What a great experience to see and talk to Julia Scheeres! I was thoroughly moved by her candor and spirit. She artfully responded like a ballerina, poignant yet concise. She answered difficult questions with conviction and dodged others with grace. Her speaking voice and personality were mirror images of her written word in Jesus Land. I felt honored that the University brought her to speak to us, cheers to SUNY Cortland!
Marc
Friday, September 26, 2008
Wednesday, September 24, 2008
Memoir Revision
After I rewrote my memoir today I was driving down the highway and like a flash.... I relived a moment from twenty years in my past. It is a beautiful day and I was day-dreaming (probably shouldn't while driving) and the vision came to me as clear as day. I remembered details from my memoir I left out of my writing, but visions of that day flowed through mind. It was surreal! Intricate things that I thought I could never pull out of my repressed thoughts. WOW! Maybe something in the beauty of the day inspired me but I was relieved. Writing this memoir was a gratifying project and I could probably revise it ten more times and still feel I left something out. I hope you all have similar experiences if not carpe diem, there will not be too many days like today left this fall.
Cheers,
Marc
Sunday, September 21, 2008
Julia S.'s talk next week
Hi everyone,
Since there was so much interest in the Julia Scheeres talk on campus this coming week, I wanted to give everyone the link for more information:
http://www.cortland.edu/news/article.asp?ID=653
If you don't have time to read the article, here is the most important part, pasted below:
Scheeres will discuss her book, the writing process, life and aspects of writing a memoir in an informal setting at 7:30 p.m. in Sperry Center, Room 105.
Hope everyone had a good weekend! -Sofia
Since there was so much interest in the Julia Scheeres talk on campus this coming week, I wanted to give everyone the link for more information:
http://www.cortland.edu/news/article.asp?ID=653
If you don't have time to read the article, here is the most important part, pasted below:
Scheeres will discuss her book, the writing process, life and aspects of writing a memoir in an informal setting at 7:30 p.m. in Sperry Center, Room 105.
Hope everyone had a good weekend! -Sofia
Thursday, September 18, 2008
Details, too
There's so much...
One place I really could imagine was on page 173.
"As we rattle down the dirt road leaving the airport, I clutch the window ledge with my fingertips and peer through the dusty glass at the Dominican Republic. Images blaze in the van's headlights then disappear. Clapboard shanties gussied up in jewel colors, pink, purple, green. Solitary figures with baskets and bundles of sticks on their heads...."
So moving-
the "clutching" with fingertips- it's desperate and futile. The "gussied up" shanties: a mix of rural pride and economic hardship. Scheeres say so much in just a few words.
One place I really could imagine was on page 173.
"As we rattle down the dirt road leaving the airport, I clutch the window ledge with my fingertips and peer through the dusty glass at the Dominican Republic. Images blaze in the van's headlights then disappear. Clapboard shanties gussied up in jewel colors, pink, purple, green. Solitary figures with baskets and bundles of sticks on their heads...."
So moving-
the "clutching" with fingertips- it's desperate and futile. The "gussied up" shanties: a mix of rural pride and economic hardship. Scheeres say so much in just a few words.
Detail in Jesus Land
One of my favorite passages in this book is on page 25. The way Scheeres describes being sweaty during a hot summer day is so vivid. Not just being sweaty, but "A bead of sweat runs down my back". She describes the sky as low cloud quilt and a pearly glare. The best part is the 1/4 mile walk to the mailbox, "an epic journey through hot Jell-O". It's humid and heavy and you can feel it with Scheeres' words.
Jesus Land Details
There were so many sections that used excellent details, but I really liked this one.
As the Mustang bears down the road, AC/DC’s “Hell’s Bells” thuds from the speakers. The car skids to a halt at the intersection and I hear voices arguing under the music. The song clicks off and I hear someone say “Indian Meadow Lane”—my address—and then the music starts again. The car lurches forward and I lay under the bushes and watch the red eyes of the tail lights until they wink out and I’m alone in the dying light with the crickets and my heart pounding like a brick in my chest. (Pg 95)
The strategies that are used are that she gives exact names: song title and car model. Also she ‘cracks open’ the picture of the car driving off by comparing the tail lights to eyes that ‘wink out.’ She also adds to the senses by describing the sound of her heart pounding, the voices, and the music. I can't even imagine the fear and pain that she is feeling while hoping that they don't find her hiding under the bushes.
