Archive for the ‘Email’ Category

Feedback: Freewriting, helping our kids in college

Thursday, May 14th, 2009

I get so many great comments in email, in classes, on the phone. I’ve decided to post them here more often so you can hear how this lifestyle plays out in the lives of families like yours.

Freewriting: a new metaphor!
I just wanted to share with the group, a way of explaining–an analogy–freewriting to my kids that seemed to help them and, if it’s not incorrect, might help others. I compared it to the kids tuning into their own radio signal. Instead of turning the dial, they “tuned” their minds and pencils, to locate a good signal. I’m happy to say that by the second freewrite, WAUGIE and WLINZ, while still young stations, with only a few Mega-hertz each, and a little static-y, were coming in loud and clear. Over and out!
-Parent station WBrett, reporting in for affliate stations, WAugie(15) and WLinz(13)

Seriously, this is one of the best freewriting analogies I’ve ever read! It gets all of it: the idea of voice (radio is all about voice), the idea of tuning in (paying attention until the communication is static-free and clear), and persisting until you know you’ve really got clarity (a subjective experience). Thank you so much WBrett!

College writing help
I remember reading an old blog entry in which you said that you had proofread your college student’s paper. At the time, I remember thinking that sounded nice and cozy, but that I doubted I’d ever need to do something like that for one of my sons once they had left home. Well, this last fall I corrected my oldest son Tommy’s first few Composition 1 papers! I was glad I had read your story because it kept me from hesitating when he informed me that he had a paper due tomorrow and he would be emailing it to me to look at. After the first few papers, he found that his high school had done a better job of teaching him to write than his classmates’ high schools and he stopped needing me, but I was glad I was there for him. As much as people complain about email as a sloppy form of communication, I think it is wonderful. This entire year my son has written to me every day! Email’s asynchronous-ness and ease makes him willing to communicate far more than he would if he had to telephone or write by hand. Anyway – I just wanted to say thank you for giving me a glimpse of what it is like to have a college student.
-Nancy Gorman

I love this! You know, it’s fine if they don’t need your help. And I like to remind all homeschooled kids to take advantage of the Writing Centers in colleges. These offer editing and revision support. Still, if you’ve become your child’s writing ally, it’s not surprising when they want that bit of support as they make the transition to college. What a privilege (and success story) to know that your kid trusts you with his written self-expression – and relies on you to help him improve! Thanks for sharing.

Email: Spelling

Thursday, May 14th, 2009

Hello, Julie.

I have some samples and questions regarding my son’s horrid spelling that I was hoping you would not mind giving me some guidance with.  My son, Clay, just turned 9 in March and he says he hates to write (and read).  He reads at grade level (3rd) or a little below.  He enjoys stories ~ he says he hates reading however because he stresses himself out regarding the length of the story and the amount of writing per page.  He does plenty of copy work and has very neat writing.  He is struggling with creative writing because he is challenged to get his thoughts out of his head and onto paper.  We don’t do a lot of creative/freewriting becasue he is young and I don’t push him.

(more…)

Email: How it’s worked over the years

Thursday, February 26th, 2009

You know, I appreciate how amazingly kind the Brave Writer community is. This has been a tough winter for me personally, but I feel bouyed up by the generous comments, enthusiastic reports and even the sincere, heart-felt questions that I get in my in-box or on my phone each day. It’s great to know you’re still applying Brave Writer insights to your children’s lives. Here’s one of the wonderful ones sent to me today, just when I needed it. (Btw, I use Help for High School in the co-op where my kids participate too. It’s a great resource to use in that setting.)

Julie,

Rough winter?  Well, they say, “what goes around, comes around,” (anonymous).  Since you’ve been so generous with encouragement to other homeschool moms, here is a little dose for you. :) (sorry, the smileys are part of my vocabulary)

I’ve corresponded with you before. . . over the past five years I’ve used Writer’s Jungle in my homeschool with my own four, two of whom are now high school students, still homeschooling, one 6th grader, and a third grader.  One of my best memories is of Tuesday teatime in which we had checked out the audio book for Tom Sawyer (a few years ago) and giggled our way through it together over tea and snacks (the best part for my son) on sunny days, in our Florida room. (yes, even in Central Ohio!!).  I have the notebooks of illustrations, dictations and copywork from Prince Caspian, The Magician’s Nephew, and the Lion, the Witch and the Wardrobe.  They are worth all of the bad days of our 12 years of homeschooling put together! (not that there have been that many!—God if faithful!)

