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A Brave Writer's Life in Brief

Thoughts from my home to yours

Archive for the ‘Brave Writer Philosophy’ Category

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Save the last letter…

Years ago, my mom gave me a piece of advice I want to pass onto you. When you receive any written communication (particularly a handwritten note, card, or letter) from one of your family members (kids, sure, but especially aging parents, grandparents, aunts and uncles), save it. Put it in a file until the next one comes. Always keep the last note you’ve received (even if it’s mundane or only has the words, “Talk to you soon. Love, Mom”). If, by unhappy mischance, your mother dies, you’ll have her most recent communication to you, in her own hand. There’s something about being able to know that you have a handwritten note, particularly from a parent, after that parent dies that brings comfort in a way that other mementos (even photos) don’t.

I remember sitting in my aunt’s living room with a stack of letters my grandfather wrote to my grandmother during their several years in the nursing home. My grandfather had died several years earlier and now my grandmother had passed on. As we read his annual love letters aloud, tears streamed from our cheeks. Not all sad ones either! Sometimes we burst out laughing, too, as my grandfather’s personality echoed through my voice while I read his writing. The treasure of his recent words, his affection for my grandmother, the comfort of seeing his fountain pen cursive curl across the page, made us feel like he was hovering above in the space my grandmother had only recently entered. I felt the community of our family in that living room, deep in tri-folded vanilla stationary.

I also save last emails or any communication that expresses love, pride in me or a moving expression of that person’s affection for me or our family.  Writing brings a unique comfort and connection to someone you love and lost. If you save what they write, you can return to those expressions when you hit that low that requires a parent’s support and care. If your parents aren’t those people in your life, save the writing of the person who does that for you! It matters to have writing to reread, to return to. Words are sacred, and when they come from the heart of someone who loves you, they have magical powers to heal, empower and nurture.

In The Writer’s Jungle, I share the story of a friend’s son who died of leukemia at age 19. He left behind journals that became a cherished source of connection for his parents; they were gifted with a way to hear from him even after he was gone. Writing outlives us. It’s the one thing that really does and still reflects us as we really were. Writing communicates who we are. It also has the advantage of conveying those thoughts and ideas with authority. Put it in writing, and we believe it.

So as you think about all that writing you’re requiring from your kids this year, remember: keep their voices in it, help them to recognize its value, love what they offer you (whether it’s a short couple of sentences churned out because they do what you say, or a genuine act of spontaneous word play that streams from the end of their pencils). Save it. Write to them. Write to your parents. Save what your parents write back. Cultivate a life where writing is valued, even beyond this life, and slowly but surely, you’ll discover that you’re not teaching writing, after all. You’re teaching each of your children and your family members to value what lives inside us enough to save it, to preserve, to share it… in fact, you’re teaching them to write it down.

Posted in Brave Writer Philosophy, Family Notes | 3 Comments »

One Writing Project Per Month

One writing project per month

Brave Writer philosophy suggests that you only tackle one writing project per month, per kid. That’s right. One a month. I figure you’ll get sidetracked by Thanksgiving or surgery or a ski trip during a couple of those months meaning, you may not complete the project slated for that month. Therefore, if you have ten projects slated and get 6-7 of them through the revision process in a school year, be happy! You’ve done good work!

But wait, how does this work? you ask. I understand. It sounds like so little output. So let me give you some guidelines for why writing less equals more value.

Let’s look at the four week process for writing any piece (paragraph, letter, essay, poem, article, story).

Week One: Saturation

During the first week, you aren’t writing. You’re reading, talking, watching videos, looking stuff up on the Internet. You might also be doing the thing you will write about. If the topic is Native American basket weaving, perhaps you will even try to weave a basket! No writing comes forth without saturation in the topic/subject matter. This is why we always recommend that your kids write about what they know well. They’ll have richer vocabulary and a deeper grasp of the topic. If the topic is new-ish to your student, you need more time to absorb the material before becoming saturated. Might take two weeks or three. Don’t rush it. Writing is the result of an overflow of knowledge about a topic. You can’t read a paragraph about Columbus and then require your child write a paragraph about Columbus. The sane response from a child is: But didn’t we just read about Columbus?

