story and build and incorporate the allegory into our own lives; otherwise, we will run from the battles of life; we will avoid the straits of Skylla and the lair of the Cyclops; we will shun the Gods who come disguised to us and coddle the children given to us; we won’t shed tears for common friends, and we will lock out every stranger and blame our mishaps and misdeeds on the gods.
In short, we will not be remembered, and no songs will be sung about us. The saddest part is that you may think this is all exaggeration and hyperbole. But, it is not! Our lives are full of stories that use and embody the heroic cycle. In fact, I have a hard time trying to think of any “great” movie, book, or story that in same way, shape or fashion
Try to come up with a book or movie that you feel is a meaningful and powerful story that follows this heroic cycle. Fill in the blank boxes with a brief description of the scenes that best illustrate the use of the hero cycle in the story.
The assignment will be posted on iTunes U. If you have any problems, you can use this rubric. Open it in Pages.
It seems like somethings is always obscuring view. My eyes try to wrap around the gnarled trunks of swamp maple lining this river. My poor students are somewhere between lost, aggravated and confused. What is the river to them? Perhaps it is just a string of water: cool because it is fall, or maybe just cool because I we are not in class. Or are we. I usually feel a bit boxed in in the classroom, while outside my mind does not wander, it embraces what is impossible to embrace: these woods, waters, bogs and trails that crisscross this, my childhood home. I wonder what great disservice I would do to my students if I simply opened the door of the classroom and pointed them toward this river and said, “Go, explore, think, write and learn what those woods have to teach. Come back to me in June and tell me of your time!” Nature makes me make promises I seldom keep. I don’t come back as often enough as I say I will. And that ain’t right.
Later… It was great fun making our way down to the river. Really, so much of my childhood was spent cavorting up and down the river with friends and often alone and old canoes and rowboats. It is something we should continue doing throughout the year. I hope that you got something out of our trip today that is just a little bit different than you would get in the normal class day. I know we only spent a short time sitting by the river, stepping over gnarled roots, and lifting our feet high enough to avoid the poison ivy, but we’ll know that in a day or two:) I hope you were able to get a few thoughts down yourself that you can expand upon tonight or tomorrow and craft into a journal entry that you can savor years from now. Most of my old journals are lost, and it is one of the true sole regrets of my life. Memories are great, but the ravages of decades of time take its toll on true remembrance. And this is what I am trying to give you: the chance, the opportunity, and the time to create your own remembrances of a blessed time in your lives. What you make of this opportunity is up to you. A good writer writes “fully,” meaning, he or she crafts words that are recreated in the mind with the imagery rich and exacting, with nuanced thoughts articulated
And this is what I am trying to give you: the chance, the opportunity, and the time to create your own remembrances of a blessed time in your lives. What you make of this opportunity is up to you. A good writer writes “fully,” meaning, he or she crafts words that are recreated in the mind with the imagery rich and exacting, with nuanced thoughts articulated with clarity and energy, and with actions and sounds pulsing with the original force. This is not something that just happens. It is painstaking work sometimes; other times the words flow as if from a flooded spring. But it is always worth it. Try to get your two journal entries posted to your blog before class on Thursday. I am eager to read them and share in your evolution as a writer and thinker. If you have pictures, post them too! I always had a pad of paper and a pen and rather horrible sketching skills. Do you remember what the sassafras leaf looked like? The Virginia Creeper? Can you remember the white pine from the red pine? The oak from the maple? And what of the burrs and scratches you were probably covered in? All time is
Do you remember what the sassafras leaf looked like? The Virginia Creeper? Can you remember the white pine from the red pine? The oak from the maple? And what of the burrs and scratches you were probably covered in? All time is
All time is important time. Remember time in words, not hours.
Set the Scene & State the Theme; Say what you mean, and finsih it clean
When writing a blog post, is important to remember that a reader is also a viewer. He or she will first “see” what is on the screen, and that first impression will either attract their attention and interest—or it may work to lose their attention and interest; hence, a bit of “your attention” to the details will go a long way towards building and maintaining an audience for your work. Plus, it gives your blog a more refined and professional look and feel—and right now, even as a young teenager, you are no less a writer than any author out there.
So act like a writer. Give a damn about how you create and share your work and people will give a damn about what you create! It is a pretty simple formula.