I started a new co-op a few years ago (The Shema Academy for Excellence in Homeschooling—we are the Shema Mamas!!) with some friends to address science, but alas, we were having such a good time that we have included writing and literature in our course offerings in the past year or so.  I teach the high school class, writing component, using Help for High School, and we have been working through the modules successively.  It is going. . . somewhat swimmingly!  My students have found that writing is work, but having worked through the various exercises, freewriting assignments, rough drafts, revisions and submission of final copies, I am thrilled to say all 15 students are growing! And that, of course, is very exciting.  This spring we will have our second foray into research projects, and I will say, that each student will research something that he/she cares deeply about and is interested in personally.

So while I have had to put my own writing endeavors on hold over the past few years (I haven’t submitted or published anything since 2005), having the opportunity to invest in the lives of some pretty terrific homeschool students is a pretty good tradeoff.

I pray God’s faithfulness will minister to you in your situation.  Your materials have been a great help to me in my homeschool journey!  I hope to be able to work with you some day!

Sincerely,
Jacquie Stevanus
Hilliard, OH

Forums: How it works

Monday, December 15th, 2008

The following is posted on the Brave Writer public forums. I loved it! Such a great example of how it’s supposed to work. :)

Today, I wanted my nine year old to really get into telling a story so rather than bog him down with the handwriting, I figured I would type for him while he dictated his story.

At the breakfast table this morning, we developed a character. I started off by saying the character was a boy. Then he added a detail about the character, then I did, and so on until we had quite a description going of this kid who lives in a jungle and has a pet monkey.

Then this afternoon, I grabbed my laptop and we hit the couch and curled up with blankets and pillows for him to “write” his story. I started him off with the typical “One day…” and he took it from there.

It was a bit of a struggle to begin with but then he was cruising and had so many thoughts flying out of his mouth. After I had typed a whole page, he said he was out of ideas but the story was at a cliffhanger moment actually so I told him that was enough and we could call it Chapter One.

He was so excited by the whole process. He has been running around all afternoon with his story that we printed off. He even decided to start a new club with his 6 year old sister called “The Story Club.” He asked if he could use my laptop and they both sat at the kitchen table while he guided her through the process of developing her own character. He typed while she dictated. Now, he can’t really type so this was a long laborious process but he was not deterred. My daughter lost interest before he did which I was surprised at as he had to do the typing. So he saved her character and I have a feeling they will come back to it another day.

I’m looking forward to him continuing his story and having fun with his imagination and words!

Email: How it works for Donna

Tuesday, November 11th, 2008

Sometimes I think it helps to hear a practical, personal description of how a homeschooling mother embraces and applies the Brave Writer philosophy to her homeschool. I loved this email from Donna (sent a little while back) and thought I’d share it today.

Hi Julie,

Radical Unschoolers would look at what we do and say we’re totally UN-radical. Yet, we live a pretty unschooling lifestyle in MANY ways. We DO use curriculum (Sonlight), so others might say we’re “inside the box”, however, those who use curriculum would probably call us “eclectic” ~ or something. We use it in our own way. We simply do not fit a mold and I need a new word to describe our style!

Our process is much easier to describe. It is simply this: let go of ALL expectations. Now, the kids might have some for themselves, which is great because that is how they will become all they were meant to become: by being WHO THEY ARE and setting goals for themselves. I have no expectations except for this: that no matter what, they are not to use failure or mistakes as an opportunity to beat themselves up or tear themselves down. Instead, they are to be used simply as an experience to learn by – a stepping stone. They are never “behind” ~ they are where they are at. That is where we start and go from.

This was scary to do – especially for my husband and even for the kids. I’ve been unschooled all my life. Oh, I went to school, but my education took place outside of that building on most days, on my own time and in stolen moments while I HAD to be inside that building. The kids and husband were never comfortable with “radical” unschooling, and I simply could not and would not abide school-at-home, so we needed to find a “happy medium”. That is how we eventually formed our “method.” It was pretty easy for me to let go of expectations, but I still like to hug a bit of fear to me now and then: am I doing enough? Will they be ready to take on the adult world? Will they pass their SATs? What if they simply don’t get algebra (I never did – and yet here I am! Alive and well without full knowledge of algebraic formulas! A fully-formed human being, though some might argue that!).

