Archive for the ‘Email’ Category

Email: A slew of questions I thought you’d

all like answers to. 🙂 (It’s long so take your time. Read a question and answer, then go mow your lawn. Then come back for another. Also recommended: glass of sangria to get through it all! :))

Julie,
I have been torn between two writing curriculum for my 5th grade avid writer next year, I.E.W. and Classical Writing. I have been leaning toward I.E.W. or Susan Wise Bauer’s new writing curriculum for my 3rd grader.

Now, I found out about Brave Writer and have THREE choices! Oh no, two was anxiety producing enough. I am attracted to your curriculum because you are interested in producing writers, not on producing a piece of writing to fulfill a required need in the curriculum that year, be it a book report or a personal narrative. My 5th grade daughter dreams of becoming an author, so writing curriculums mean a great deal to me. I thank you in advance for answering my questions. This year she did a co-op which didn’t use a specific curriculum, and a sundry of little assignments from mom.

Hi Melissa!

Welcome to Brave Writer. Things are a little upside down here in our neck of the homeschool curricula world. We approach writing (as you rightly noted!) through the lens of personhood: writer. We start with kids and their quirky, lovable, infectious, sometimes grating, undeveloped and truncated voices. We get as much of who they are to paper and then toy with all those words until the shape up, sparkle and entertain. That means that what we offer is unlike anything else you’ll find in the homeschool writing instruction world. I’m happy to answer your questions and do so here to help others who ask the same ones. This got very long! But you know? Sometimes long is better than short so here goes.

Question #1:
Would you recommend The Writer’s Jungle AND the online classes, or would that be redundant?

The Writer’s Jungle is designed to support you (the homeshcooling parent) in becoming the most effective writing partner and ally your children can have for the length of their educations. It covers similar material to the Kidswrite Basic course (the first half of the WJ is duplicated in KWB). However, the KWB course offers you supportive feedback, deadlines for assignments and dialog to help you with your specific children as they embark on the writing process. Many moms have purchased the WJ and worked independently of Kidswrite Basic. However, there are probably just as many who have done both! And it is also possible to take the online course and not purchase the WJ.

I usually make the following suggestion. If you can get into an online course, do it! They make the most impact on your homeschool. You will discover that you can get your questions answered instantly, you will observe other families and children writers who will help you get an accurate idea of how your family is doing and you’ll receive the energy, enthusiasm and expertise of a trained Brave Writer instructor to establish you as an equally capable writing coach for your kids. The feedback from families who’ve taken the courses nearly always includes comments like, “Now that I’ve taken your course, I get it!” and “It took being in your class for me to finally put the Brave Writer philosophy into practice.”

If you are the kind of mother who enjoys working at your own pace, who likes to hold a manual in her hands, who wants more information than just the online class content (the WJ includes additional information on writer’s voice, report writing, setting up a tailor-made language arts and writing program for each child, the natural developmental phases of writing, journaling, literary elements, how to indentify and transform dumb writing assignments, and more not found in the online course), then purchase The Writer’s Jungle.

Many moms like starting with The Writer’s Jungle so that they can adopt the philosophy, can try a few things on their own and then they join a class. So there is no right way to do this. Whatever hooks your jaw – do that! The other stuff will still be here.

Both are effective in getting you on an entirely different path toward writing than the usual homeschool writing materials on the market.

Question#2:
I know your website says other writing curriculum bog you down in topic sentences, paragraph development, etc.. However, how do children learn these important elements of expository writing? Is this well described in The Writer’s Jungle, in a step-by-step fashion? Also, does your course teach how to outline and take notes?

I have lots (and I do mean lots) of thoughts about expository writing. First and foremost: If your child has not become comfortable with self-expression, word play, insight generation, thoughtful analysis, his or her own voice, or the basic mechanics of writing, expository writing will be an exquisite torture ranking up there with pureed spinach and vinegar for dinner.

Topic sentences, paragraph development, structure: all of this finds its place most easily when a child has become immersed in reading, has over time developed an internal intuitive sense of what makes a paragraph compelling to read, and has become a thinker who develops a line of reasoning through discussion and freewriting rather than through obeying the strictures of a model for writing that chokes the life out of any original thought!