The “Fitz Style” journal entry is one way to do it well!I call it “Fitz Style” only because I realized that over time my journal posts began to take on a “form” that works for me. Try it and see if it works for you. You can certainly go above and beyond what this does and add video or a podcast to go along with it—and certainly more images if it is what your post needs. Ultimately, your blog is your portfolio that should reflect the best of who you are and what interests you at this point in your life presented in a way that is compelling, interesting, and worth sharing.
One of the hardest parts of writing is finding a way to make sense of what you want to say, explain, or convey to your readers–especially when facing an empty page with a half an hour to kill and an entry to write (or a timed essay or exam writing prompt). The Fitz Style Entry is a quick formula that might help you when you need to create a writing piece “on the fly.” At the very least, it should guide you as your write in your blog, and at the really very least, it will reinforce that any essay needs to be at least three paragraphs long! I’ve always told my students (who are probably tired of hearing me recite the same things over and over again): “If you know the rules, you can break them.” But you’d better be a pretty solid writer before you start creating your own rules. The bottom line is that nobody really cares about what you write; they care about how your writing affects and transforms them intellectually and emotionally as individuals.
If a reader does not sense early on that your writing piece is worth reading, they won’t read it, unless they have to (like your teachers), or they are willing to (because they are your friend). Do them all a favor and follow these guidelines and everyone will be happy and rewarded. Really!
Formatting
How something “looks” is important. Never publish something without “looking” to see the finished product in your portfolio or blog.
Interesting Title
After the initial look, the title is the first thing a reader will see. The title should capture the general theme of your journal entry in an interesting and compelling way.
Interesting Title
After the initial look, the title is the first thing a reader will see. The title should capture the general theme of your journal entry in an interesting and compelling way.
Eye-catching Image
An image embedded in your post is the final touch of the formatting. A picture really does paint a thousand words and this final touch prepares your readers and entices them to read the important stuff—the actual writing piece you create.
Opening Paragraph
The “Hook!”
A hook is just what it says it is—a way to hook your reader’s attention and make him or her eagerly anticipate the next sentence, and really, that is the only true hallmark of a great writer!
Set the Scene
Use your first paragraph to lead up to your theme. If the lead in to your essay is dull and uninspired, you will lose your readers before they get to the theme. If you simply state your theme right off the bat, you will only attract the readers who are “already” interested in your topic. Your theme is the main point, idea, thought, or experience you want your writing piece to convey to your audience. (Often it is called a “Thesis Statement.)
State the Theme
I suggest making your theme be the last sentence of your opening paragraph because it makes sense to put it there, and so it will guide your reader in a clear and, hopefully, compelling way. In fact, constantly remind yourself to make your theme be clear, concise and memorable. Consciously or unconsciously, your readers constantly refer back to your theme as mnemonic guide for “why” you are writing your essay in the first place! Every writing piece is a journey of discovery, but do everything you possibly can to make the journey worthwhile from the start.
Body Paragraphs
Say What You Mean
Write about your theme. Use as many paragraphs as you “need.” A paragraph should be as short as it can be and as long as it has to be. Make the first sentence(s) “be” what the whole paragraph is going to be about.
Try and make those sentences be clear, concise and memorable (just like your theme) and make sure everything relates closely to the theme you so clearly expressed in your first paragraph. If your paragraph does not relate to your theme, it would be like opening up the directions for a fire extinguisher and finding directions for baking chocolate chip cookies instead!
And finally, do your best to balance the size of your body paragraphs. If they are out of proportion to each other, then an astute reader will make the assumption that some of your points are way better than your other points, and so the seed of cynicism will be sown before your reader even begins the journey
Conclusion
Finish It Clean
Conclusions should be as simple and refreshing as possible. In conversations only boring or self important people drag out the end of a conversation.
When you are finished saying what you wanted to say, exit confidently and cleanly. DON”T add any new information into the last paragraph; DON’T retell what you’ve already told, and DON’T preen before the mirror of your brilliance. Just “get out of Dodge” in an interesting and thoughtful (and quick) way.
Use three sentences or less. It shows your audience that you appreciate their intelligence and literacy by not repeating what you have already presented!