My husband has let go of his expectations V E R Y S L O W L Y…and he still holds some pretty tight. He has had to completely revamp the way he views education – he played the education game very well as a student. But his eyes are slowly being opened to what a true education is (8 years after we began)! This has sometimes been a painful process for him, as he has seen how his own fears and expectations have affected the kids and even his relationship with them. He is working hard to change and we are loving him through it!

I have learned to be where the kids are – not try to drag them to where I am. I learned to get interested in THEIR world – the video games they love, the music they listen to, TV shows, movies and even inside jokes (which sometimes push the line a bit and make me feel that boys can be really, really gross!). I’ve learned to listen ~ JUST LISTEN ~ when they are speaking. That means to STOP what I am doing and give them 100% of me. I notice that they do the same when I am speaking…pretty cool!! I’ve learned to monitor my reactions to things they say or tell me. Teenagers are funny creatures – if they catch the slightest whiff of judgment, they clam right up!

I’ve learned to see them, myself and my husband and our family as a whole as unique. Comparing us to others: our kids’ progress (or lack of); what our education looks like compared to others; what our family life looks like; how we dress; how we worship; how we keep our home (or not)…this is like quick sand. It is a slow, suffocating way to kill joy and stop learning. We are who we are – and that is a beautiful thing!

I’ve had The Writer’s Jungle for over a year now. I have longed to use it, but the time was never quite right. I’ve carried this book around with me, reading and re-reading parts of it, trying to visualize a Brave Writer Lifestyle. I think in a lot of ways I had to become brave. I know how to write pretty well, but I have no clue how to explain it to my children. It is intuitive. So, rather than take a chance of making them hate writing, I’ve never bothered to teach it. I love writing and I so want them to love it, too! Words are magical and powerful – I want them to experience the JOY of that!

These kids are so FULL of stories, ideas, events to be shared with others, commentary that I knew that when the time was right, it would all happen – just as they learned to read and do cursive and play video games and beat them. Step by (sometimes slow) step they have each wandered down the personal path of their own educations and I have been privileged to be a part of it.

By giving them freedom to be who they are, right where they are, they have learned much of what I was so afraid that they would not learn. I truly believe with all my heart that writing will be no different. And just as they have learned most other things in joy, step by step, so, too, will they learn to express themselves through the written word in their own voices, if only I will be brave enough to let it happen!

Yesterday we were looking at objects through jewelers loups and my youngest (13) said to no one in particular, “I can’t wait until Friday Freewrite! I have alot to say about what the inside of this shell reminds me of.” Unable to contain myself, I said, “Oh, you could write it now.” And he replied without even looking up, “I’ll just wait until Friday.” Ok…

Later on, my other son (16) and I were out running some errands and he told me that he had written a 2 page poem the night before. He said it wasn’t anything great, but it “was a start”. You bet!

So, I am looking forward to Friday Freewrite to see what these guys have to share with the rest of the world (even if the rest of the world never gets to read it)! It seems that they are, too. And not an assigned topic in sight! Woo Hoo!

So, in the same way we meander through our education, I’ve meandered to the end of this email. Just wanted to share this with you!

God Bless,

Donna in the ‘Burg

First Freewrite: new to Brave Writer

Tuesday, October 14th, 2008

Hello Julie,

I stumbled upon Brave Writer only a few weeks ago, loved what I read on your site, got BRAVE and veered off my writing plans for this year to follow a brave writer lifestyle. I have not looked back, nor regretted this decision. Brave Writer has brought fresh air into this house! I’m still reading through your book and we are slowly incorporating its ideas into our days.

I’ve included my 9 yo first freewrite and a picture of my 7 yo about our trip to a raptor conservatory. We didn’t polish this piece, as it was the first one ever, but I thought it turned out really well (9 yo went well past the timer :-) . Good sign for a “first time”).

Sincerely,
Verena

Hi. I’m Robert Raptor I’m a Bald eagle. I’m going to tell you a story well it happend this way, one day I was out hunting my wife was having babys, anyway I was perched on a tree when I saw my Friend Golden eagle.
I caught up with him and I said: “Why dont we hunt together”. So we flew together for a while,
when I saw a flock of Piagons, yumy yum. So we dived thourgh the air I could feel the good wind
through my feathers, on the first try Goldeneagle caught one and flew of to his nest but I didn’t get
one so I climbed higher and dove again this time I got one and flew
off to my nest when I got here, I had a surprise! Four newborn chicks!

bald eagle

Email: Scavenger hunt (!) and original poetry

Thursday, September 11th, 2008

Let me alert you to two great things about this email.