-Sydney
As the Mustang bears down the road, AC/DC’s “Hell’s Bells” thuds from the speakers. The car skids to a halt at the intersection and I hear voices arguing under the music. The song clicks off and I hear someone say “Indian Meadow Lane”—my address—and then the music starts again. The car lurches forward and I lay under the bushes and watch the red eyes of the tail lights until they wink out and I’m alone in the dying light with the crickets and my heart pounding like a brick in my chest. (Pg 95)
The strategies that are used are that she gives exact names: song title and car model. Also she ‘cracks open’ the picture of the car driving off by comparing the tail lights to eyes that ‘wink out.’ She also adds to the senses by describing the sound of her heart pounding, the voices, and the music. I can't even imagine the fear and pain that she is feeling while hoping that they don't find her hiding under the bushes.
-Sydney
Painful Details in JL
Some of the situations in this novel are so difficult for me to imagine surviving, but Julia Scheeres does such an unbelievable job placing us in these awful places by using vivid detail and description. This passage was especially easy to imagine:
"'My brother, but he's not really my brother', is all I can say before a loud buzzing fills my ears. The noise is new since I entered The Program, and it happens during stressful situations, like during 2a.m. sessions or when I see staff shoving students around. Sometimes the sound is like a waterfall and other times it's like a thousand tiny bells ringing, but mostly it's a bussing, as if a wasp were crawling inside my head. It prevents me from thinking too hard about whatever is happening, and in that way, the noise is soothing" (263).
Julia is using the methods of similie and metaphor to describe this sound. When she is describing it, it is so easy to imagine this sound. She is using sensory imagery and playing up the sense of sound as well. The way she writes this passage speaks to the senses in a way that is emotional, she shows us that she is mentally shutting down without actually telling us.
This whole novel was a great demonstration of what a memoir should be like, and I feel like it presented a good example for me when it came time to write my first draft! I cannot wait to hear her speak in person!
~Kari
"'My brother, but he's not really my brother', is all I can say before a loud buzzing fills my ears. The noise is new since I entered The Program, and it happens during stressful situations, like during 2a.m. sessions or when I see staff shoving students around. Sometimes the sound is like a waterfall and other times it's like a thousand tiny bells ringing, but mostly it's a bussing, as if a wasp were crawling inside my head. It prevents me from thinking too hard about whatever is happening, and in that way, the noise is soothing" (263).
Julia is using the methods of similie and metaphor to describe this sound. When she is describing it, it is so easy to imagine this sound. She is using sensory imagery and playing up the sense of sound as well. The way she writes this passage speaks to the senses in a way that is emotional, she shows us that she is mentally shutting down without actually telling us.
This whole novel was a great demonstration of what a memoir should be like, and I feel like it presented a good example for me when it came time to write my first draft! I cannot wait to hear her speak in person!
~Kari
Jesus Land Details
Hi everyone,
I've been searching through our novel to find some touching pieces of detailed writing, and I believe that my favorite instance falls on page 73, pertaining to Jerome and David:
"The floodlights shine down on his back like a spotlight, and I cringe. Fat welts lace his skin like red leeches. Dad put them there last night, as punishment for running away and stealing the Corolla. Spare the rod and spoil the child.
Both boy's backs are riddled with welts, the fresh ones red, the old ones molted gray, the deeper ones hardened into jagged scars. They avoid taking off their shirts in public, and seeing their bare backs always makes my throat thicken, makes it hard to breath."
The great description of the leech-like welts on the back of Jerome's back as he plays basketball, followed by the italicized "proverb" that Dr. and Mrs. Scheeres modelled their parenting around, really gives a powerful recollection of a painful memory. For me, this passage was one of those that moved me to the point of wanting to read it over about three times before moving on to the next few pages. -Sofia R.
