Still, the moral component persists in me. I guess it’s my hard-wired Calvinist-Strunkist upbringing. I still like to read a sourpuss like William Zinsser (On Writing Well, itself recently released in a thirtieth anniversary edition) just in case I’ve really backslidden. After reading that Times symposium this evening, I reread Strunk and White for the first time in five years. I’m happy to report that, unlike the last time I read the little book, I’ll have very little to unburden myself of in confession tomorrow.
Teaching grammar to children who don’t see themselves as writers ensures that they will neither see themselves as writers nor learn grammar. Teaching grammar as a strategy for writing will ensure that students who see themselves as writers will write pinched prose. Writing is a way of thinking, and pinched writers become pinched people. When […]
I started class yesterday as I often do: I turned off the overhead lights to draw attention to the Promethean board, and I turned on the lamp up front for some house light. But the lamp didn’t work. Not being particularly handy, I asked the class for advice. “Maybe it’s not plugged in.” “Maybe the […]
“But pray, sir, why must I not teach the young gentlemen?” “Because, sir, teaching young gentlemen has a dismal effect upon the soul. It exemplifies the badness of established, artificial authority. The pedagogue has almost absolute authority over his pupils: he often beats them and insensibly he loses the sense of respect due to them […]
On Modern bestsellers: a lack of 18th-century leisure and 19th-century boredom. Having dropped out of Little Dorrit after the first trimester, I am determined to see Bleak House through. I’ve been listening to a delightful audio recording. I woke up on an elliptical machine from a protracted daydream yesterday, though, and found that I had […]
November and poetry. I named my only stuffed animal November; I don’t know why. I became aware of him when his eyes were scratched out and his rabbit ears were torn from their metal wires. I remember accepting on some level that I had done this before I was I, before I remembered anything, and […]
Here’s a worthy little book to get you caught up on the sorry state of school essay instruction. I got The School Essay Manifesto: Reclaiming the Essay for Students and Teachers to find out some better ways to write first drafts before shaping them into literary analysis essays. Thomas Newkirk, the author, does describe three […]
Rubrics therefore perpetuate the idea that a text can be read only one way and is, consequently, subject to a single standard. The rubric’s poor example, therefore, helps to keep poor readers reading poorly. . . . Part of fostering the art of reading, and the art of writing with it, is “rejecting the preoccupation with some illusory unspecifiable absolute or ‘correct’ reading or ideal reader” (Rosenblatt 140), the notion of a false absolute that rubrics tend to perpetuate no matter how subjectively their cells are written.
A teacher must be selfish. While her classroom must be something other than her private laboratory, it must also be her private laboratory. In fact, her classroom cannot be something other than her private laboratory – something dynamic and good other than her private laboratory, I mean – unless it is also her private laboratory. […]