Write bravely

Today concludes the thirty-one-day Slice of Life Story Challenge with Two Writing Teachers. Today I cross the finish line with many fellow Slicers, having written a post each day.

But the writing doesn’t end here.

Nor does the challenge …

That’s the thing. Now, more than ever before in our lives, is a time to write.

The photo above is of a pocket notebook a friend and mentor gave as a parting gift to all who attended her retirement celebration years ago. Her love of writing and advocacy for teachers as writers inspires me to this day. She also passed the torch of facilitating district writing workshop training to me … until this year, when it is no longer offered. But I carry the notebook with me everywhere I go, just to remind me …

Teachers, students, families, friends, citizens of the world, all … today I offer the same to you, in the ongoing composition of life: Write bravely.

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write your stories

share your glories

write bravely

write for healing

name the feeling

write bravely

write all your rages

fill all your pages

write bravely

write through your tears

conquer your fears

write bravely

write of the past

save it at last

write bravely

write of your sorrows

and your tomorrows

write bravely

write them for you

and for me, too

write bravely

write bravely

write bravely

Bear with the writer

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On the cusp of his twenty-first birthday, my younger son, Cadillac Man, is finally giving me some gift requests. Let me clarify for readers new to my blog: His code name here is Cadillac Man because of his lifelong love of the car. Earlier this year he inherited his grandparents’ 1989 blue (the official color is “Light Sapphire”) deVille.

I might also have dubbed him Music Man for his other abiding passion.

I’ve written about his love of music developing long before he started school, how he can listen to songs and immediately replicate them on the piano. He gets interested in an instrument and teaches himself how to play it. He’s studying music and voice in college, the only degree he ever considered: “It’s either this or I’m not going to college.”

He does not, nor ever did, love academics. He’s intelligent, well-spoken, witty, dutiful, kind, generous of heart . . . and managed to get through his educational career reading and writing as little as possible.

So imagine my joy at his birthday requests:

“Mom, can you get me Brian Wilson’s memoir for my birthday?”

A BOOK!

“Done!” I responded with glee. Cadillac Man has been researching—of his own accord—the history of The Beach Boys and their music; he has immense respect for Brian Wilson and his musical inventiveness, particularly with complex chord progressions. He shares things he’s learned every day and I revel in his allowing me entrée to this part of his world.

He relates how, when he was little, going to sleep in his bed at night, he could hear his older brother in the next room playing CDs of The Beach Boys.

“It was the vocal harmony that drew me,” he says. “That was the beginning of it all.”

Cadillac Man was hired as a church music director at age seventeen. He plans and leads every aspect, coaching instrumentalists, vocalists, and choirs.

“I think in music,” my son tells me as we walk together in the evenings, both of us having decided we need this exercise. “I hear a melody in my mind and I can hear different instruments coming in at different spots. Sometimes it’s so loud and clear that I’m not even aware of other things around me.”

I am riveted, for I understand this: I think in a loud narrative voice with the same effect. Words, words, words, always words, turning round and round, shifting, recombining . . .

Cadillac Man is still speaking: “Can you also get me some blank music notebooks for my birthday? I’ve tried using computer programs but they’re glitchy. I’ve lost stuff. I need to be able to actually write what I am thinking.”

Notebooks. For writing music. For writing in the way that he thinks, for capturing what comes to him inside of his own head . . . this is what writers do. I think of the brain research about the movement of writing generating more thought.

Yet he doesn’t think of himself as a writer. Not in the way he knows me to be a writer, or in the way he was expected to write in school. He’ll own that he’s a reader, as much as he looks up information. But never a writer.

This is about to change; I sense it just as I can sense a change in the seasons by the first subtle difference in the temperature, or a shift in the sunlight, or a by scent carried on the breeze. The portending of something significant taking shape.

I look at many notebooks online, thinking, What will he like best? Plain? What color? This one with a treble clef or this one with piano keys? 