I've been searching through our novel to find some touching pieces of detailed writing, and I believe that my favorite instance falls on page 73, pertaining to Jerome and David:
"The floodlights shine down on his back like a spotlight, and I cringe. Fat welts lace his skin like red leeches. Dad put them there last night, as punishment for running away and stealing the Corolla. Spare the rod and spoil the child.
Both boy's backs are riddled with welts, the fresh ones red, the old ones molted gray, the deeper ones hardened into jagged scars. They avoid taking off their shirts in public, and seeing their bare backs always makes my throat thicken, makes it hard to breath."
The great description of the leech-like welts on the back of Jerome's back as he plays basketball, followed by the italicized "proverb" that Dr. and Mrs. Scheeres modelled their parenting around, really gives a powerful recollection of a painful memory. For me, this passage was one of those that moved me to the point of wanting to read it over about three times before moving on to the next few pages. -Sofia R.
Wednesday, September 17, 2008
Detail in Jesus Land
Where do I begin! Julia Scheeres use of detail in her writing is overwhelming. I love it! I could only dream to find the wit to tap into this talent. Her use of words is masterful and it transcends the reader to the environment she was in. One passage in particular uses descriptive and action verbs to paint a picture in the readers mind.
Only when we bumped down the gravel lane to our house do I notice the trembling cottonwoods, the frenzied chirping of sparrows, the dirt devils churning across the back field. On the horizon, heat lightning dances along a column of towering thunderheads.(12)
Scheeres uses personification to describe the "trembling cottonwoods" and "lightning dancing" which illuminates the impending situation. The detail makes me feel the tornado approaching from the comfort of my easy-chair. The use of the active verbs like bumped, trembling, and churning makes this passage more descriptive and eminent.
Only when we bumped down the gravel lane to our house do I notice the trembling cottonwoods, the frenzied chirping of sparrows, the dirt devils churning across the back field. On the horizon, heat lightning dances along a column of towering thunderheads.(12)
Scheeres uses personification to describe the "trembling cottonwoods" and "lightning dancing" which illuminates the impending situation. The detail makes me feel the tornado approaching from the comfort of my easy-chair. The use of the active verbs like bumped, trembling, and churning makes this passage more descriptive and eminent.
Sunday, September 14, 2008
Nice Video
Joyce,
Thanks for posting the various links in your blog. You'll have to show me how you do this, it is great!
Marc
Reflecting on JESUS LAND
Just finished the book, and I wanted to add my thoughts.
David, with a busted arm in the basement
Julia, after swim practice, being held down in the hall
David, still caring about Jerome in the cold polebarn
Julia, listening to David's story about being "branded" through the intercom
I think Scheeres is brilliant in her depictions of her own hypocricy- and how she struggles with her whiteness throughout. The "reform school" in the Dominican Replublic was particularly horrifying. I found this video on YouTube, if anyone is interested in learning more. Jesus Land is the first thing mentioned, and then a report follows- troubling, indeed.
How does the methodology used at New Horizons inform the assumptions at work in our public schools? Are students routinely forced to "play a game" in which they are encouraged to perform meaningless tasks, repetitively, and then given meaningless rewards? Are teachers and administrators weilding their power to create an atmosphere of terror, and shame? Are we, as pre-service teachers, able to change this kind of social dominance without addressing our own notions of what it means to be a teacher?
David, with a busted arm in the basement
Julia, after swim practice, being held down in the hall
David, still caring about Jerome in the cold polebarn
Julia, listening to David's story about being "branded" through the intercom
I think Scheeres is brilliant in her depictions of her own hypocricy- and how she struggles with her whiteness throughout. The "reform school" in the Dominican Replublic was particularly horrifying. I found this video on YouTube, if anyone is interested in learning more. Jesus Land is the first thing mentioned, and then a report follows- troubling, indeed.
