Archive for the ‘Tips for Teen Writers’ Category

New to Brave Writer

Wednesday, February 24th, 2010

Brave Writer has three components to support your writing and language arts goals:

Home Study Courses

Online Classes

Language Arts Programs

The Home Study Courses are divided into two. The Writer’s Jungle teaches you, the parent, how to be the most effective writing coach in your children’s lives. The principles, exercises, and guidelines apply to every level of writing from beginner to pro. If you like to work at your own pace, need a manual to which you can refer when you get overwhelmed, if you benefit from having your entire philosophy of writing stood on its head and recreated for you, then start with The Writer’s Jungle. It will work for all your kids.

Help for High School is our home study course for teens. It’s written to your student and is intended to be self-teaching. The course is organized around specific modules and in each module, there is an exercise or writing assignment to complete. These can be done multiple times if you swap topics. They are writing processes, not specific assignments geared toward a period in history or a work of literature. Help for High School provides models of how to write expository essays (both open and closed forms) as well as the steps necessary to understand the structure of argument, thesis and points and particulars.

The Online Classes provide moms and kids with instructor support and accountability. They cover a wider range of choices in terms of specific writing genres. If you prefer to be in a classroom style setting with an instructor, other students and the gentle accountability of due dates, start with Kidswrite Basic. This online course transforms your understanding of how to best facilitate writing in your home. It gives you the tools to know how to encourage and foster good writing habits rather than merely editing poor writing for mechanical errors.

Kidswrite Intermediate is the course to consider if you want to make the transition from parent-led writing to student-led. It’s designed for kids just on the cusp of essay writing. The processes in KWI make up the first half of Help for High School. The benefit to taking it as a class is that the online class offers instructor feedback and the opportunity to read other student writing. KWI prepares students for all levels of essay classes, as well.

The other online classes round out writing experiences. We offer fiction, literary analysis, poetry, grammar, freewriting, SAT/ACT preparation, Shakespeare, literary discussion (Boomerang Complete) and more. The courses help you and your kids to widen their writing experiences while giving you the support and modeling that make you a more and more effective writing coach. The courses also prevent a feeling of isolation in the homeschool, putting you in touch with other parents and students from around the world who are embarking on a similar journey.

The language arts portion of Brave Writer supports and enhances the writing programs. The Arrow, the Boomerang and the retired Slingshot are designed to provide you with easy-to-use tools that teach mechanics, spelling, grammar, handwriting and literary elements in the context of great literature. The Arrow works best for kids 3rd - 6th grades. The Boomerang is designed for 7th-9th grades (though some high school students do quite well with the Boomerang). The Slingshot (already published issues) catered to 10th-12th grades. We now offer literary analysis classes for 10th-12th grades instead.

You can either subscribe to the current year’s lists of the Arrow or Boomerang (paying monthly on your credit card), or you can purchase already published issues ala carte and design your own year’s program around books you and your kids want to read. These tools are meant to supplement your writing program, not replace it. When the Arrow or Boomerang are used in tandem with The Writer’s Jungle or Help for High School, or along with Kidswrite Basic or Kidswrite Intermediate, you will be offering your children a complete language arts/writing package.

Jump in. Try not to figure it all out or become overwhelmed at the choices. Pick one thing that you find fascinating. Purchase it or sign up for it. Use it, do it. Experience and enjoy it. See how it goes. Then do the next thing. As you take it one thing at a time, you will build momentum. You’re not in a rush. You don’t have to solve writing and language arts this week, this semester or even this year. You only need to take the next logical step toward the goal of becoming the best writing coach you can be. In turn, your kids will grow into more and more effective writers.

You gotta be home to homeschool

Thursday, January 21st, 2010

There are two kinds of “being home” that I want to explore in the blog. Today’s post focuses on the physical choice to be “home” more than away. For families with young kids (particularly if you’ve got kids under 12), cultivate a home life, in your house. For families with teens, be choosy. Outside activities are important, but consolidate when you can. If you’re in that awkward phase of life where you have some of each (little kids and big ones), your choices have to be that much more creative and deliberate. I’ve got a special section just for you further down.

The second kind of “being home” has to do with attitude—how do we treat each other when we are home as opposed to away? What does it look like/feel like to be educated in a home? We’ll look at “home” as a way of being tomorrow.