Mrs. Roeber never seemed to let Jimmy go outside, which, to my thinking as an 11 year old, was why he was so smart. Most days after school, I’d rush two houses down the street and get Danny Gannon to come out and play. Then the two of us would go to Jimmy’s house next door. If Mrs Roeber answered, she would always be polite and say something like, “Jimmy needs to catch up on some science work. Perhaps he can play later.” If Jimmy answered, he’d usually be out of breath from running upstairs from his basement “office” and plead with us not to give up on him—or at the very least go out back and talk to him through the basement window.
So me and Danny would sneak out back and lay on our stomachs on the pokey grey gravel outside his basement window. Five feet below, Jimmy would be doing his work at his workbench (which, in all honesty, was a pretty cool place). I always wished I was smarter, so I could do his work for him and get him outside to play. I was better than Jimmy at a lot of things, but those things never got graded, and most of those things you couldn’t appreciate until “later in life.” But, to my Tom Sawyer way of thinking, I preferred being outside and average to being inside and smart. Danny was an outside kid, and smart, too, and that always troubled me, but not enough to let it call my inside/smart: outside/not smart philosophy into question. Danny’s voice was always the one that tried to tell me that the sledding jump was too high, or that branch would not support my weight, or those snakes would bite, or that we couldn’t run faster than a nest of bees we just destroyed.
Once we got Jimmy outside, he was like a mad scientist: ”We’ll, just have to see how high Fitz can go on his sled,“ or, ”I’ll distract the snake so Fitz can grab it from behind,“ or ”Bees have been clocked flying at 80 miles per hour.“ Looking back, we probably seemed like the gang that couldn’t shoot straight, and we did tend to go our different ways as we grew older, but we always still manage to reconnect somehow, and it doesn’t seem like we are a day older. It’s kind of hard to put into words because Danny and Jimmy might not be the best friends of my daily life, but they will always be the best friends I need.
Just thinking of the three of us together is like a window opening to a cool and welcome breeze. And the coolest thing is the window is always there. It might be that the only thing we actually had in common was living next door to each other, but still, we made it work; we made it real, and we made it last.
No choice. No problem. We did it together.
II
Life was pretty simple with Danny and Jimmy and me. There was no forethought in doing things together. It was more just some manifestation of a primordial DNA strand that we responded to with a visceral enthusiasm bordering on mania. We are born to be tribal in nature. We expect and need to be a part of a community, for we know in our bones and marrow that we really can’t go it alone. There is no Huck without Jim; there is no Odysseus without Athena, and there is no you without some hand that will pull you out of the muck you have made of your life. Thank God for the primitive man patiently stalking some larger prey to have the primitive women scrounging for tubers, berries, grains and millet, which no doubt provided the greater sustenance. We live and breathe a collaborative atmosphere of trust and unfathomable magnanimity.
Then why I did I always hate group projects, but, more telling: why did I change my mindset and my actions?
I hated group projects because they never seemed like group projects. What seemed in theory to be group work was really like some industrial factory spewing its incessant belching of traditions with an unequal and unsatisfying distribution of work and wealth, where the smart kids continued to be rewarded the lion’s share of honors, while the poor students (myself especially) continually paired themselves with a misfit tribe of friends who accepted the inequities of the classroom as a normal and an immutable reality of life.
Danny, Jimmy and I went to the same schools: Jimmy was—and still is—brilliant beyond my wildest dreams. Danny, too, seemed way smarter than me and probably smarter than most of the smart kid, though tempered with a shy and steady reserve (which by teacher default kept him from the brilliant crowd) that often forced him into our regressive and unrepentant tribe. As close as the three of us were in the ecosystem of our townie neighborhood, our schools erected barrier after barrier to keep us apart. While in school those walls did an admirable job of keeping us apart, and so we were only able to collaborate in our feral joys outside of school. Jimmy was smart, but not arrogant, and never willingly sought the tribe that formed around him, for when the academic birds of a feather were called to gather together, he was soon surrounded by the peacocks and strutting roosters of Concord, all brilliant in their own ways and inclinations, while my tribe and I wore our B’s and C’s and D’s like gang tattoos on our bruised and battered torsos.