1) How awesome is it to have your kids bring original poetry to the teatimes? I get emails sharing this same story again and again. You just never know what will catalyze the poet in your child! Remember: the right answer is, “Yes! Bring it. Can’t wait to hear it.”

2) A scavenger hunt for your school work? WOW! Wish I’d have thought of it.

I’m finally kicking our Poetry and Tea Time back into gear for the year.  I asked each kid to find two poems they liked to bring to read at Tea Time.  Nathan asked if he might bring two original compositions in addition to selecting two.  Um, yeah, you can do that.  Wait, twist my arm. Ok, uncle.  Go ahead.  Write original poetry.

Here is his AUTUMN acrostic:
Azure skys, brown leaves.
Under the trees, the black bear leaves.  Under the meadow,
The black bear sleeps.
Under the leaves, the jay stops his song.
Moving day has come along.
Naught but bare trees now are left, as frost steals up to make a theft.

Yesterday, as an aside in his Scavenger School (I hide their assignments all over the house, so they end up doing math in the bathtub and such), I asked him to write a poem.  Here it is, an acrostic (I guess he likes those) on SEASONS:

Snowy winter
Excellent spring
April rains
Summer sunny days
Oops, time to dig out long sleeve shirts and pants
Nothing but a beautiful fall
Snowy winter again.

Blessings,
Holly

Check out Holly’s blog!

Email: Language Games

Tuesday, July 29th, 2008

Julie –  I just found your website and program tonight and joined the yahoo group and very excited about trying it out with my two oldest children.  As I was going through the site I saw the language games you had listed and thought I would share this one with you.

One of my favorites one is something I picked up at a large children’s used item sale — it is called Storybook (comes in a box that looks like a mini metal lunchbox). It has cards with pictures.  The rules say that the first player picks a card and starts the story and then each player picks a card and repeats the previous portion of the story and adds a new part (this is somewhat cumbersome as the previous cards have all been turned face down). My children just take turns picking a card and adding their portion to the story.  They will even pick it up and just start playing it for fun!   It was so cute the one time they were doing it together (without my initiation) and I went to get my digital video camera to make a movie of them sitting on the sofa together.  Then they decided to read for the camera so that was an added benefit that made it more fun for them.  Now when one of them gets it out and starts their own story (my daughter just goes through the cards and makes up a story by herself) then the other goes to get the camera to record it!!  How cute!!

I think the game can be purchased at Target for about $5 where the card games are found (i.e. Uno, Crazy Eights, etc.) – usually an end cap!!

Another one I picked up one day in Barnes and Noble to have something to entertain the kids at the table in a restaurant (high end restaurant with long wait for food to arrive) was ZING!  The Bewitching Storymaking Game (it comes in normal size and a miniture version (like you would attach to a gift card).  There are 80 magnetic words and build a story grids. Each person selects 5 magetic tiles from the three categories of words (elementary, edgy, esoteric) takes turns writing with their sentence using 2-7 words (must use at least one word from those chosen and can add their own words using the blank magnets. It is a little like Scrabble other than being able to add your own words (oh how many times have we just wished that we had that ONE LETTER while playing Scrabble????)  Anyway, “I” think it will be a lot of fun to play, but unfortunately it did not work out as an activity at dinner that evening and we haven’t taken time to try it out since.  (Note to self:  PLAY ZING! with the kids tomorrow!)

Anyway, hope these game ideas help and I am looking forward to learning more about Bravewriter and showing my kids that writing can be fun!!

Cyndi

Real Writing: Responses

Sunday, July 20th, 2008

Here are a pair of responses that came after I shared the Real Writing message the last time. I thought I’d throw them out again for your consideration.


Dear Julie,

I just have to comment! The best thing I EVER did in our homeschooling adventure was to permanently shelve all the curricula that “teach real writing”. It happened when my incredibly verbose but extremely “grapho-phobic” (syn. “reluctant writer”) third-grade son just kept on staring at a blank page trying to come up with something to write about “Tom the Thanksgiving Turkey.”

“I don’t care about Tom the Turkey. It’s a stupid assignment.”