How does the methodology used at New Horizons inform the assumptions at work in our public schools? Are students routinely forced to "play a game" in which they are encouraged to perform meaningless tasks, repetitively, and then given meaningless rewards? Are teachers and administrators weilding their power to create an atmosphere of terror, and shame? Are we, as pre-service teachers, able to change this kind of social dominance without addressing our own notions of what it means to be a teacher?
Saturday, September 13, 2008
OMG Jesus Land!
Kari, I so share your sentiments, and everyone else's for that matter! This book is, was, will be one of the best memoirs I have read! Her details are phenomenal, and it is truly a real page turner. She really makes you feel like you are with her every step. Hearing the boys screams when they are punished, the "cheerleaders" glare, every bit of it!!! Love it, love it! Definitly will be a book that will be re-read by me, and I will surely be passing it on to others to read too! Can't wait to see her in person when she comes to campus. It makes me feel like I sort of know her already! nic
Ella's Memoir Review
Hi Everyone,
I wasn't sure if we were supposed to post our peer reviews on google docs or on blogger, so I am posting my review of Ella's memoir here. She's done a great job with detail, and I think we can get a lot of good ideas from her style! -Sofia
Peer Review Questions For Memoir
Writer: Ella Hungerford
Reviewer Sofia Rittenhouse
1. Before answering any of the questions below, write your initial reaction to the story.
I love Ella’s reflections on the river itself –
the paragraph beginning with, “The rive is forgiving.”
I am somewhat puzzled by the title, as I struggle to decide if the memoir is actually about water or about Margot.
2. Does the writer tell the story adequately and clearly? Do you understand what happened? What are your questions?
I think the imagery in the story is great, especially of Aunt Margot’s hair, hat, and especially the bicycle. I understand that Margot died, but I would like to know how that happened. Perhaps another one-line sentence can be added that gives insight into her illness/fatal accident/cause of death would be helpful.
3. Does the writer interpret the significance of the event and reveal the truths that underlie it? How?
This is a story that I will have to read several times over in order to fully grasp the underlying truths about the healing presence of the river and Aunt Margot’s connection to it. I think that’s good, because I don’t like stories that spill all their “secrets” in the first read-through. I like to dig.
4. What does the memory reveal about the writer's life? In addition to telling the reader what happened, does the writer reveal how she thought or felt about the event? In retrospect, as the writer looks back at the event, what does he or she think and feel? Where could the writer include more of his or her thoughts and feelings?.
I love the accounts of swimming in the water, kicking off, counting, and coming up to the surface for air again “skin stinging”….this is all great. I think Ella feels saddened by the passing of Margot and reminiscent of the happy times in the Thousand Islands, but I think there could be more reflection on the pain she felt from being separated by Aunt Margot.
Also, who is Ned and how is his birthday reminiscent of Aunt Margot? Is this her son????
5. At which points in the story could the writer include more exploration of the significance of the event?
I think the event of Margot’s death, which we don’t hear about, could be explored more in the story.
6. Does the writer use vivid, specific, and striking details? Underline each instance of vivid, specific, and striking detail.
In the draft I sent back to Ella, I underlined many moments that I was taken back by the INCREDIBLE use of detail. I really am impressed by some key phrases:
the vintage bicycle with a cantelope and newspaper in the front basket
love handles giving proof that “you sure do love Christmas”
the reference to puffing on clove cigarettes
the movement of the river – crashing and churning, etc…
tie-died birthday cakes
7. Does the writer show rather than tell, using action rather than explanation? Where should the writer show us rather than tell us what happened or transpired?
I really am at a loss to answer this question. Ella has really done a great job of showing us extremely acute detail…
8. Is the story told in a straightforward linear fashion or does the narrator use flashbacks and jump back and forth in time? If flashback is not used, where might it be applicable?
There is jumping, separated by asterisks. I like this technique very much, as it makes the flashbacks individualized.
9. Does the piece begin with a strong lead that engages the readers and interests them? If not, can you suggest an alternate lead?