For the record, I am a huge fan of expository writing. It’s my favorite kind to teach and to practice. And I’m damned good at it. Our high school manual focuses on the necessary formats that enable kids to translate their more freewheeling younger years’ writing into the streamlined, well-argued demands of the essay. So we get there. But we avoid that kind of rigidity while your kids are toddling through freewriting, story telling, journaling, comic strips, dialog and descriptions. Format writing is best saved for high school.

Question#3:
When are sign-ups for your fall on-line classes?

We have online registration at the end of July/beginning of August. I’m again attempting to work on the website this summer (redesign) and so that will impact the date of registration. We do have Summer Courses open for registration right now and we will have our usual full slate of fall classes up for perusal in July. Start dates for classes: mid August. Registration for fall is always insane (read: competitive) so pay attention to when the registration date is released so you can be ready to enroll right away. Sign up on the home page of the website for our email newsletter that gives you breaking registration news.

Question#4:
Is the Arrow a FULL language arts curriculum which will address subject/verb agreement, adj., adv., prepostions, etc., etc.? Or, should we supplement this with a more structured LA program?

Another very tricky question. 🙂 The Arrow is designed to help moms execute their best intentions related to copywork and dictation. I provide a novel per month and include four passages from that novel for copywork and/or dictation with notes about why I chose the passage, what to note in it (interesting grammatical content, spelling, literary elements) and how to teach it (that’s where you’ll find information such as how the grammar or mechanics work). The Arrow also includes a featured literary element every month with examples taken from literature and a writing exercise related to that element.

I do not take a systematic approach to grammar in the Arrow or Boomerang. We explore it within its context of real writing. I do recommend hitting grammar three times in your child’s life: one year in elementary school, once in junior high and one more time in high school (though a foreign language is just as effective at that point). You can use just about any grammar program. Just be sure your children don’t hate it.

You should know (full disclosure) that my older kids (21, 18 and 16) believe that the programs they used taught them nothing (I may disagree, but this is their subjective experience and they are in college and high school now). We used Winston Grammar and Winston Grammar Advanced. They credit reading, dictation, Shakespeare camp, foreign language and personal interest in linguistics with their grammar skills today. They’re all beasts at it now. Very good writers.

New books lists for the Arrow and the Boomerang will be posted by the end of June.

Question#5:
If I purchase The Writer’s Jungle, does this then teach me how to teach to various age levels? I have a 5th and 3rd grader. My 5th grader is obsessed with writing stories, but also needs help in writing various genres, especially report writing. My 3rd grader has written summaries all year, but we’re still tackling run-ons. He doesn’t really appreciate the overly creative projects; he enjoyed doing an I.E.W. sample exercise I picked up at a homeschool conference.

Great question! The Writer’s Jungle doesn’t give you assignments like these. It gives you the tools to dredge words from the guts of your children. Then it shows you how to upgrade that content of messy wordage spilled all over paper into a cogent little piece of writing that is a bit more quirky and sophisticated than when you started. You discover how to revise (in the real sense, not in the copy editing sense) with your kids so that they aren’t cringing while you give feedback, but are instead exercising their own judgment as authors who care about expanding and enhancing their work. In other words, revision is a process woefully under-taught in most writing curricula, yet is the critical piece to becoming an accomplished writer.

As a result, the WJ works for every level of writing (including adults!). Pros use the same methods as kids. The trick is to understand that process from the inside out – how it feels, how it looks, how to expand and enhance it. That’s what Brave Writer is all about!

Finally…Question#6:
Your website mentions lesson plans in The Writer’s Jungle. Could you elaborate on this? Are they daily lessons plans, and if so how would you tailor them to different ability levels?

Nope! No daily lessons. The Writer’s Jungle helps you to create writing assignments that suit both the temperament and skill levels of your kids as well as accommodate their interests and studies.

Any extra words of wisdom I’d appreciate…I’m all ears. And, thank you, thank you, thank you for your time! I thank God for talented homeschool moms such as yourself.
Melissa

Thanks Melissa! Great questions and hopefully, these answers give you what you need. Any follow up questions (from anyone) welcome in the comments section.

Julie

Posted in Email, General | 3 Comments »

Email: Thanks Anne for sharing!

Julie-

When my 16 year old daughter showed me this earlier today I HAD to send it to you so you could be encouraged – BRAVE WRITER works!! (But you already knew that.) All those lessons that were erratically joined together after I would sit and read the directions a few minutes before administering- All the “Quick we are going to do a 10 minute FREEWRITE” so I could try to get organized as to what we were doing that day- They are PROOF that Brave Writer really does work. All we have to do is “JUST BEGIN…” anywhere.

