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*with exclusive inerview

 
feeling read all over

[freshman]Call me Ajax.  I must not be getting enough flattery here.  Two weeks ago, I started my own site on my ninth grade students’ new multi-user blogging network, and – you know what? – I get such nice comments.

In person I’m still Mr. S*** the teacher, but online I’m a player. I don’t comment on my students’ blogs because my students may not be ready for their teacher as a subjective reader.  But I blog as Ajax.

My students and I deliberately keep our comments positive.  We have writer support groups where students and I can receive all the criticism we want.  Online, though, I want my guys to experience what I struggled to accept during the three years of my blogging here: specific, unmitigated praise.  My writing has improved in certain ways in three years of blogging, and a comment that poet Sage Cohen left here this past summer helped me understand why:

As a teacher and reader of your blog, I'd much rather enjoy what you write and respond to what inspires and excites me--as this piece has--than edit and critique your work. I trust that as you write more, you'll find your way to more and more clarity about how to polish your writing to a shine. I think celebrating what's working in a piece has far greater value in keeping us inspired to write and improve than anything else.

Blog commenters maintain their integrity (and credibility) by selecting an aspect of a post on which to lavish praise.  This specificity is also what gives a comment its worth.  When someone picks something in one of my posts to either compliment or to expand on, I feel read.

Feeling read is one of the best things about writing.  If you ask a writer how she came to see herself as a writer, she will probably tell you a story or two about some of the first times her words got to other people.  Maybe she published a poem in an elementary school anthology.  Maybe a class put on a play she wrote.  One way or another, she felt read.

Site stats already confirm to my students that their blogs command a higher readership than they could probably expect from taping their work onto our classroom walls.  I remind students that anyone on the planet with Internet access can read our posts.  I explain search engine dynamics.  I tell how more words and more time means more hits and more links and maybe more readers.

But not more commenters.  We blog as a gated community.  Everyone can see us, but only my seventy honors students can comment on posts there.  (I have fifty-five other students, but for various reasons it would drain the life out of me to have all of my students blogging.)  The site’s gate keeps out possible predators as well as commenters who may not wish to play by our rules.  But the site's exclusivity also gives the students another way to experience the writing community that they’ve begun face to face in class.  Internet safety, then, dovetails with my vision of bringing our experience as a writers’ community online.

I hope that people outside the class will be drawn to something fairly unique: a self-contained community of online writers.  I hope also that readers will be drawn to the writing itself.

Of course, there’s no hiding that it’s ninth grade writing.  I don’t want to advertise the writers’ age or make the site look like a school site, though.  How could you feel like a real writer if you were writing on a school site?  You’d feel like you were on training wheels as the "real" Internet streaked by you on those bikes with the skinny, street tires.

I have discovered that high school students don’t go out of their way to write on “school” sites.  According to the results of my written survey, a majority of my current students have a social network page (e.g., My Space or Facebook), a YouTube account, or a blog.  Moving from such user-centered environments to an institution-centered one is comparable to returning to dial-up after a few months of high-speed.  I’m not trying to compete with Facebook, but I’m not going to needlessly repel students, either.

But Ajax is needlessly getting as attached to the site as any of his more enthusiastic students have.  He’s growing addicted to his students’ specific, positive feedback.  Perhaps he has become a king who has surrounded himself with sycophants.

If I really wanted flattery, though, I reckon I’d teach another grade.  Consider the corrosive effect third grade is having on my wife: three months into the year, and she’s living for her kids’ unreserved adoration.  She’ll wear a favorite outfit to school, throw out her arms and say, “Is Mrs. S*** cute, or what?!”  Some boys groan, but the girls smile and nod.  The classroom has become a sickness, a collective mirror, mirror on the wall.

Ninth graders have a fundamentally different relationship with their teachers than third graders do with theirs.  And maybe the kind words – both on this blog and that one – aren’t so needless.  My wife can have her mirror.  I’m allowed a little Ajax.

 

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passages

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[tree]

the cassandra pages.

The drive west last week, across Vermont and into New York, was one of the most ethereal and beautiful trips I've ever made over that route. I traveled in silence, in the early morning, alone. The clouds still hung low over the Green Mountains, and a hazy fog persisted in the flatter pastures on the border between the two states south of Lake George - it would burn off later in the morning and expose the extreme heat we've had since. But in those early morning hours, the mountains and farmland were dreamy and quiet and empty as the space in which I was traveling.

[Here's the whole post.]


On the Slow Train.

What I had learned was folk etymology--what Wikipedia calls "A commonly held misunderstanding of the origin of a particular word, a false etymology." Folk etymologies are usually more interesting than the actual word origin. Sometimes folk etymologies can unfairly cast a bad light on some perfectly innocent words, such as picnic, or phrases such as rule of thumb. But for the most part, folk etymologies can be a lot of fun.

[Here's the whole post.]

[leaf]

Creature of the Shade.

But as soon as I asked it I knew she wouldn't be able to answer. I was looking for something like "north" or "west," but she, despite being a transport management professional, just didn't use such words to organize her sense of a city. She used words like "green building" and "flagpole." She could speak of left and right, but these narrative markers don't help you unless you're already on the right course.