The lead in of the river and its forgiving, refreshing, renewing qualities is fabulous. I would like to hear more about this at the end, though. If the piece could come full-circle and somehow end once more with the water/river, I would understand the title more and feel a “finished” sense about my journey through Ella’s memoir.
10. Does the memoir have voice? How do you know this is a real person talking to you?
I suggested that Ella would put Aunt Betsy and her mom’s speaking sections in italics, in order to draw attention to them. This part occurs when they both don’t want to go swimming because the water is too cold and they are too old…
11. Does the title serve as a doorway into the story? If not, can you suggest a more appropriate title?
I still struggle somewhat in deciding whether or not the story is mainly about “water”, or if it is about Margot. Yes, the title gives a great doorway into the narrator’s connection with the river. However, I still feel a little bit like Aunt Margot needs a place in the title as well.
12. Do you have any other suggestions that will help the writer improve the memoir?
Over-all, I am so impressed by Ella’s great use of detail and clarity in recounting summers at the water. I felt like I was there with her, and this is very important. Wonderful techniques! -Sofia
I wasn't sure if we were supposed to post our peer reviews on google docs or on blogger, so I am posting my review of Ella's memoir here. She's done a great job with detail, and I think we can get a lot of good ideas from her style! -Sofia
Peer Review Questions For Memoir
Writer: Ella Hungerford
Reviewer Sofia Rittenhouse
1. Before answering any of the questions below, write your initial reaction to the story.
I love Ella’s reflections on the river itself –
the paragraph beginning with, “The rive is forgiving.”
I am somewhat puzzled by the title, as I struggle to decide if the memoir is actually about water or about Margot.
2. Does the writer tell the story adequately and clearly? Do you understand what happened? What are your questions?
I think the imagery in the story is great, especially of Aunt Margot’s hair, hat, and especially the bicycle. I understand that Margot died, but I would like to know how that happened. Perhaps another one-line sentence can be added that gives insight into her illness/fatal accident/cause of death would be helpful.
3. Does the writer interpret the significance of the event and reveal the truths that underlie it? How?
This is a story that I will have to read several times over in order to fully grasp the underlying truths about the healing presence of the river and Aunt Margot’s connection to it. I think that’s good, because I don’t like stories that spill all their “secrets” in the first read-through. I like to dig.
4. What does the memory reveal about the writer's life? In addition to telling the reader what happened, does the writer reveal how she thought or felt about the event? In retrospect, as the writer looks back at the event, what does he or she think and feel? Where could the writer include more of his or her thoughts and feelings?.
I love the accounts of swimming in the water, kicking off, counting, and coming up to the surface for air again “skin stinging”….this is all great. I think Ella feels saddened by the passing of Margot and reminiscent of the happy times in the Thousand Islands, but I think there could be more reflection on the pain she felt from being separated by Aunt Margot.
Also, who is Ned and how is his birthday reminiscent of Aunt Margot? Is this her son????
5. At which points in the story could the writer include more exploration of the significance of the event?
I think the event of Margot’s death, which we don’t hear about, could be explored more in the story.
6. Does the writer use vivid, specific, and striking details? Underline each instance of vivid, specific, and striking detail.
In the draft I sent back to Ella, I underlined many moments that I was taken back by the INCREDIBLE use of detail. I really am impressed by some key phrases:
the vintage bicycle with a cantelope and newspaper in the front basket
love handles giving proof that “you sure do love Christmas”
the reference to puffing on clove cigarettes
the movement of the river – crashing and churning, etc…
tie-died birthday cakes
7. Does the writer show rather than tell, using action rather than explanation? Where should the writer show us rather than tell us what happened or transpired?
I really am at a loss to answer this question. Ella has really done a great job of showing us extremely acute detail…
8. Is the story told in a straightforward linear fashion or does the narrator use flashbacks and jump back and forth in time? If flashback is not used, where might it be applicable?
There is jumping, separated by asterisks. I like this technique very much, as it makes the flashbacks individualized.
9. Does the piece begin with a strong lead that engages the readers and interests them? If not, can you suggest an alternate lead?
