L., a home-educating parent, wrote to ask for "a friendly kick in the butt to point in the right direction." She was particularly concerned with teaching her children to write and argue clearly and logically. "I never want for them to feel that they can't participate in a conversation or that their opinion is not one of value. I value their opinions, and I want them to be able to speak with conviction, logic, compassion, and thought."
Earlier in her message, L. had noted, "I am not able to logically argue my point on a matter. I often get frustrated, and my emotions overshadow my ability to think clearly. I hate this about myself. I don't see this happening to you... I need to know how you are able to see a matter for what it is and address the heart of it. Okay, now, I think I know what you are going to say.
Read. Think. Learn. Right? Is it really that simple? Please be honest. As if you could be anything but."
My reply (edited slightly for privacy) appears below, but I realize now that I never addressed this idea of seeing a matter for what it is and addressing the heart of it.
Do I? Yeah, I guess. But, then, I've been writing and editing and teaching writing and editing and practicing writing and editing and (did I mention?) writing and editing for twenty-three years. For twenty-three years, words have been my work, professionally (yes, for money), part- or full-time. Twenty-three years. Putting together words and phrases and clauses is just. what. I. do. Seeing a matter for what it is and addressing the heart of it is what I've learned to do. Why? Because good writing is simply good thinking in print. How? By reading, thinking, writing. Sending it over the transom. Revising. Reading and researching. Learning. Rewriting.
Wash. Rinse. Repeat.
I wonder if I were a cabinet maker... If I had been building cabinets, installing them, designing them, crafting them, professionally, for two decades, and someone approached me in, say, Home Depot, and asked, "How do you do that?" where would I begin? Perhaps it's just my sardonic (and reclusive) nature, but I can see myself saying something like, "Well, ya' see this hammer? And that wood over there? And those nails? That sandpaper? Yeah, well. I use them. To build cabinets."
Heh, heh, heh.
It's not lost on me that L. wanted advice about writing and arguing more clearly, and I chose a rambling, musing approach to address some of the points she raised in her message. Taut writing is the result of a lot of thinking and several drafts. So I apologize for the length of my reply. I did not have the time to write something shorter.
My replyL.:
Some musings in reply to your recent message:
You wrote, "Okay, now, I think I know what you are going to say.
Read. Think. Learn. Right? Is it really that simple?"
Ayup.
It is -- for me, anyway -- really that simple. And, one could argue, that difficult, right? After all, study is hard work.
_________________________
Read. Think. Learn. Write. Grow. Ponder. Read. Rewrite. Think. Learn. Work. Play. Laugh. Feel. Love. Read. Write. Learn. Think.
Live._________________________
Clear writing is the product of clear thinking. That is most writing teachers' mantra. Clear writing = Clear thinking. Clear thinking = Clear writing. I heard that hundreds of times in high school and college. I have said it thousands of times in classrooms, writing centers, university lecture halls, seminars, and in my own home and library.
To think clearly, we must fill our heads with -- what else? -- good, clear writing and good, clear thinking. The good, very good, and great books are our finest sources of clear writing and thinking. It makes sense, then, that good, very good, and great readers are generally good, very good, and great writers, no?
When I taught writing at the college level, I shared my colleagues' frustration with students who aspired to writing careers but who refused to recognize the value of good literature. It was difficult to get them to spend time analyzing the style of E.B. White, let alone Montaigne or Emerson. (We had the same conversations in the communications department: about journalism and public relations students who didn't read one newspaper, let alone the two or three or four with which any journalist worth his or her (meager) paycheck must be familiar; theater students who didn't study Shakespeare; film students who, with no irony, said, "Orson who?" Argh.)
Heh, heh, heh.
I just realized something: Part of what I love about the family-centered learning project is that -- guess what? -- all of my students know White, Montaigne, and Emerson (to say nothing of newspapers, Shakespeare, and, yes, even Orson Welles). Sure makes my job easier, this building the scholar from the early reader up.
_________________________
What teachers can do to ensure that their students can craft clear prose is to (1) ensure that they are reading (and understanding!) good prose and (2) writing. A lot. Every day. Developing a clear, reasoned writing voice does not happen in the first, second, or thirtieth, or three-hundredth outing. Writing is a craft. To craft well, we must first apprentice and then practice. And practice. And practice.
Did I mention... practice?
Another writing teacher mantra:
The best writing is rewriting._________________________
[Pausing. Thinking.]
Quite honestly, I'm not sure what you seek from me, L. I can tell you one thing: Hating your emotional response is unproductive. Writing
sans emotion is, well, dead writing. Don't seek to eliminate feeling from your response; similarly, don't teach your students to eliminate it. Rather, learn (and teach them) to harness it, channel it into clear, reasoned delivery.
You'll want an example of that, I suppose. (*grin*) Let's see. The Preamble to the Constitution is one clearly reasoned piece of prose, no? Or how 'bout Lincoln's Gettysburg Address? Or Martin Luther King's "I have a dream" speech? Logical. Well written. Clearly thought. Clearly delivered. Is there any doubt, however, that each of these pieces are laden (dripping, bursting,
PULSING) with emotion? See? Good writing and logical argument need not be stripped of emotion. On the contrary, emotion can
fuel a clear, logical argument.
Perhaps, too, it is wise to learn (and to teach your students) that taking the time to think about our reactions to this or that provides us with the space-time needed to decide whether the issue even merits our response and then to choose (wisely) from our crafter's toolkit the words, phrasing, and emphasis that will best articulate our argument.
I'm sorry. Deadlines loom, L. I hope something here proves helpful.
Best regards.
P.S. You wrote, "I want to be the best teacher/mother/friend to my children that I possible can, but I feel I am lacking the tools to accomplish this."
There is no rule that says you must be the best teacher/mother/friend, L. This is a myth, a
self-defeating myth. You must only be the teacher, mother, and friend that your children need; that is, one who is attentive to their needs, who loves them enough to take time to love herself, who works hard but plays harder, who thinks and feels, who learns and wonders, who finds joy more often than fault.
If some gap in your education, training, or even interest prevents you from teaching this or that skill to your children, feel free to outsource it. My oldest will take his maths and sciences at the community college. My middle will be taking art lessons. My youngest will take music lessons. I cannot do it all. I do not even want to. If your children's advanced training in writing or logic or whatever fills you with doubt,
choose options that enliven your selfhood: Tackle the subjects yourself and pass on your new knowledge, or identify someone else to teach those subjects.
As I said, there is no rule that says we must be all things simply because we chose to home educate. If there were some rule, by the way, I would flout it.
Again, best regards.
______________________
Added (much) later: It's likely that if you arrived at this post, you're here for a Carnival of Homeschooling. I've compiled a list of other Mental multivitamin posts that may also interest you. Thank you for visiting.
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On writing... and thinking (12.03.2005)
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