Really, not much has changed between now and then, and while kids nowadays are more polite and empathetic, and at least begrudgingly inclusive, the iron curtains in our classrooms are still there–just more subtly erected. The academically accomplished kids are almost insanely driven to preserve the status quo—and if paired with the less accomplished, they will go to extreme lengths to do all of the work themselves. They do not want their brilliance to be diminished by including the less accomplished, less fortunate, and less able, and they will labor far into the night to correct the sloth and ineptitude of their partners. Ironically, it is an ignominy that they will suffer in silence, mostly because “collaboration” is part of the rubric—and in the end they all need to say it was a collaborative effort, and kids like me who simply sprayed the red paint on a smoke-spewing model of Mount Vesuvius remained mute in the complicit code of silence that dictated our lives.
So the rich preserved their wealth, while the poor squandered the chance to make a mark on their yardstick of time. The paradigm was set long ago: one law for the rich; one for the poor. It always seems strange and telling that the rich suburban and private schools constantly tout the quality of their students and teachers, when in reality that are just exposing the “quantity” of wealth and resources at their disposal. It used to piss me off, and I was satisfied in a smug way that at least I saw through the smoke and mirrors, until a point in time not long ago when I realized that, as Jesus said, “There will be poor always,” and I just needed to redefine what wealth really is and how it is spread around a classroom. I needed to unearth the inherent wealth in every kid I taught and see every one of my students as a treasure trove of possibility and make everything they did together engage that same passion of Danny, Jimmy and me hucking stones at bee’s nests. Every kid has to have a pile of stones to throw at the nest and the legs to run as fast as he or she can; otherwise, there is no skin in the game, no shared risks—and, ultimately, no shared triumphs.
III
Every classroom in every school on the planet is a blessed mix of possibilities—rich or poor, enriched or impoverished—with a mix of talents, drive, will—and more than a share of abnegating responsibility. As a kid, I hated group projects, and this hatred has fed my myopic biases for the past fifty years. They sucked as a student because I was never a full part of the group—and as a teacher, the group projects sucked because I would see the same inequities I despised perpetuated in my own lame assignments. I kept unleashing the same monster that swallowed me in my childhood. I was stuck in the stream of my own inbred traditions, though convinced I was nobly doing my duty as a teacher.
My epiphany came when I realized that I never really taught what the word collaboration means. None of us can grasp the wisps of what we don’t understand, but I had aways just assumed that we had a common understanding of the word—to do things together (whatever that really means) but while reading and teaching Moby Dick with my ninth grade classes, I found myself one day discussing the crew of the Pequod—and what a wild mix of nationalities it is: native american harpooners, dreamy adventure seeking deckhands, carpenters, sail menders, lookouts, blacksmiths, cooks and mates all bound up in a common adventure. Roles were defined, but in the fray of the chase every man took to the boats towards a common and fathomable goal. And what a success it was until the monomaniacal Ahab stepped to the deck and pointed the Pequod in his obsessive direction—to kill the White Whale. What was collaboration became duty and fate.
In discussing that twist of the plot, we started a conversation about what collaboration really is, and by the convolutions of discussion, we extended the metaphor of Moby Dick to help us define what is meant by collaboration. Collaboration is a shared adventure with shared rewards wherein every person is due his or her rightful share—the share agreed upon before setting foot on deck. No collaborative effort is inherently equal, for our skills and strengths on any given project are too disparate—nor will the rewards ever be the same for we will alway reap in proportion to what we sew and tend and what we sign on to do.—but the journey and the chase can and should be exciting and rewarding for everyone, and no one person should ever be allowed to alter the common purpose of the voyage, and every person has to accept the mundane roles on quiet seas and rise from the forecastle when all hands are needed on deck, and every man has to drop everything and pull on the oars in precise rhythm when chasing the whale—and, most importantly, every person needs to be on that ship for the length of the voyage.
The Pequot’s crew was hoping to sail home to Nantucket with a belly full of oil that could be measured and assessed down to the last drop, and every part of that motley crew would know and expect, and receive a fair share of the reward.
So now I not only love group projects, but I believe that they are the heart and soul of my classroom. They are what binds us together as a community. They are opportunities to share strengths and work through weaknesses and differences. They help us recognize and respect the dynamic power of uncommon backgrounds pushing towards a common dream—not merely a goal. They help individuals find new and deeper sources of strengths that he or she never fathomed before.