After I read this article my daughter showed me I got excited and very, very encouraged. Funny, I had been nagging her to start a BLOG thinking this would get her writing… Meanwhile, she is using her MY SPACE to do just that. Sometimes (most of the time) we just need to get out of the way of LIFE and let our kids LIVE IT and share it.

Thanks for helping me see that what my kids have to say is important and for encouraging me to tell them that what they say is important.

Annette Tyrrell
Elyria, Ohio

Monday, March 03, 2008
The Worst Event In Human History

You probably don’t notice it, don’t load it, and don’t care. Yes, I am talking about the dishwasher. Well ours broke, and in a family of 6 who never use the same cup twice, this is no light thing. We kids called it “The First Day of the Dark Ages.”

At first we just stood there, staring at the white lid smudged with finger prints and peanut butter. When we opened it, there was a puddle of water in the bottom that just seemed to say, “Good Luck Now!!” I recall tearing up, not of sadness, but of fear. A million things went through my head. I hated LOADING the dishwasher, and now I would have to wash all the dishes by hand? Now I’m not just talking about pots and pans—I’m talking about plates, cups, bowls and yes, silverware. I could just see it, one by one by one: washing and rinsing and drying. It was horrible, but we had to do it.

“What were you thinking,” you might ask, “when at the end of the day, you faced that mountain of dirty dishes two feet high and stretching the span of the counter?” Then you looked at the helpless dish rag, lying limp on the counter and you knew it just wasn’t capable of doing this job. Well… we went out and bought some ammo: heavy duty soap, scrubby pads and even a steal threaded rag. We knew it would be tough, but we were a tough family.

Our first mission was to decide who would wash when. Of course nobody spoke up, too frightened to say a word. All we knew was that we had to begin, just begin, and hopefully it would all work out. I remember that first time, soap up to my elbows, hands wrinkled and pruned and the front of my shirt soaking wet. But, as the days passed, it got easier. I began to develop strategies and methods for washing and rinsing. I even had a preference of dish soap. I also began to love this time of solitude—not having to worry about anything (except how to get off the burned lasagna). I could just exist, just me and the dishes. But this was not always the case.

Now, when it’s just one person, it’s easy because they can do it how they want to and nobody else cares. But when you have two or more people, that’s different. I am a very controlling person and when someone tells me that I should do the mugs, then the utensils, I get grouchy. One opinion that I am unflinchingly rigid on is “the soak.” That phrase is non-existent in my vocabulary. I do not “soak.” I believe there is nothing that I can’t get off NOW. In fact, I enjoy incredibly stuck-on food. I consider it a challenge for which I am always well-prepared. It just takes the right combination of rag/scrubber, cleaning solution, and raw muscle power. It’s simple: I’m a beast at the sink. So…I guess…it’s not SO bad; maybe not the worst event in human history.

Posted in Brave Writer Philosophy, Email, General, Tips for Teen Writers | 12 Comments »

Email round-up: Praise and Research Papers

Email Q&A

Praise for Brave Writer

Julie-
First, my children and I just finished the Kidswrite Basic class with Jean Hall… Thank you so much for making these classes available. My children didn’t turn out marvelously witty or poignant works, but they did write something and without too much complaining and they learned that they CAN write. And that is with suffering from the flu for most of the class. I no longer fear teaching them writing… I just have to figure out what kind of assignments to give them.

Second, I’ve always thought canned writing programs were fluff and the assignments were drivel…but it wasn’t until I found your website and read The Writer’s Jungle that I realized others felt the same way. Most of the other homeschool moms I’ve talked with have looked at me as if I’d lost my mind but I know what works for my family. Since I discovered your website last summer, we have incorporated into our school routine Teatime Tuesdays (my 4-year old’s MOST favorite part of the week), Friday Freewrites, and this May we are taking your One Thing Workshop: Shakespeare… We (well, I) can’t wait. Thank you so much for inspiring me to make the most of the time I have with my children, learn to love writing, and only focus on one thing at a time!

Laura

Answer:

Thanks Laura for sharing with us. I’m so glad you have begun this journey one thing at a time.

