@newsfromtengrrl for 2010-11-04

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@newsfromtengrrl for 2010-11-02

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NaNoWriMo Underway

NaNoWriMo Participant 2010I’m a rebel. I’m doing what I want, and ignoring the rules. Usually I’m the goody-two-shoes perfectionist, but as far as writing a manuscript was going, that wasn’t working for me.

I readily confess that I can’t remember how I ever wrote a book in the first place. Somehow I did, but as I’ve thought about writing a second manuscript, I kept returning to the feeling that it was a fluke. I didn’t feel I’d ever be able to do it again. Even restoring the mysteriously deleted companion website felt beyond me.

Then NaNoWriMo came along. November is National Novel Writing Month. This is the twelfth year of the event that encourages writers of all ages to write a 50,000-word piece of fiction by midnight November 30.

I’ve known about NaNoWriMo for several years, but never considered trying it. Just don’t feel like I have a plot in me, though I’d love to be a novelist or poet. Inspired by the special deal on Scrivener for NaNoWriMo participants though, I looked around a bit more yesterday, and I found that the rules are really a good bit looser. You can be a rebel and write nonfiction if you want. The goal is just 50,000 words of whatever. As the seed post on the Rebel forum explains, “This is a self-challenge. The REAL prize of NaNoWriMo is the accomplishment, and the big new manuscript you have at the end. Everything beyond that is icing on the cake.”

So I decided to set up a profile and try to crank out a book draft. Not sure that I will make 50,000 extra words since I have many other things I need to write this month. Still I can try. After midnight on November 1, I created a working outline, based on revisiting my first book, Designing Writing Assignments. Scrivener made this so easy. I created a bunch of folders and tucked some text inside the jotted out what I was thinking of putting there. Done.

In the wee hours of today, November 2, I collected notes and ideas from a few places to copy & paste some very rough ideas into place. That’s where the cheating part comes in. Technically, people write all new text for NaNoWriMo. For my purposes, that’s a silly restriction. I reread sections of Designing Writing Assignments last night, probably for the first time in more than a year. I realized how much of the book had been culled from things that I’d written elsewhere.

That artificially inflates my word count, I know. The thing is that I know I’ll edit it back down as I make all that pasted stuff fit in properly. Even though I know my draft is nothing but a collection of jottings and pastings, it feels remarkable to have collected 12,263 words of stuff. I can actually believe book in my head.

It’s only been two days, but so far NaNo has helped me remember how to write a longer work. And I’ve been freewriting like a fiend—I have the most typo-filled mess ever, but I typed things down. I gave my permission not to be to clean and neat. I just want to gather a bunch of text. I can edit later. If I do nothing else, I’ve accomplished a great deal.

@newsfromtengrrl for 2010-11-01

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@newsfromtengrrl for 2010-10-31

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@newsfromtengrrl for 2010-10-29

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Do You Remember Your High School Lit Class?

On NCTE’s Connected Community, James Wilson responded to the discussion about multicultural literature, lamenting that “the focus on multicultural literature over the last 3 decades has resulted in an inability to teach the classics of the Western tradition. Few of my college freshmen have even heard of Faulkner and Steinbeck, much less read them.”

I understand Wilson’s frustration, but I learned long ago not to believe every word students report about their exposure to authors and literature. Their reports are more likely to be based on what they remember—things that made a strong impression for some reason. Sometimes that’s because they hated every word of text that they had been forced to march through. Sometimes it’s because they loved the text.

Ask me what I read in high school, admittedly a very long time ago—but even fresh after graduation I doubt I’d recall the details. In 12th grade English lit, for instance, I could tell you that I read Beowulf, Canterbury Tales, Macbeth, and “On Looking into Chapman.” Why? I remember hating Beowulf as endlessly dry and boring. I had to do a presentation on the “Wife of Bath,” where I was expected to come up with a costume out of no where. I had to use the nurse’s cape from my elementary school Halloween costume. I felt like an idiot. Macbeth I think I recall because my teacher must have liked it. I remember her reading aloud passages with a lot of theatrics, especially regarding bloody hands.

The most random thing on the list is Keats. My teacher also had a thing for precis and summaries, instilling a lifelong hatred of them in me, for what it’s worth. For some inexplicably nerdy reason, I wrote my precis of “On Looking into Chapman” in rhyming couplets. She read it to the class, without my permission, and I was made fun of for the next 2 weeks.

Bottom line: The problem isn’t “classics” versus multicultural literature. It’s that all too often students don’t have memorable experiences with literature. Frequently, that’s because they’re marched through the canon in an attempt at comprehensive coverage. Reading literature should be more than that, but many times, it isn’t.

Memorable experiences with whatever literature they read will create lifelong readers — and that’s how to get students who read widely and deeply. You can never possibly teach every great text, but you can teach in ways that make people want to read more widely.

[ I don’t accept that we have to choose between multicultural and classic literature. Multicultural literature is in most cases also what I’d defend as classic literature, but that’s a different topic.]

@newsfromtengrrl for 2010-10-28

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