Choosing to be at home:

The first step in creating a better homeschool environment is to be home. Long stretches of time that go uninterrupted by orthodontists, trips to the tutor, vet appointments for the dog and shopping for food are essential to create a feeling of time and space to learn. One of the best bits of advice I received early on is to not make my doctor or dental appointments in the mornings. Just because I’m “home” doesn’t mean I’m free! If my kids were in a school building, I wouldn’t want to take them out for a check up. I’d wait until the afternoon. Likewise, my time at home is full and therefore I’m not available for appointments before noon, either. Better to schedule all such meetings after lunch. (If you have napping kids, then you have to wait until naps are done or let them nap in the car or stroller.)

Additionally, limit outside activities. We had a rule in our family of five kids that only two kids could be playing on a sports team at any given time. That meant that some of our kids couldn’t do their sport year-round. We had no prodigies so I didn’t have to weigh the merits of possible college scholarships against my decision for sane living, so your mileage may vary. But we discovered early on we could only support two weekend games and two sets of practices per week, per season. The same could be said for musical instruments, tutorials, co-ops, dance lessons and so on. When you have lots of kids, this becomes even more important. You do not want your youngest children to spend their early childhoods sipping Juicy Juice boxes in a car seat watching DVDs in the back of the van while they are schlepped along with hockey pads to the next practice!

Hire people who will come to you or live within walking distance. The midwife I chose on my fifth birth traveled to me to do my check-ups. That’s the sole reason I picked her over my previous midwife. When my youngest decided she wanted piano lessons, I sent her across the street. Our piano teacher isn’t my favorite as far as technical skill to teach, but for the early stages, living two minutes from my doorstep outweighed all other concerns. We hired a violin teacher who drove to our house. We also hosted literature discussion groups, writing groups and study sessions so that we could stay home.

Carpool. Do activities that other families do so that you don’t have to do all the driving.

Save some activities until your kids can drive themselves. We didn’t have our kids get jobs outside the home until they could drive themselves. Three of them, however, earned money while at home babysitting and selling cookies in our neighborhood. Neither of these required me to drive anyone anywhere (except when one of them ran out of chocolate chips and forgot to tell me… grrrr!).

Consolidate activities. It’s better to have one long busy day of appointments than to have 30-60 minute trips three or four times per week that interrupt your time at home.

Make one day your inviolable day that you never go anywhere. Once you decide to do this, it will feel nearly impossible to make happen. You’ll find all kinds of reasons you can’t keep this commitment. Of course. Just like dieting or exercise. It’s a discipline. But just as you would clear your schedule to be available weekly for a co-op day, you can do the same in reverse. Make Tuesdays or Fridays (or whatever) the day you never leave the house. You always have the full day at home and are ready for it with good food, a lesson plan, fun TV programming to watch and no pressure to go anywhere. Even if you pull this off three Tuesdays of the month, that’s wonderful! You’ll be amazed at how jealously you guard that day once you commit to it. (Tuesday has traditionally been that day for me since we have co-op on Mondays which is all-day away from home.)

Teens: I’ve shared before that teens need to sense that they are getting out into the big world, evolving into young adults. Home can feel confining, redundant, risk-free. What felt safe and nurturing as a young child becomes confining and tedious past 13. These feelings are normal; they aren’t signs of rebellion or an inability to be happy. I recommend that your teens get involved in something much bigger than they are. One of my Brave Writer students became enamored of low cost, energy efficient housing and built eco-friendly homes in her backyard! Another started a fish breeding farm in the creek neighboring her house. These activities kept these students home, obviously. But home had become a bigger world!

And that’s the point. Home is either the refueling station between community college and aiding at the local elementary school three days a week, or it’s the means to pursuing a dream (writing a novel, inventing a language, crafting a quilt, remodeling the basement).

In our family, two of our teens joined a Shakespeare company that met downtown with professional actors and a wide variety of students once a week on the weekends with performances at the end of the year. I know teens who’ve gone on mission trips, have built computers from scratch, are on high level sports teams, acted in plays, started parttime high school or junior college, worked for the first time, gone to art institutes, joined community or high school music programs, written for publication, and started businesses. Doing written narrations by themselves at the kitchen table is not enough for a teen’s education. Supervising the small children in the family is not a teen’s daily responsibility. We had the babies; they didn’t.