I finally have to ask: “Which of these music notebooks do you like?”

My serious-minded, turning-twenty-one-year-old examines the options.

“I like the one with the bears on it,” he says at last.

So whimsical. Who’d have thought.

And so the gifts arrive, waiting to be given on the big day, a celebration of this milestone in my son’s life, not just in chronology, but in the pursuit of his joy and passion. A celebration of the gift he is and the gift that he has.

Involving writing. Not the way, honestly, that I usually think of it . . . but in the way that he thinks. In his own profound way.

How my heart sings.

To every parent and teacher who’s struggled, labored, wept, despaired over that child who doesn’t want to write . . . do not give up.

Bear with your writer. There’s a way. Talk, but listen more. Banging on the door will never get you in, but the way that the child thinks will. What the child cares about will.

Meet the child at that portal and when it’s ready to open . . . it will.

Here’s to the blank pages and all our stories, all our songs, to come.

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Cadillac Man’s surprise gift: Tickets to the Brian Wilson Pet Sounds concert this fall. Brian said of his career: “I wanted to write joyful music to make people happy” and that “music is God’s voice.”

I celebrate how this wove itself into a little boy’s dreams, long ago.

Writing identity

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I want to be riding the contours of my students’ writing—not judging it. 

Ralph Fletcher, quoting poet and writing teacher William Stafford

Day Four of our Teacher Summer Writing Institute opened with reflection on the quote above.

“I think the use of the word riding is significant,” said a colleague. “It means that students should be in the driver’s seat with regard to their writing. The teacher is a passenger.”

Another participant chimed in: “The word contours really stands out to me. I think of waves”her hands move through the air as if tracing curves, rising, falling—”and how the path of each student’s writing is so different, because they’re all in different places.”

With a focus on “Writing to Transform,” teachers spent the better part of the day exploring the research and impact of specific feedback, along with tools and approaches to conferring with student writers. They practiced with each other.  Teachers at the secondary level discussed the use of Screencastify and Google Keep as a means of giving feedback to large numbers of students.

They continued writing pieces from yesterday. A science specialist told me: “I started writing poetry and I couldn’t stop. I went home last night and wrote more.”

I listened to her, feeling as if I were living in a dream, straddling the line between reality and ethereality. Reminded, yet again, that the need to create is embedded deep in the hearts of humans.

We all took some time to reflect on our own writing histories, moments that shaped us into the writers we are at present.

For there’s a why to the writers we are.

I walked my colleagues through my own writing history (having spent much time pondering this recently). I made my first feeble attempts at writing stories just because I wanted to around age six. I don’t remember any more writing until about fifth grade, when I had great fun creating “The Myth of Shoeani” on how shoes were invented (we were studying mythology) and an autobiography that drew praise from the teacher regarding my “vivid detail.” I recall how surprised I was by the compliment. I went through a heavy poetry-writing phase in junior high, clearly a means of surviving my adolescent self. As a young wife, I suddenly realized that I was the bridge from the past to the future; I began recording my grandparents’ stories. How glad I am now that I did. My grandmother wholeheartedly encouraged my writing, believed I had a gift for it . . . but that’s what grandmothers do. Even as I won recognition for literary criticism and placed in short story competitions, as I amassed stacks of unfinished stories and mentor texts written in front of students as models, I thought of myself as someone who loves to write, who loves to encourage others to write, not “a writer.”

Not sure exactly when the shift occurred, only that it wasn’t so long ago.

The realization that writing is not just something I do.

It’s who I am.

A writer.

“Something we must remember,” I told my teacher colleagues as they began contemplating their own writing journeys, “is that we are currently helping to shape our students’ writing identities.”

Riding those contours, as individual to each student as patterns to snowflakes.

For we do not transform our young writers.

Their own words will.

We just help them harness their power.

From our place in the passenger seat.

When writers believe their words matter, nothing can stop them.