–Julie

Question about research papers:

Hi Julie,

I really value & trust your opinion & wonder if you have a chance to answer a quick question for me. At what age would you recommend having a child do a research paper? My son will be 12 next school year. We do a copywork/dictation passage each week (courtesy of you next year) & also a creative writing assignment each week. At what age should I begin thinking about research papers?

Kim in Venice, FL

Answer:

Hi Kim.

I have lots of thoughts about research papers. First of all, it’s not possible for a 12-year-old to actually write one. He may be able to write a long report (which is usually what is meant by the term “research paper” when you read about them at the junior high level). A long report means that your child will study a subject using multiple sources and will then compile and paraphrase the information into his own words. He’ll organize the material by sub-head (subject heading). At the end, he’ll include some type of bibliography that itemizes his sources.

Just to be clear. That kind of writing is not a research paper. A research paper takes a specific point of view about a topic (a thesis-based paper) that is controversial (or at minimum, that provokes a counter-argument). These papers engage the academic community. What that means is that the papers are analyzing the academic work done by experts in the field. Students (particularly those who are in high school or who are college undergraduates) attempt to synthesize and analyze those arguments by taking a risky position, paraphrasing and understanding the arguments made by the experts, and then bringing something of their own insight and perspective to bear on those arguments (either agreeing or disagreeing or nuancing the positions). They use multiple sources (usually the rule of thumb is that you will have consulted the equivalent of one source per page based on the total length of the paper – so 15 sources for a 15 page paper).

For a 12-year-old, writing a long-ish report is fine. But don’t call it a research paper. I have a chapter in The Writer’s Jungle called “The Dreaded Elementary School Report” that gives blow-by-blow steps of how to put one together that doesn’t drain the soul-life from your child. Most reports are tediously long, encourage flat-footed writing and kill anything resembling peaceful writing relations between parent and child (or teacher). The main benefit of the “long-ish” report is that your child learns how to use the library’s computer catalog system, sorts information into categories and learns how to make a little bibliography at the end. All of these can be achieved without writing a report, but if you are set on writing one, then exploit the experience for these aims rather than thinking about it in terms of “quality writing instruction.” Make sure that you keep the writing portion of the process to a minimum.

For the record, two of my five kids have written elementary school reports. Our ratio of how we organized our time: many months of reading and research and about a week of writing. 🙂 None so far has written a research paper before college. Jon and I have worked with our high schoolers (three of them) on crafting solid, 4-6 page essays. They are all very good at these now. When the older two went off to college and had to write longer papers (what would technically be called a research or term paper), they were both able to do it! They just expanded the essay format, lengthened the depth of their analysis for each of their points and voila! Research papers.

So I think the “research paper” as an academic goal before college is overblown. What we really want isn’t the ability to string together enough words for 15 pages. We want to cultivate rhetorical thinking and the skills of analysis in writing. We want to expose our kids to multiple points of view about a topic and teach them how to critically think about those viewpoints and how to offer their own. Most junior high kids aren’t mentally mature enough to do that kind of thinking yet. But in high school, kids are. Tackle that skill then and research papers will take care of themselves in college.

Julie

Write for Fun!

Posted in Brave Writer Philosophy, Email, General, Tips for Teen Writers | 1 Comment »

One Mother’s Transformation

One Mother's Transformation

I am so thrilled to share Monique’s journey with you today. Monique came to the Grand Rapids event a couple of weeks ago and sent me the most engaging description of how she applied what she learned in her family. I’ve waited for permission to post her thoughts here which came while I was away in California. I’ve included her follow up email as well since it extends her ideas even further.

So let me give you a bit of background first:

Monique’s children were homeschooled until this year. She put her daughter into school (a bit) to “teach her a lesson.” Monique, like so many of us, got frustrated with the way her daughter dragged her feet about learning, how she didn’t appreciate her mother’s investment of heart, time and energy, how she seemed to turn what was supposed to be a delightful, family bonding experience into a power struggle between mom and kid.

In the “Nurturing Brave Writers” workshop (UPDATE: Now available digitally and on DVD!), we spend a lot of time talking about how to create the context for peaceful, nurturing relationships as foundational to any education (whether your kids are in “school-in-a-building” or homeschooled).