Teens need driver’s licenses and money. They need peers and challenges. And they need a home. That home is their anchor. They tack between feeling bold and anxious, mature and needing a mommy. Home is the place where they can suck their thumbs, curl up and recharge. Each teen is different so remember that some need more down time than others. You can monitor this by evaluating how well they manage emotionally. Paring down the outside activities can be one way to help them reconnect to themselves. But be cautious here. Sometimes we moms imagine they will be happier with less, when what they crave and need is more. Teens have a remarkable capacity to juggle many demands and some need that stimulation to become the competent people they want to be.

So what do you do if you have teens needing adventure and little kids needing a stable home routine? This is the trickiest period, but it’s important to be intentional. There are a couple ways to help your teens get out without sacrificing the little kids in the process (and there are ways to keep a nice, vibrant home life without forcing teens to sit home all day). Try some of these ideas and see how they work for you.

  1. Commit to one big “out of the house” project for your teen. Support one big project (Shakespeare, biology class, refurbishing a car, All Star soccer). Pay for it, help get the teen to that project, show up for performances or whatever is required. Then, above that one big project, put the responsibility on your teen to make the other stuff happen. That means if it requires money, they earn it. If it requires rides, they coordinate (create the car-pooling, or drive themselves, or work it out with you so that it doesn’t interfere with your routine with the younger kids). They take responsibility for making the stuff they want… happen. That’s part of adventure, responsibility and risk. They choose to make their lives more interesting, richer.
  2. Find one big project to work on at home. This can be as sophisticated as constructing a language (I have one kid who did this) or as simple as becoming really good at World of Warcraft. It’s great if your teens have a goal that can be pursued at home: watching all the top AFI films, writing a novel, studying art history, planting a vegetable garden, rebuilding the engine of a car, building a website, learning photography. School work (the stuff that goes on the transcript) is necessary, but if it’s all that your teen does at home, home will quickly become a chore rather than a place your teen wants to be.
  3. Protect your mornings. Let your teens know that you need the mornings with your younger kids. That means you will resist being a ride between 8:00 and 11:00 every day. (If a teen needs a ride home from school or something routine like that and it doesn’t take you more than 15 minutes round trip to make it happen, then that’s not unreasonable… but be wary of interruptions that take a half hour or more.)
  4. Triangle in other teen families. It’s sure nice if your daughter and her best friend are both in the play together. Car-pooling! It’s great if a group of kids takes biology together so they can study, ride-share and have friends all at the same time.
  5. Pass home responsibilities down to the younger kids; free your teens to do less at home. Remember when your oldest was 10? You expected a lot (cleaning a bathroom, laundry, setting and clearing the table). But now that your youngest is 10, you still expect the 16 year old to do those chores while the 10 year old seems “too young.” Nonsense. Get your younger kids to do the chores and free the teen to study, have a social life, work a job, and pursue extra-curricular activities. This helps your teen want to be home, too.
  6. Keep a computer in the family room. This enables you to be with your youngers while your teens have a reason to leave their bedrooms.

More ideas? Post them in the comments section.

Visiting the Art Museum

Thursday, October 15th, 2009

I posted this awhile back, but I think it’s worth another posting. When we recommend going to art museums, sometimes moms wonder what it’s got to do with writing. Isn’t art its own course of study? Why would Brave Writer specifically promote it?

I promote the enjoyment and study of art because a visual vocabulary is critical to a verbal one. We’re primarily stimulated every day through sight. As we observe the world around us, we form impressions that inform our attitudes, beliefs, preferences and habits. Art uses a visual vocabulary to communicate. We’re awed by the precision of strokes (to an almost photographic accuracy) in some paintings and then moved by the blurry soft edges of impressionism that tend to evoke a mood more than provoke a compliment. We see color manipulated to create atmosphere, we observe other times and eras (habits of dress, style of architecture, expanse of nature). We get to see style (we can compare and contrast artists within one era, and we can compare and contrast artists of different eras).

These encounters are different than nature or TV or flipping through a photo album. Artists are deliberate in ways similar to authors. They select the point of view, they edit the scene in front of them choosing what to paint and what to exclude, they pull from a palette of colors like authors draw from a lexicon of language. They tell a story through images. They create pathos or joy, indignation or peace. And all we have to do is stand and look carefully, allow the painting to speak through its images.