-Ruth Ayres, Enticing Hard-to-Reach Writers

 

Celebrating Young Authors

Show Your Strength

Raleigh-Wake Reading Council 

This afternoon, I am celebrating young writers from kindergarten through high school. Our local reading council, affiliated with the International Literacy Association, sponsors the Young Authors Project annually. Students write on a given theme and council members submit their work. A committee then scores the pieces for quality of content and structure. This competition is about encouraging young writers to work hard at the craft, to tell their stories well. The stories are published in a local book. Some stories have gone on to the state level, to be recognized and published later this month by the North Carolina Reading Association.

This year’s theme is “Show Your Strength!” The students could write about their personal experiences of perseverance, how they’ve overcome obstacles, how they found strength in a time of weakness, and who or what inspired them to rise above a particular challenge.

It’s my honor today to be the speaker at the awards ceremony.

Here’s my tribute to these courageous writers:

Thank you, members of the Young Authors Committee and the Raleigh-Wake Council for encouraging students of all ages to write. Thank you, families and teachers, for being the wind beneath the wings of these young writers; because of your support, because of your belief in these writers, many of them have now flown higher than they ever thought they could before.

And thank you, Writers, for your stories. I’ve read your work and it’s breathtaking. I stand in awe of what you’ve experienced and how you captured it on paper.  It’s an honor and a joy to celebrate your courage, your beautiful work, and your personal victories today.

So you know that I am a writer, too. I remember being six years old and sitting at the coffee table in my living room with some notebook paper and a pencil, trying to write a story, not because a teacher told me to, but just because I wanted to. Something inside me needed to get out and even at age six, all by myself, I understood that I needed to write it. I’ve been writing all my life and I’ve written a lot of different things for different reasons, but I do it mostly because I love it. Why do I love it? I think it’s because writing helps me see things in different ways, sometimes in deeper ways than I would have if I didn’t write.

Here’s an example from last summer: I noticed that seahorses had started showing up in my life. Yes, seahorses! When I ordered some books, they came with a tote bag that had a seahorse on it. A friend gave me a notebook that happened to have a seahorse on it. I took my seahorse tote bag and my seahorse notebook to a teachers’ writing workshop at the beach, where I was given a journal to decorate . . . guess what was in the decorations? Seahorses! This, Ladies and Gentlemen, is what we a call a motif, a symbol that keeps recurring, or showing up. I started wondering if there was a reason for all these seahorses suddenly appearing —what could they mean? I do what writers always do: research. I looked up seahorses and I learned a few pretty cool things: The scientific name of the seahorse is hippocampus, the same word for the part of the human brain that’s the center of emotion and memory. As a writer, this connection between the seahorse and the human brain fascinates me. I also learned that seahorses are a species recorded as the slowest swimmers in the animal kingdom. They swim so slowly that they can die of exhaustion when storms come and churn the seas, so seahorses use their tails to anchor them to long grasses and corals. They survive by being anchored.

And that’s another big thing that writing does for me; it anchors me, it helps me survive whatever comes.

Seahorses, Writers, are a symbol of perseverance, the very theme that you wrote on for our Young Authors Project. You’re here today because you persevered in writing your stories.

Your stories show your strength as writers and your strength as human beings. Stories, in the end, are gifts that we give to others. We give these pieces of ourselves away to make other people think and feel; writing is an almost magical connection between the heart and mind of the writer and the hearts and minds of readers. There’s power in it. Think about it. We can use our words, our power, to hurt others or to strengthen them. Be mindful that you always use your power for good.

It is my hope, as a teacher of writing, that you will keep writing. Today is just the beginning of what you can accomplish, and you’ve started off so strong! Good writing is hard work. Sometimes it comes so, so slowly. Don’t give up. Always remember there’s power in writing and the effort is always worth it. The more you work on your writing, the more your writing will work on you; it will give you more and more strength to share with the world, and the world needs you.

Thank you all.