The lead in of the river and its forgiving, refreshing, renewing qualities is fabulous. I would like to hear more about this at the end, though. If the piece could come full-circle and somehow end once more with the water/river, I would understand the title more and feel a “finished” sense about my journey through Ella’s memoir.
10. Does the memoir have voice? How do you know this is a real person talking to you?
I suggested that Ella would put Aunt Betsy and her mom’s speaking sections in italics, in order to draw attention to them. This part occurs when they both don’t want to go swimming because the water is too cold and they are too old…
11. Does the title serve as a doorway into the story? If not, can you suggest a more appropriate title?
I still struggle somewhat in deciding whether or not the story is mainly about “water”, or if it is about Margot. Yes, the title gives a great doorway into the narrator’s connection with the river. However, I still feel a little bit like Aunt Margot needs a place in the title as well.
12. Do you have any other suggestions that will help the writer improve the memoir?
Over-all, I am so impressed by Ella’s great use of detail and clarity in recounting summers at the water. I felt like I was there with her, and this is very important. Wonderful techniques! -Sofia
Thursday, September 11, 2008
chicken wing dip recipe... hey, it's class-related!
2 8 oz packages cream cheese (not fat-free)
1 cup blue cheese dressing
4-8 oz Frank's Red Hot sauce (I used 6, 8 is HOT!)
2 cups cooked, diced chicken
1 cup diced celery (optional)
10 oz shredded Mont. jack cheese
Melt cream cheese in microwave until soft, stir in blue cheese dressing and Frank's Red Hot sauce. Add chicken, celery and all but 1 cup of cheese. Pour into baking pan and top with remaining shredded cheese. Bake at 350 for 25-30 minutes or until bubbly.
1 cup blue cheese dressing
4-8 oz Frank's Red Hot sauce (I used 6, 8 is HOT!)
2 cups cooked, diced chicken
1 cup diced celery (optional)
10 oz shredded Mont. jack cheese
Melt cream cheese in microwave until soft, stir in blue cheese dressing and Frank's Red Hot sauce. Add chicken, celery and all but 1 cup of cheese. Pour into baking pan and top with remaining shredded cheese. Bake at 350 for 25-30 minutes or until bubbly.
People
Erica,
I am glad to hear that it was therapeutic for you to write about your experience. I have your memoir here in my hand and I am glad I checked the blog before I read it. Catholic, Jew, Muslim or agnostic, we are all human.....I will tell you all, writing my memoir was therapeutic as well, the thoughts flowed through my mind and chills ran up my spine. I simply could not stop writing (for better or worse). I think this is the purpose of the genre; to feel or live the emotions. Regardless, I hope everyone else felt similar passion as they wrote about a specific time or place in their history. "Que sira, sira". (my Latin is phonetic) the future is ours to see...
Cheers,
Marc
I am glad to hear that it was therapeutic for you to write about your experience. I have your memoir here in my hand and I am glad I checked the blog before I read it. Catholic, Jew, Muslim or agnostic, we are all human.....I will tell you all, writing my memoir was therapeutic as well, the thoughts flowed through my mind and chills ran up my spine. I simply could not stop writing (for better or worse). I think this is the purpose of the genre; to feel or live the emotions. Regardless, I hope everyone else felt similar passion as they wrote about a specific time or place in their history. "Que sira, sira". (my Latin is phonetic) the future is ours to see...
Cheers,
Marc
Memoir & Google docs
I was able to upload my memoir to Google docs. I hope that I did it correctly and you all can access it. I had no problem deciding what to write my memoir on; I went through a very difficult time recently, and writing about it was more therapeutic than school work for me. I will warn you: it is graphic, and Catholics or pro-lifers will probably hate me after reading it. Fair warning. I am excited to read others' memoirs. I hope the process of writing it was less painful or maybe as helpful to you as mine was for me.
I am still reading Jesus Land; has anyone else finished it yet?
I am still reading Jesus Land; has anyone else finished it yet?
Wednesday, September 10, 2008
Jesus Land....holy crap! (is that blasphemous?)