Week Two: Freewriting

The second week is when you put pen to page. This is the time to get words from the guts upchucked onto paper. We do this in any way we can. We use freewriting to help catalyze that process. You can do several freewrites over a period of days. There’s no law in the writing world that says the first draft is the only draft. You can select parts of the topic to write about and do those over two or three days with breaks in between. During the freewriting (or drafting) week, the goal is to get as much raw writing to work with as possible. Think of a specific aspect of the topic (gathering materials for basket weaving) and write about it. Then on another day focus on another aspect (patterns in basket weaving). Break it up! Makes life so much happier.

Week Three: Revision

Revision is not the same thing as editing (when I use the term). Revision is injecting new vision into the raw writing. It’s re-imagining the piece so that it springs to life. During revision, you want to focus on content, not mechanics. That means you’ll read the freewrites and look at places you can narrow the focus and expand the writing. Perhaps your child wrote, “Basket weaving is hard work.” You can look at that sentence and ask for more! What does he mean by “hard work”? Can he describe the process? And so on. You might want to rewrite the opening line (I always recommend that). Make it pop, surprise, sizzle. Draw the reader right in. Revision can take many days or short bursts of energy tackling a little bit at a time. Don’t do it all in one day. Don’t fatigue your young writer. Revise two or three important content related items and leave the rest alone. (Psst. I promise anything you don’t correct in this piece will magically reappear in another for you to address at a later date.)

Week Four: Mechanics Mop-up

Now you edit. Editing is simply cleaning up all the stuff that makes the paper hard to read: misspellings, missing punctuation, grammar errors, typos, indentations. Have your child look over his or her work first. Let the student find as many errors as possible. You only make the additional changes once the child has taken a whack at it. Never complain about something he or she missed. Make a mental note that you need to address the semi-colon in copywork or dictation. Let what they miss be information to guide you in teaching; don’t use it as a way to shame your child. Print and share with readers.

Once you work through this process, you’ll have had a rich experience of how writing is supposed to work. Believe me, doing this 5-6 times in a year is a huge amount of teaching! Far superior to cranking out contrived paragraphs based on tedious writing prompts in a workbook. Give your kids the chance to experience what writers actually do. They saturate and incubate. They mess around with words, getting their ideas onto the page or computer screen however they might. They revise those words once they get a little distance to make them more compelling and interesting. Then they mop up the mistakes and share it with readers! Your kids get to do that too. For more information on how to do this process, see The Writer’s Jungle.

Freewriting Prompts

Posted in Brave Writer Philosophy, Homeschool Advice, Machete Mechanics, The Writer's Jungle, Writing Exercises, Young Writers | 9 Comments »

They love what they love!

They love what they love

Unwittingly, as home educators, we think our job is to get our kids to see education through our eyes. We focus on abstractions like “love of learning” and “progress.” We want them to be excited about history or literature because in our “old world values” from public school, we’ve absorbed the message that real education is bound up in books, not in lived experience. We think that we can “get our kids to love learning” simply by requiring it.

Alas, kids love what they love! They don’t love abstractions or philosophies of education or humanities or the arts. They love their dogs. They love the Wii. They love horse-back riding and Legos and running through the house and skiing. They love paging through fashion magazines and coloring on the walls and jumping on the trampoline and doing all the math problems in their heads and reading the The Mouse and the Motorcycle seven times. They love Oreo cookies and live baseball games and zip lines and mud.

Weirdly, any one of these “loves” expresses the abstraction “love of learning” because in every moment of every day, your kids are learning about the stuff they love. It’s as natural as breathing. They love learning about what they love.

Still, as a society, as parents, we do value education is its traditional sense (that body of information both practical and cultural) that we hope to convey across the transom of little kid attention spans and teenage boredom and immaturity. Sometimes in the zeal we have to make that connection happen, we trample their spirits or constrict their education to what we love and override their subjective experience entirely.

We miss chances to accomplish both at once,
or to manage the way we teach so that it capitalizes on that practical,
natural enthusiasm for new ideas and experiences your kids
express every day in their ordinary lives.

When we “force-feed” learning, kids lose their wide-eyed curiosity. They protect their “real loves” during “free” time and they wilt during “academic instruction” time. Our personal sense of success as educators flags and we exert more pressure to compensate for our feelings of low self-esteem and potential failure. Lectures on the value of classes and a liberal education can’t compete with the daily stimulation and variety of Warcraft or quilting or American Idol or texting friends. We all know this. So we resort to shaming, blaming, carrots and sticks.