[Here's the whole post.]


not native fruit.

I've just begun a new book by Susan Griffin, "Wrestling with the Angel of Democracy." So far, it lives up to Griffin's standards for exquisite reasoning and prose. She leads us through the labyrinth of her own inner experience where it meets the outer world of both history and current events. At certain points of connection with current events I remember feeling exactly what she expresses. I take it that the inference of the book's title is that, just as in the Bible story when Jacob wrestles with the angel of the Lord and will not let him go until the angel blesses him, we must now wrestle with the angel of democracy, and not let him go.

[Here's the whole post.]

[picture]

Everydayandeverynight.com.

I'm launching my journal again for 5768/2008.

In this omer journal, I take a Jewish-mythic point-of-view which presumes that I, personally, together with all Jews past, present and future, left Egypt and stood at Mt. Sinai together. This perspective challenges each Jew to join the Jewish experience and not be limited by the actual historical time period in which one lives. This perspective places human imagination at the center of religious engagement.

Our leaving Egypt is only the beginning of our path to liberation. Free from the bonds of Pharaoh, we seek a better, more human life. We begin this journey by the shores of the Nile. We look back in awe at a sea now appearing normal after having miraculously parted. But what now?

[Here's the whole post.]


via negativa.

It was my birthday, and I had been given a live shrew in a box — not for a pet, but simply to admire and to photograph. I was a little disappointed at first that I didn’t get any real presents, but the shrew was an admirably fierce little creature who attacked anything thrust in its direction, and I soon appreciated the wisdom of the gesture: loaning me a fully wild creature, something that can never be owned or controlled. The idea that anyone can own anything — it’s such a delusion, isn’t it? But that’s what drives this mania of consumption imperiling the earth.

[Here's the whole post.]

[picture]

Mole.

Darling,
The rain you sent was mixed with snow.
I could not tell which between
The snowflakes and the apple blossom
On the black sidewalk; I woke and you were

[Here's the whole poem.]

[Picture]

The Middlewesterner.

You see what you see. Don't beat yourself up too badly about it. Tomorrow the sky will be something different, a blue sheerness of petticoat, a shiny muslin, a white gauze.

Metaphor takes you away; it doesn't bring you back. You come back on your own if you get here at all.

[Here's the whole post.]

[Picture]

Lekshe's Mistake.

Place
is not substance, not
a point in space,
more a point in time
when the conjunction of mind
and matter create
an experience
that
makes us believe there is a spot
to which we can return.

[Here's the whole poem.]


Marcia Bonta.

Dragoo, affectionately referred to as “Skunk Man,” has little or no sense of smell, so as a mephitologist he can easily study and live with skunks. When he wants one for his research, he chases it down, picks it up by its tail, and is liberally sprayed, because, as skunk expert Richard G. Van Gelder discovered back in the 1960s, you can only grab a skunk by the tail and escape being sprayed if you surprise the animal. Otherwise, it is able to evert its anus and expose the nipples from its huge and squishy scent sacs, which are then ready to fire even if you do pick it up by its tail.

[Here's the whole post.]

[child walking]

Dick Jones' Patteran Pages.

Your soft clock
scatters seconds like
peas on a drum.

A feather pulse
stutters in your
neck.

[Here's the whole poem.]

[duck photo]

Slow Reader.

Aubrey is the guru of the Shelf Monkeys, a secret ‘book club’ to which Thomas gets invited. “Some books are simply a waste of paper, a waste of effort both to write and to read.” The flaming cover of this novel is sufficient clue to the book burnings that ensue, inspired by Fahrenheit 451. Books burnings, by the literate?! Only for books deemed not worthy by the members’ code. “We meet, we debate, we burn. It’s therapy, really.” Things escalate quickly and darkly, Lord of the Flies style, and Thomas is compelled to choose between his loyalties to his friends, literature, ethics, and his sanity.

[Here's the whole post.]


blogroll

Blaugustine
Box Elder
The Cassandra Pages
Creature of the Shade
Crack Skull Bob
Daintee
Dialogues with Silence
Dick Jones's Patteran Pages
Empreintes
Everydayandeverynight.com
Feathers of Hope
Fragments from Floyd
Frizzy Logic
Heraclitean Fire
Hoarded Ordinaries
In a Dark Time
Irishmutt
Iron Monkey
Ivy Is Here
Lekshe's Mistake
Listening After Dark
Marcia Bonta
The Middlewesterner
Mole
My Gorgeous Somewhere
9 to 5 Poet
Not Native Fruit
On the Slow Train
Outside the Lines
Paula's House of Toast
Qarrtsiluni
The Rain in My Purse
Sage Said So
Scenes from a Slow-Moving Train
Shadow Cabinet
Simply Wait
Slow Reading
Spoil
Stony Moss
Tasting Rhubarb
3rd House Party
Tumblewords
Two Dishes but to One Table
Under the Fire Star
Velveteen Rabbi
Verbal Privilege
Via Negativa