Here’s how Monique applied these insights:

Thank you so much for a great event.  I truly mean to let it enhance the way I view my children.  I came home and emailed all my inspiration to my aunt, who now lives in Morocco and is one of the most interesting, intelligent people I know.  This was her response:

WOW ! What a message….what a good mother you are !  “If I raise my girls to be interesting people…”  To paraphrase : if I guide my girls to the maximum of exposure, their God-given individuality will surely be ‘interesting’.  As I look back, our mother CONTROLLED our exposure, and….when the world changed (faster than her Betty Crocker cookies could crumble), she became bitter, no longer enjoyed who her daughters were (forgetting HER sordid past!), and kept her world in chains—criticizing anything outside its boundaries.  College ?  Molly may just be an auto-didact artist by then and a diploma may cramp her style—not easy to let them go (‘Let the reign’ of daughters bud and flower in family soil, but where their seeds fly belongs to their generation). Difficult to even calculate the mathematics of change; but the more data (cause) available, the more the consequential effect compounds….and, for sure, the in-put your girls will receive is only for them to digest. You and Pat can sit back and enjoy the show, fixed in the garden of your generation.

When I came home Sunday, I had to do homework with Molly.  She had a book report due.  Instead of plopping her in front of her worksheets to fill it in, I decided to make it a collaborative, learning experience, as well as honoring my child’s amazing love of projects.  So we turned her boring book report into a splendid lapbook.  We spent 11 hours on it, only breaking for dinner for an hour.

My sweet girl just LOVED making a lap book.  She kept sighing and looking at me and saying, “Mommy, I just love you.”  She did so much copywork in one day that she now has every possible form of punctuation mastered.  We pored over quotes in the book that would encapsulate each character.  We discussed every aspect of the book imaginable.  Instead of doing a character sketch on just the main character, as her teacher asked, we did a character sketch on every single character.  Her choice.

When she summarized the book, I tried to mimic how you said your mother would compliment and then say, “How about . . .?”  I taught her about good openers instead of saying, “The first part of the book was about…”  We had to come up with the heart of the book as well.  We couldn’t figure it out.  So we sat on it for an hour then came back and it struck us.  She kept asking me if all this help would be considered cheating.  I told her all I care about is if she’s learning.  If she got an F on it for cheating, oh, well!  I knew her teacher would be thrilled, though.

When we turned it in, her teacher was astonished.  She ooohed and ahhhed and praised up my Molly.  She made a point to pass it around the class so everyone could see.  She told the class that she would never assign this, but if they want to take a homework assignment and make it into a lap book, by all means, please do.  My shy daughter was bursting with pride.

And I felt great all over that I honored who she is and basked in it for 11 hours.  What a gift to give my daughters, just to honor them.

Oh, and before I launched into this all day marathon project, I played Webkinz with my middle daughter.  I never told her YUCK once.  I kept telling myself I’m the adult here.  I’m the bigger person.  I’ve navigated a marriage, for crying out loud; I can play Webkinz with my daughter for a half an hour!

Thank you again for a great weekend.  I love opening my thoughts to positive, new ideas.

Monique

Monique’s follow up:

I’m really focusing on honoring just who each of my girls are.  It’s hard to not put them into what I think they ought to be.  Yet it’s freeing to honor their own individuality.

The other day I was frustrated with my older daughter’s clumsy ways.  She was just crashing into everything possible and making poor choices with her belongings.  So I thought to honor what she might need.  I grabbed a blanket and a big beach towel.  Despite the fact it was cold out (something she’s always been amazingly oblivious to), I told her to take off her shoes and socks and roll up her jeans.  Then I took her to a flooded, mucky park and told her to get out of the car and get it all out of her system.

Her eyes blazed like a mad woman.  She crashed out of the car and did an arm spiraling stumble into the first puddle she could find and totally delighted herself in a mud-slinging, stringy-hair, flying human tornado.  Her sister meanwhile tip toed through the least wet grassy areas, while holding her jeans up even farther than I had them rolled.  But the two had a great time.  My messy Molly actually did full swan dives into the deepest ice water indentations she could find.  When they got back into the car, the little tidy one was bitching up a storm.  But my Molly was open-armed sighing out “I love you Mommy’s” to me, in the backseat naked under the blanket I brought.  When we got home my husband saw our mud encrusted blue lipped daughter and was shocked I let her do that.  I just loved the kid I have.  She’s a lot of fun.  And I love my middle tidy one too!

Thanks from all of us.

There’s nothing more to say except:

“Go and do likewise.”