By 8th grade, everyone is exhausted.

I get it. I’ve lived it!

I have this theory that the happiest environment for learning has the following properties:

Order

I can find what I need, when I need it, and use it without having to rearrange the whole house to do it. (That means art supplies are out, not in a chest locked in the basement, or Legos are in an accessible container, or the Cuisinaire rods are put back into their container, not left on a table in a heap, etc.) Book cases, empty table tops, enough writing utensils that don’t need to be sharpened or tested to see if they work, scissors, a stack of fresh library books, a working DVD player, iTunes, games with all their parts, a computer with high speed Internet… these are tools of the trade for happy homeschooling.

Variety

Rotate what you’ve got! If the same books are always on the table, everyone stops seeing them. If the same art supplies are getting crusty and collecting spider webs, move them, restock them. Start the day with a game rather than using the game as a reward. Get out of the house to do the routine stuff (dictation or copywork at Starbucks, math problems in the library, nature walks in a local park, freewriting in a mall). Skip a subject every day (rotate them).

Freedom

Everyone needs time and space to do whatever he or she likes. That means – whatever he or she likes, for as long as he or she likes it! Sometimes we are so busy wanting to regulate “free” time (oxymoron, doncha think?), our kids don’t enjoy it as they might. They wind up stressed, trying to cram all the enjoyment of a Warcraft game into a 30 minute too-tight time slot and show signs of anxiety and anger at the end rather than refreshment. It feels delicious to know you can read an entire novel in a day without anyone stopping you, or that you can sort out all your music on your computer without interruption, or that you can wander the backyard talking to yourself all morning without having to stop for lunch. Deliberately create space for staying up too late, for working on a project as long as the mood lasts, for playing a game or watching a movie series for as long as it takes.

Structure

There is nothing quite as nurturing as a well-prepared lesson. We can’t do this every day. We certainly don’t want to. But there is something to be said for preparing a real unit of learning where you have the reading lined up, you know the projects you’ll do, you’ve considered field trips or writing opportunities or parties to prepare that will correlate with the unit. When you offer your kids a rich learning experience, served from the warmth of your personal care and thoughtfulness, they are much more eager to learn what you want them to know than when you flip open a text book, tell them to read and then walk away to nurse the baby. Planning takes time, but it’s so worth it. A couple well-prepared lessons or units in a school year (that last 4-6 weeks a piece) will give a lifetime of memories.

These keys to creating a learning environment are pretty simple, if you think about it. But sometimes it helps to remember that we want to foster a space that nurtures what your kids love while also offering the chance for them to care about what you want them to know and learn. It’s a bicycle ride – one pedal up while the other is down. But if you keep them both moving, you’ll get there.

Party School!

Posted in Brave Writer Philosophy | 8 Comments »

7 Art Study Tips

7 art study tips

Thought you all might like a little help in encouraging art study in your homes.

1. You don’t have to be an art student.

I am not an art student. I never was. I didn’t “get it” when I studied it in college. As a result, all I have to go on are my immediate impressions of art. So do you…and you can love art with no teaching at all.

2. The place to begin is in an art museum.

Books are fine, but there is NOTHING like seeing a painting up close. The textures are totally lost in books. And to realize that Ruebens or Matisse stood where I am standing at some point in history takes my breath away every time. So go to a musuem–any one will do because there is always at least one painting worth seeing.

3. Before you enter the museum proper,
buy the picture postcard pack of that museum.

This is esp. helpful with kids. Flip through it. Note the paintings that you want to see and then go straight to them. Don’t stop and meander. Start with the good stuff. It is the weirdest thing–just seeing it in a picture first will make the experience of seeing that painting in person even more powerful.

The point is to make the museum your goal and to not be satisfied with mere imitations in prints.

4. Beg, borrow (we did both) or steal
Sister Wendy’s video series, the Story of Painting.

It is so enjoyable and she has such passion for art that you can’t help falling in love with her and the paintings. Gotta love her habit!

5. Put up prints in your house.

I have the four “heads” print of Van Gogh hanging in my office.  Every day I see Van Gogh and remember how great he was and is. We have Picasso prints, Alexei Jawelensky and Monet hanging out with us too.