But collaborative projects are not all roses and perfume. As a teacher you have to accept that it will take twice as long as you planned, and if you can’t be flexible, you are no better than Ahab—while at the same time your students need you as a captain who is stern and unforgiving and expects duty to be dutiful, who gathers the crew on deck when need be and frees them to their chores without being meddlesome, and when the blubber of the whale is being boiled down in the tryworks, your classroom will be a bloody mess. And just as in life people will bitch and moan and convince themselves that their individual effort and persistence is what is keeping the boat afloat–and if that happens, call the crew on deck again–and again if needed. True collaboration is an honest day of hard and dirty work–not a bunch of friends trying to pass off sloth as substance.
And well all is said and done, and your students are tired, bloody, and bruised, give them their fair share of the split—and reward them, damn it, reward them.
I don’t always practice what I preach, especially when it comes to the simple, unaffected, and ordinary “journal entry.” Much of my reticence towards the casual journal entry is the public nature of posting our journal writing as blogs that are more or less “open” to the public. It is hard for me as a teacher of writing to post an entry that I know is trivial, mundane, and perhaps of no interest to my readers—but that is precisely what I need to do if I am to model the full spectrum of the writing process. Keeping a journal is more than a search for lofty thoughts amidst the detritus of the day; it is a practice that keeps our wits and writing skills honed for a coming feast by rambling through the meat of the day and drifting and sailing to whatever port is nearest to my pen. Writing is always an odyssey, and so I have to let my mind go and journey (journal) where it will.
At the very least, a journal, filled with the scraps and pieces of our daily lives, will outlive our own lives and serve as both beacon and reminder to future generations. Once, in my days as a junkman, I cleaned out an old barn in Maynard after the elderly widower—a man I only remember now as Bob—had died. Scrounging through the Bob’s boxes for anything of value, I came across a series of leather bound journals dating back to the 1930’s. I found a journal marked 1941, so I looked up the date of the Pearl Harbor attack, eager for insight on the profound effect that day must have had on the common man of his or her time. I turned through page after page of impeccable script and learned that Bob and his family went to church in the morning, during which they sang certain hymns (hymns that I can’t remember now—but he did.) Afterwards, they drove to Stow for dinner with his extended family. He wrote about the meal, the weather, the condition of the roads, and, in two brief lines at the close of his entry: “The Japs attacked Pearl Harbor today. I trust President Roosevelt will know what to do.” And that was it.
At first glance, I saw a xenophobic racist putting blind trust in infallible rulers. I couldn’t reconcile it with the kind and gentle old man, and best friend to my best friend’s father, who had recently passed away. I didn’t see it as a window into another time and another mindset. In the arrogance of my youthful pride, I couldn’t appreciate the elegiac beauty of his day—a whole day devoted to faith and the full circle of family. It wasn’t until years later when I sat on the bench by the World War Two Memorial in downtown Maynard and scrolled through the scores of boys and men from this one small mill town killed in battle that I realized the full extent of my myopia. I should have sat in his barn for days and read every word from his journals and then, maybe, I could have seen the evolution of a person through the fullness of time through the clarity of still waters.
Maybe Bob’s youthful ramblings, tempered by the death of so many of his townsmen, could have somehow transformed into the pearls of laconic wisdom that old age should bring—pearls that would fetch a heady price in the market of the modern mind. The greatest tragedy is that we’ll never know. I offered the journals to his son, but he was content to have me throw the whole lot into the back of my Chevy pickup and pay me fifty dollars for the load I scattered into the fires of the Concord dump. The irony of tossing those journals away not more than 150 yards from the site of Thoreau’s cabin on Walden Pond remained lost on me for many years, even as I trudged dutifully to the Concord library to scour through the massive tomes of Thoreau’s own journals. The old man had done exactly what Thoreau believed was required first of any man or woman when he admonished all would be writers:
“I, on my side, require of every writer, first or last, a simple and sincere account of his own life, and not merely what he has heard of other men’s lives ~Henry David Thoreau, Walden
A further irony is that my own journals from my years between eighteen and twenty five years old, which filled a good-sized cardboard box, were also inadvertently tossed into the same dump by a roommate intent on purging all the junk we were accumulating in our Williams Road farmhouse. The Concord dump is now a series of perfectly sculptured hills slowly regaining the shape and character of the woods that Thoreau tramped and stumbled through 150 years ago. It is a noble idea funded by the well-intentioned, but a nobler action would be to dig through the mold and dirt of time and truly find what the past has to offer us, buried almost irretrievably as it is.