For writing, having a rich visual vocabulary is just as important as having a big word-filled one. Words help to express images and images give rise to words. They partner together to create meaning. A trip to an art museum also offers visuals to go with some of the legendary stories of our collective western history (the Greek and Roman myths, Christian imagery, specific historic events and figures, legends, Shakespearean tales, and the daily lives of people who really did live before our time). Together, paintings partner with language to create new levels of appreciation.

What follows, then, is a window into how frequent trips to the local Cincinnati Art Museum have enhanced our home education. Be not intimidated! Get the stroller and go. You’ll be glad you did.

2005

One thing I love about Cincinnati is that the art museum isn’t that far away. We went to it yesterday for the afternoon. We’ve been many, many times. I noticed that especially yesterday. As we walked in the door, Liam exclaimed, “I love that Chihuly chandelier.” Jacob added, “I could look at it every day.”

We made our way into the Greek and Egyptian displays and Caitrin noticed that they had rearranged them. She went on to point out which of the vases she liked best compared to last time. Liam wanted to stop and look at each of the hieroglyphs again.

We moved on and went into an exhibit that was put up by Proctor and Gamble - all Cincinnati art. I honestly didn’t recognize the exhibit but the kids did. They started reminiscing about the pieces they had loved the last time we’d been there. We marveled at the quality of the artwork. Later we found an entire exhibit devoted to Frank Duveneck (Cincinnati native) and were thrilled to see all his paintings together. That was new.

We made our way upstairs to see the Monets that are on loan from Paris and were blown away by the size and colors. Caitrin immediately told me the story of why this particular “Bridge at Giverny” was so hard to see close-up - “because Monet lost his eyesight as he got older and he would make paintings that were less and less realistic as a result.” She pointed out how much the bridge showed up if we were at the back of the room compared to up close when we could see each swirl of the brush up close.

Liam reminded me of the “Linnea in Monet’s Garden” book we had read and Jacob remembered the movie we had checked out from the library. We were amazed that the Cathedral at Rouen was so dull close up and so vibrant at a distance. You could see the source of light behind it and it glowed from across the room.

We walked into the modern art exhibit and all agreed again that we don’t like modern art, except that I really like Mark Rothko. Rothko asserts that he isn’t interested in form, line or color but in creating emotions. He says that he knows he communicates because when people look at his work, many report that they cry. Jacob, who couldn’t remember who Rothko was when I spoke of him last week, was eager to see our Cincinnati Rothko. He didn’t cry. He didn’t understand why anyone would. I didn’t cry either, but I did feel this weird surge in my chest.

Liam wanted to see a real Van Gogh so I took him to the only one in the museum. He remembered it then and commented that, “That guy must really have liked paint. I like his blue.” Caitrin added, “He uses globs of it. It’s nice to see the real painting so we can see the globs up close.” We wished for a Van Gogh exhibit to come to Cincinnati.

Our favorite rooms were closed for renovation. We were sad. So we went to other rooms we frequent less and noticed all the Italians. Jacob asked, “Will some of these painters be in Italy when we go next summer?” We discussed the benefits of great art being dispersed throughout the world rather than collected all in one town. We talked about why the Italians artwork was so much more dramatic than the British in the room next door. We shuddered in front of a boyish, rosy-cheeked David holding the recently severed head of a bloody Goliath.

We ended up in front of a painting that showed a woman deranged with a pale face, flowers dripping down her white gown, restrained by a man in a renaissance costume. They stood before a queen in anguish and a king with his face in his hands. Jacob called out, “Mom, this is from Hamlet! That’s Ophelia.” And it was. The man was Laertes, her brother. Apparently this artist had wanted to make a series of Shakespeare paintings to display together in England, but the project failed and the pieces he painted have been bought up by a variety of art connoisseurs. This painting is the first to have been purchased for the Cincinnati Art Museum and its purchase preceded the museum’s construction by about five years.

It was a great afternoon. And it was fun to see that repeated visits yielded so much in my kids.

Why Poetry?

Wednesday, September 30th, 2009

It’s been awhile since I’ve made my case for poetry. So let’s do that today!

Why poetry?

Lots of moms are intimidated by poetry, imagining that poets hide mysteries within their rhymes. They feel inadequate to plumb those depths sufficiently for insight and meaning, thinking their kids will not “get it” either. High school poetry units often left many of us scratching our heads rather than savoring language.

In the homeschool, you get to reclaim poetry as a legitimate tool of language arts. Poetry is all about the words: choices, sounds, relationships, punch. Poetry aims to get a message/story across within limits: meter, rhyme, alliteration or assonance (or both!), stanzas, numbers of words. It’s the Sudoku of language!