6. When you find a painting you like,
sit in front of it for a length of time.

Really look. Look at the colors. Look at the corners. What’s in them? Focus on the activities and the direction of the faces and who’s looking at whom and what they are possibly saying. Look at the position of the sky and how much canvas it takes up. Look at the interaction of light and shadow. Notice the style and size of brush strokes. These things were all deliberately done for effect. That’s why it’s worth stopping to notice. Talk about them with your kids.

7. When you like a painting, write about it.

I have so enjoyed Charlote Mason’s approach to art appreciation. I keep my comments about paintings on scraps of paper, in notebooks and on the backs of programs. When I write/narrate I find that I “see” more than I knew was there. And then I can recall the painting in my memory from re-reading my writing.

Art Appreciation Free Online Workshop for the Whole Family

Posted in Appreciating Art, Brave Writer Philosophy | 4 Comments »

Email: Inspiring kids

Inspiring Kids

Dear Julie,

How do you inspire a child to want to improve, become better and enjoy the challenge along the way?  A couple of my children seem to always choose the easy way, because it’s simply too hard to do something that is a little challenging or because the situation is uncomfortable (i.e. won’t be with others of the same ability because these people are older and not as familiar to them as the regulars).  This occurs not only in academics, but just about any aspect of life… anything that involves “work”, effort or the like.

Your insights would be very meaningful if you have any time to spare.  You are also welcome to use this on the blog if you feel it is appropriate.

Thank you so much.

Sincerely,
Dona McGuire


Hi Dona.

It’s a great question and I don’t know that I have a specific answer that addresses all the possible permutations of a question like that. So let’s look at a few principles and see how that goes.

What causes people (kids and adults) to exert effort in any situation?

  • Pride in the achievement
  • Competence
  • Responsibility for the outcome
  • A stake in the project
  • Financial reward
  • Fear of punishment
  • Understanding the purpose in the greater scheme of life
  • Competition
  • Entertainment
  • To get attention

Of course you can think of others, I’m sure. You can also remember times when as a kid you felt disinclined to exert effort (perhaps in keeping your room neat) and then as an adult, you suddenly felt ownership over the space and wanted it to look good since it felt like a reflection on you. Sometimes we resist something until we have enough competence to enjoy it (think of playing an instrument or learning a sport – the learning curve is tedious but once you are beyond “beginner,” it starts to get fun). Sometimes we will do something if it helps another person. Sometimes we exert effort if we realize the project is a part of a larger goal we value.

For kids to commit to excellence and perseverance means that on some level they “buy in.” They see the value. I’ve seen amazing dogged commitment to beating levels on a computer game (where the whole action is dragging and clicking for an hour or more), to mastering a kind of throw with a lacrosse stick, to riding a bike, to sewing a skirt on a sewing machine, to uploading and posting 125 photos to Facebook (with captions and tags). Somehow when kids want something, they do put in the tedious effort to get what they really want.

If they aren’t exerting themselves, the place to go back to is, “Why?” It takes a little investigation on your part, but I think it’s a worthy inquiry. You want to know if they know why they aren’t invested. Can they give meaningful descriptions of their experience? Can they assess their mental framework? This matters because it is the key to overcoming that inertia that settles in. If the task is too hard, that requires a different kind of support than if they say they don’t get the point of working on that particular project. If they give up because they don’t see the value, even after you explain it, then you will want to think of other sources of motivation. Does competing with other kids help? (a class) Would it help to tie a reward to it? (“You finish this and we’ll go get Cokes afterward.”) Is there an entertaining way to get it done? (turn on the iPod while working) If the problem is that they feel out of their context (age bracket, no friends), then look for other ways to get the experience/class. Can private lessons be had? Are there tutors? Does the child want to wait a year or two until older?

The key to all effective learning is caring about the outcome.

The carrot and stick methodology have limited power in homeschool anyway. When in doubt, talk to your kids and brainstorm. Don’t start with the idea that you want to ‘get them’ to think or act differently. See if you can simply ‘get them’ – that is, understand how it feels to them. From there, you can begin to create solutions that take those concerns into account, even if one of the solutions is to just can the experience in this context for now.

The reasons you cited for why your kids don’t want to do something are legitimate. Even adults feel that way (don’t like the social context or don’t feel competent). They choose not to do things that stretch them, too, on that basis. So that means there has to be some attention given to creating a different over-riding motivation.

Does that help?

Julie

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Posted in Brave Writer Philosophy, Email | 6 Comments »

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