Poetry is what is left unsaid. The stolid words of brevity simply point us in a direction only the brave will wander, but through the daily words of an old Italian farmer, I found a new kind of poetry. Pine Tree farm, butted against the rail line on the far side of Walden and owned by the Ammendolia’s, was one of the last of the Italian family farms that used to be scattered in every corner of Concord. Tony Ammendolia was the patriarch who somehow kept the dream alive, even as farm after farm succumbed to the teeming aorta of suburbia. It was there where I worked on school breaks and on summer weekends, picking corn at 4:00 AM before the heat of the day and hoeing seemingly infinite rows of tomatoes, beans, pumpkins, and eggplants in the long, hot afternoons where success and failure crisscrossed and intersected in a struggle to just get by. My Goddaughters were raised there, and their parents, my good friends Deb and Jack, still keep a few acres going to this day. Tony died two years ago after defying for many years the cancer he fought with the same stubbornness that he did the vicissitudes of nature in the cycle of droughts and floods and insects he faced at every turn during his days as a farmer.
Every night for over sixty years Tony would sit at his desk after dinner and write in his journal. Tony knew I was a writer and would kiddingly tease me that he was a writer too, but in a good-natured poke at my transient approach to life, he was also a farmer. I was at Jack and Debs recently for dinner and asked about Tony’s journals. Jack perked up as the proud inheritor of this family treasure and immediately found me one of the many small notebooks that Tony kept. I opened it and felt the tears well in my eyes, for it read like a type of poetry I had never read before. Tony never meandered from the scope of his own life, but his words spelled out a conviction that celebrated both the common fragility and majesty of life with sentences both sparse and foreboding: “Potato beetles got the eggplants on Bedford Street. We will not sell eggplant this year.” “Three days of rain. Lucky, as the irrigation pumps needs a new valve.” Each entry is a sublime excising out of the ordinary: the sky, the temperature, what was done, what had to be left undone, how much seed, what was selling and what was not selling—but never a mention of the money made or not made. There is never a mention of personal angst or frustration for over sixty continuous years. Those details were best left to imagination and speculation. Some, myself especially, have to call it poetry.
Our own journals need the same attention that Bob and Tony put into their daily records so that our journals can also chart the common unfolding of our lives. As writers and sojourners in life it is our call and duty to map the expanse of our existence. We don’t need to lay our souls bare for all to see and gossip about, but we should find a place to keep a daily journal. Whether it is written in leather bound journals, spiral notepads, or saved as private or public drafts in your blog doesn’t matter, but just a few short lines each day will serve to spark your memory in a later age—and memories wizened in the vat of a thoughtful life will always produce a finer wine. Journaling is a word that has been antiquated before its time. Though fewer and fewer of us take the time to sit with pen and paper, there is still a time and a place for the spirit of journaling to continue.
Make the time to map your own quest. A friend asked me yesterday why I didn’t have a GPS in my truck. He simply shook his head when I answered, “First, I have to remember where I’ve been.” Today’s technologies offer us possibilities unimagined to our literary forbears. Our daily journals can hold both pristine images of our lives via photos, video clips, and music, and most importantly, words. The web allows us to scour the world for like-minded souls that share our particular interests with whom we can share our passions on sites like Facebook, blogs, or personal web sites.
My only issue with much of what is out there on these sites is their self-exploitive and indulgent banality. Bob and Tony’s journals seemed permeated with an almost religious devotion as they chronicled the recitations of their days in rhythm with the pattern of their everyday lives, while on the other side, many Facebook sites I have visited have a tiresome and sycophantic obsession with the painstakingly mundane and profligate side of that persons supposed interests and lifestyle. It is hard—and sometimes impossible—to wrest any kind of context out of the content. Nothing, except a prurient curiosity, keeps me interested—and that is no road to enlightenment for either side of the equation. On some few sites there are links to blogs and other artistic websites where a deeper and more invested side of that person comes through. For them, their Facebook page is simply an adjunct to their life—a social gathering place to rest and draw water with friends and community. There is nothing wrong with that, but it should never be the destination of your journey, and if you can’t see life as a journey—an odyssey of existence—then you simply can’t see.
I guess the word I am looking for is devotion. None of our lives are more complicated than Bob or Tony’s lives. All they did that is different is make time to look closely at what was important to them in the daily unfolding of each of their lives.
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