Here are the ways I recommend you dip your toes into the stream of poetic expression:

  1. Read it. Don’t worry about meanings, themes, alliteration, rhyme schemes or meter. Simply let the words roll around in your mouth. Read the poem and ignore the temptation to wonder at it. Let yourself feel the words. You might only react positively to a word pair or one ending rhyme. That’s perfectly fine! In poems that don’t offer up their meanings easily, start with reading and letting yourself connect to whatever it is that draws your attention. (If nothing does, it’s fine to move on to the next poem. No need to squeeze “blood from a turnip.” You might “get it” some other year.) Also, read it through multiple times before you render a judgment. Poems benefit from multiple readings.
  2. Listen to it. As you read it aloud (or as the poem is read to you), listen to the sounds. Ignore meanings completely. What stands out? Rhyme? Repeated vowel sounds (assonance)? Repeated initial consonant sounds (alliteration)? Repeated consonant sounds throughout the line or poem (consonance)? How about interesting word uses (a noun acting as a verb, or a made-up word like you’ll find in Carroll or cummings)? Is there a rhythm you can anticipate? Can you beat your hand to the sounds - the accented syllables versus the ones that don’t make you slap your leg? Is there a pattern (each line starts with “I wish…” or ends with “…and so it goes”)?
  3. Listen to it for word choices. In addition to noting the sounds, note the word choices. Are there surprises (words used in ways you wouldn’t ordinarily think of them)? Are they plain Jane words (nothing special except they all go together in an interesting way)? Do you find yourself thinking about the way a word is used? Does the poet focus on concrete experiences or metaphor or something else? Is it funny? Why? Puns? Irony? Punchline humor?
  4. Meaning or theme? Now we get down to the point of writing the poem. What’s it about? You can be as superficial as you want. Just get the gist. Consult your kids if you feel stuck. They are surprisingly insightful. Figure out if the poem paints a picture of an emotion or experience, or if it is detailing a story or telling an idea. Perhaps it is commenting on a theme such as patriotism or friendship or love or autumn.
  5. Do you like it? Guess what? No right answers here. If you find it inscrutable, hard to read aloud, beyond your reach intellectually, of course you won’t like it and you don’t have to. It may be that you aren’t the right audience or it could be that you haven’t yet cultivated your poetic “sensibility” enough to get this more sophisticated poem. Remember: there are just some arenas where depth supports understanding (algebra and calculus are two of them; poetry is another). So if it so happens that you can’t appreciate some famous poem all your teachers told you was the best in its genre in 1762, that’s okay! You’re not there yet and you don’t need to be.

When you read poetry with kids, choose books that are high on rhyme, humor and concrete experiences. You’ll know they like it if they want to keep reading more from the same book. If they don’t, pack it up. Send it back to the library and go to the next book. The goal here is enjoyment of language. So many good (subconscious) things are going on in your head and in your kids’ heads when they play with poetry. Serve tea, cookies and a big side of optimism and your poetry experiences will become the highlight of your week. Trust me. I’ve seen it happen thousands of times.

Share favorite poetry books in the comments or ask me questions (or tell your story!). I’d love to hear from you.

We teach writers, not writing

Monday, May 18th, 2009

When asked to sum up the essence of Brave Writer, I like to start by looking at the company name: Brave Writer (not Brave Writing). That was a deliberate choice. Most companies describe themselves as “writing instruction.” Brave Writer could be described as “writer coaching.” Our core value is to honor people: their voices, their insights, their unique learning styles, their real felt needs, their gifts and talents, their weaknesses and struggles. Writing is the result of unlocking words that lurk inside writers. As a result, we spend our energies in service of people: exploring their experience and process, explicating what is going on inside to help them connect to those words, and then get them to paper.

An analogy I like to use is the difference between reading a book that explains the nature of pregnancy (what is it biologically, what happens to your body and the baby’s, what are the stages of pregnancy, what are the signs of labor, how does birth happen, what kind of birthing options are available, and so on) and reading a book that helps you understand what you will go through as a pregnant person (how to manage cravings or signs of cramping, what sorts of exercises help prepare for natural childbirth, what emotions you’ll experience during each stage, possible ways to cure morning sickness or to relieve swollen ankles, how to handle gestational diabetes, what the body sensations are of swollen breasts and that inevitable “drop” right before labor…).