The Homeschool Alliance

Posted in Email | 5 Comments »

Email: What if they don’t like tea, poetry and copywork?

What if they don't like tea, poetry or copywork

Mary, a Brave Writer Mom, expresses a question that deserves its own post:

Hi Julie! Thank you for all your energy, attention and passion you put into Brave Writer. I have been following you and your method for a couple of years. I love the copywork/dictation piece especially. I saw your one-thing workshop too. Every time I read about the benefits of copywork/dicatation I think, ‘Great!, but how?? through osmosis??” I have 3 boys (12,10,8) and they would rather be doing anything but schoolwork or anything that remotely looks like schoolwork. We have gotten into a nice routine and do C/D at least 3 times per week- they don’t like it but do it. Also, we’ve been sharing more poetry about 1x per week (no tea involved, sometimes popcorn or the local bookstore) and again, they ‘just don’t like poetry, sorry mom”.

I feel good about that consistency and just hope that it all pays off in the end. In my more positive moments I look at them blissfully and think what a wonderful life they have; but then in the next moment I am in a panic that I am ruining their chances of happiness and earning a sustainable, independent living.

I felt compelled to write to you and know you understand. Through your blogs you seem so much more confident in the process, I just wish I didn’t fall into the abyss so often.

Would welcome anymore words of wisdom…..

Thank you again!
Mary Grzywinski

Hi Mary.

These are real concerns and I admire your sincere and consistent attempts to make copywork, dictation and poetry meaningful to your boys. Sounds like they have been faithfully following your lead in spite of not loving it. I’d certainly tell them how much you appreciate that!

Since they’ve been at all three for awhile, it may be time to take a break. Perhaps you can “turn the tables” and do what they’d love to do three times a week for a bit. Would they prefer to play Quiddler (a wordy card game) or do reverse dictations for awhile? What about just playing board games for a bit: Monopoly, Settlers of Catan, Zooreka? Would they like reading joke books instead of poetry? How about listening to a book on tape at teatime rather than poetry? Maybe they need to get outside, hiking in nature, jotting down birds or plants they see in a list (copywork) rather than holding a book open and copying the words on a page.

One of the things I’ve noticed with my own kids is that while routines comfort me, they become redundant and boring to kids. So I try to break things up. We might go a month or two without any copywork at all after a period of doing copywork nearly daily. I’ve taken a month to do drawing each day instead of any writing. Poetry has always been a favorite here so that hasn’t even been one to drop. However, my older kids had a much stronger passion for Shakespeare than my younger two. So each time I’ve tried to read Shakespeare stories with these two, they just haven’t been interested. So we’ve gone to see plays instead of reading them aloud.

Ask your kids what is missing from their days.

Do they want to flip school upside down? Start the day with videos or computer games and do their handwriting after lunch or in the evening (if that’s a realistic choice for you)? I remember when Noah was little, the babies and toddlers made it hard for him to focus in the mornings. So for a period of time, I did his math with him at night after the little ones were in bed.

Is there something they want to learn or do (whatever that is) that is crowded out by other schoolish activities? Find out what that may be. Sometimes it has its own value that relates to these other goals. Liam created a notebook that had an imaginary island chain in it. Each map had a key and a flag, as well as descriptions of topography, climate, produce and exports. He hated copywork at this time, but was willing to write down about half of these items each time we worked on his island project. I wrote about half the time. We worked on it several times a month for one school year.

The idea here is to keep experimenting with new venues, new options, trusting the overall thrust of your time with your children to be the good that they need.

Remember how critical your kids’ own input is to a successful home education.

There is no law that requires them to do copywork from a book every day. If they don’t love it, minimize it. Give it a good stretch and then a good break. Get involved in their interests – let them teach you how to play pokemon cards or a computer game or how to throw with a lacrosse stick. Learn to knit or build a fire in the fire place from scratch. Go back to jotting down their thoughts for a bit to remind them how valuable those words are to you. Let them keep a list of funny jokes or presents they want for their birthdays as a way to keep writing.

I hope other moms will share ways that they have created some space around practices that their kids don’t love. Each year your kids will present you with new challenges and new opportunities based on their interests and tastes. It takes a lot of love and energy to meet that demand. But I know you can do it. You’re the adult, after all!

Party School!

Posted in Brave Writer Philosophy, Email, General | 4 Comments »