Well, do you blame him? Frankly, I didn’t care about Tom either! In fact, I was tired of the tense times associated with writing. So, we shelved it all. Instead, we concentrated on reading, and talking, and letter writing, and more talking, and more reading. At times, he dictated to me what needed to be recorded. I felt a bit negligent, and, on occasion, did look over my shoulder to make sure the Writing Gestapo wasn’t snooping around.

A breath of fresh air blew in when I attended your workshop on Helping the Reluctant Writer. Validation at last! I bought The Writer’s Jungle and have never looked at another writing curriculum since.

Fast-forward seven years…My reluctant writer is as competent with a pen as with his persuasive tongue! Last year, I did purchase the Help for High School, and he worked through it pretty much independently. Since the axiom “think before you speak” has always been important in our home, organizing thoughts on paper for academic writing has not been an issue. I do have to admit, he still doesn’t write for fun. However, what he puts on paper is fun to read (even essays).

Here’s the cherry on top from my now 16-year-old young man. “Mom, I’m glad we did all that Brave Writer stuff. I can just sit down and write whatever I need to write. It’s just no big deal anymore.”

Wonderful, because he is starting college courses this fall.

Here’s to REAL and ALIVE writing (even essays and reports)!

Victoria

And ironically, the other one is by another Vicky:

Julie,

I would just like to add my 2 cents in support of what you just wrote. I have 2 boys in college- one at MIT and one at UVa, both homeschooled the whole way. They are obviously very smart guys, and tested well. However, using every writing program under the sun, (except yours), I slowly taught them to hate writing.

My 10 year old was a natural writer, until I started teaching her writing. She was following the road of hating it too. Then I discovered you. For 2 years, I just used your blog and free suggestions. I just recently purchased The Writer’s Jungle and use it loosely. My girl has rediscovered the joy of writing. As a result, she wrote a 20 page research report (4th grade) on carnivorous plants, and a 30 page book utilizing as many words as she had never heard or learned the meaning of, incorporating them into a delightful saga of the adventures of her beloved pets.

These were her own ideas, and she would beg to do them. I didn’t need a language arts, vocabulary, or spelling program, or even literature as she would teach all these things herself in her delight with her own writing creations.

I too feel a bit of fear that maybe she is not getting everything she needs but she tests at a college level in language art skills and I suspect the less I intrude upon her natural drive to learn at this point, the better off we all will be.

I cannot emphasize enough that writing programs, good ones, were killing her desire to write.

Thank you from the bottom of my weary 14 years of homeschooling heart.

Blessings,
Vicky

Help for High School and The Writer’s Jungle are the two products designed to help you discover how to get to the kind of writing these moms share about.

Another use of an English degree (HT JoVE)

Wednesday, June 18th, 2008

JoVe likes to send me articles every now and then. They are always wonderful! Today she slipped the following one into my in-box related to another use of an English degree. This one shows how one academic found a career teaching writing in a big law firm. I got a special kick out of it because my dad is a lawyer and I’ve long argued (ha!) that my bent toward academic writing was fostered and nurtured through his rigorous approach to any debatable topic at the dinner table. I grew up, essentially, learning how to create an argument from my earliest memories. Not only that, lawyers do a tremendous amount of writing. The care with which trial lawyers must prepare opening and closing statements is every bit as conscientious as any academic preparing a thesis or scholarly journal article (if not moreso since justice and money are always on the line!). Think how many lawyers-turned-best-selling novelists there are, too. :) I remember my dad writing a novel into his dictaphone when I was in high school. (He never did get it published though.)

With all that personal background out of the way, check out this article: From Global Lit(erature) to Global Lit(igation).

A big litigation firm like ours is filled with nothing but writers. One lawyer here, in fact, tells people that he is a writer when they ask his occupation (insert joke about lawyers’ public perception here). My main duties are twofold. I travel to our offices around the world twice a year and conduct seminars on all aspects of the writing process, from punctuation to Aristotelian argumentation. I also work with associates and partners individually on their writing (what the corporate world calls “coaching” and academe calls “tutoring”), either in person or over the phone. They contact me at any point during the writing process. I sometimes answer questions on the spot, but it’s much more common for lawyers to send me a draft, which we meet to discuss.

My job is endlessly rewarding. I work in a five-member office of professional development. Three of us have Ph.D.’s, all in different fields. I teach an enthusiastic population: Professionals, especially those who write for a living, are eager participants in the learning process. Some of the intellectual-property and antitrust cases are fascinating; unfortunately, I am not permitted to tell you about them.