The first book may give you lots of information you want to know (and all of us want to know it!), but the second is designed to hold your hand as you walk through your pregnancy. In the first, you are left to interpret for yourself how to apply that information to your experience. In the second, someone is actually describing your experience and then sharing possible tactics for managing it and making it more pleasurable, tolerable and enjoyable.

Most writing manuals are like the first kind of pregnancy book. They tell you what a descriptive paragraph is, for instance, and what one must contain to fit the definition. Those manuals provide examples of other descriptive paragraphs; they may even give of list of elements to include. What they don’t do is describe in a process-oriented way what is going on inside of the writer while trying to access descriptive language.

Brave Writer is like the second kind of pregnancy book. Brave Writer materials and classes focus on the writer: “I want to write that descriptive paragraph and include those elements, but how do I find the clever or interesting words hiding inside of me? What do I do with my writer’s block? What happens when I churn out a lousy first draft - how do I revise it?” Brave Writer provides you with a collection of experiences, techniques and coaching insights derived from the writing lives of other writers, as well as investigative tools to help you and your kids dig deeper inside to catalyze writing.

In essence, our programs are labor coaches. We not only know what gestational stage your kids are in when they attempt to birth writing (some of them may still need to get pregnant and we can even help there!), we know how to coax those words forward so that once they make it to the page, we can go ahead and shape them up into something concrete like a descriptive paragraph or an essay. See the difference?

That’s why we say: We teach writers, not writing.

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.

Fabulous article on form vs. freedom at college level

Monday, April 6th, 2009

Listening to College Writers

What has stayed with me most strongly from the past two semesters has been students’ remarks that the most important thing they will take with them from English classes into the rest of their lives is the ability to bring out what is deepest in themselves with clarity, to take that terrible risk, and to be heard and understood by someone, whether a teacher, their classmates, or an even broader audience.

Hurry! Last minute registrations for KWI, HH and Adv. Comp

Thursday, April 2nd, 2009

Kidswrite Intermediate, Hand-Holders and Advanced Composition all start Monday. They all have space. You may not see them again until the next school year. Don’t miss your chance to get in on these important classes.

Quick notes: Kidswrite Intermediate is one of the most unique writing courses on the market! We use exploratory writing tools (specially created by me, Julie Bogart) to draw out the rhetorical thinking and linguistic creativity necessary for powerful academic essay writing and crafting in high school and college. I’m telling you - learning to write a dusty dry essay just doesn’t cut it. We’ve got to help our teens translate that spark and writing aliveness into a forceful, compelling academic writing style. Who teaches that? We do! Sign up today. Your teens will love it. It’s the most energizing, surprising class they’ll take this year. Nothing like what they’ve done before.

Hand-Holders is a brand new tool created on request from countless Brave Writer Moms. After working through KWB or The Writer’s Jungle, many moms want the comfort, accountability and support of a BW instructor to help them continue to guide their children into productive writing projects. Christine Gable, instructor, is especially equipped to help you. She’ll give you all the tools and support you need to finish out the school year strong!

And last, but most certainly not least, is Advanced Composition which I teach! I don’t get to do the online classes as much as I used to so don’t miss this chance to put your teens with me. I use all my academic experience to help your kids be up to the minute in their preparation for what colleges expect in their essay assignments. If you wonder what other kinds of essays your kids will be called on to write, these are the ones: definition and textual analysis are commonly assigned in the undergraduate programs. Don’t miss this last minute chance to get your teens ready for fall (if they’re seniors) or for the coming year of writing (if they’re juniors). I’ll happily take some precocious sophomores, too.

Register here ASAP.

Close Reading Tips

Monday, March 30th, 2009

To be a good academic writer, it helps to be an effective reader. Close reading of texts is the key. I found a great set of tips here:

Close Reading Tips

You knew your gamer would make a career of it…

Monday, March 23rd, 2009

Can you believe this? Video Game Grad Programs Opens Up Industry

Traditionally, video game designers learned their trade from other designers, a system that meant the people who made the games were often living in a monoculture. But that’s changed recently; for the past five or 10 years, universities have been offering degree programs in video game design.

The programs are not about coding; instead they look at games as a medium for artistic experimentation and collaboration. And as students emerge, they are gradually making their mark on the industry.

My kids have told me for years that they would be able to earn a living off gaming. Now, it appears they were right!