As I am reading Jesus Land, in complete avoidance of all of my other work because it is so good, I am in complete SHOCK. I have read plenty of memoirs, but I found it very hard to get a grip on Julia's family's warped sense of "Christian Values". Poor David is still holding out for that hope that he can still be part of a family and it is breaking my heart! Even when he finds out that his brother was sexually abusing his sister, despite all he has personally gone through, David is supportive and caring and does not renounce his relationship to Julia. Despite the many times Julia pretended that she was not associated with David, told people he wasn't her real brother, turned the other cheek while he was mocked and ridiculed, he still loves her unconditionally. I just had to put the book down to blog this and finish my memoir draft... then maybe I will find time for another chapter or two before bed!!!
~Kari
~Kari
Jesus Land
I completely agree with how everyone has felt while reading Jesus Land. I couldn't put it down either, and i wanted to save both David and Julia from what they had to go through. Especially becasue it was their 'family' that seemed to do the most damage and inflict the most pain, both physically and mentally. The way that Julia wrote her memoir made it feel like we were there, watching her life happen. I think this was a great book to use as an example of a wonderful and well written memoir.
Tuesday, September 9, 2008
DETAIL in Julia Scheeres' writing
A number of you have commented on Scheeres' use of detail in Jesus Land. Wednesday evening we'll be talking about detail. In preparation, if you have a few moments look for some illustrative passages.
Mary
Mary
Jesus Land
I couldn't believe what I was reading towards the end of the memoir. I was most impressed with how Julia came to terms with who she was and who she became by the end of the memoir. I'm not sure if I could face that. There are certain things in my life I wouldn't feel comfortable simply putting out there for everyone to read. Maybe it is just the fact that I don't want to relive those memories. Screeches makes me think that if I go back in my experiences I can learn from them; I can see how I developed into the person I am today. It was her honesty and detail that made the memoir feel as if it was a learning experience for me - as a reader and a writer. Her talent for writing briefly, yet descriptively, is what sets her a part from other authors. I WANTED to read the end of her story because I felt a connection to her. Screeches was more than just an author, she had a clear message that made me want to stand and applaud her. At times, her life seemed like a fiction novel. To understand what that woman went through was a process for me. At first I felt sympathy, then empathy. What an amazing and moving story of growing into an incredible person despite limitations.
Saturday, September 6, 2008
Jesus Land is a wonderful book, perhaps the best I've read in a while. I couldn't put it down because of Julia Scheeres' details and the struggles of Julia and David. I wanted to cry for them, protect them, and yell at their unloving mother. I am even using Scheeres' technique of the journal style entry at the end of each chapter in the rough draft of my own memoir. We'll see if it works as well for me as for her. I am also raelly excited to read everyone's memoirs - I know from last semester that some of you are quite talented writers, and I'm sure the rest of you are too!
Friday, September 5, 2008
Thursday, September 4, 2008
Jesus Land
I agree with many of the other posts about the Scheeres novel; it's a great read! I'm currently into Ch. 4, and what strikes me at this point is the extreme detail of Julia and David's experiences . More importantly, I'm thinking about how this book ties into Prof. Nelson's class on Multicultural Lit, which I'm also taking this semester. He has assigned Passing, which is a short novel about African American "passage" into the white race. This passage occurs when a person of color adopts white ideals and tries to "pass".... Right now, I'm making a lot of connections between the themes in that book and David's struggle at Harrison in Jesus Land.
-Sofia
-Sofia
In The Middle
Atwell begins her text book with her own story. I like the way that she does this because it shows us how she grew and changed as a teacher throughout her career. She talks about learning to focus on the students' learning, rather than her teaching which I think is an extremely important thing for all of us to consider.
I don't know about the rest of you, but I have this dream image of this dream classroom with these dream students who love completing my dream assignments. In all reality, what I think the students will love and take to is probably a far stretch from what in reality they will like to do.
This shows that we all need to be receptive of our students, and not forget to make sure we aren't losing kids because there is a gap in our "systems." Probably my favorite thing that Atwell said the whole chapter was on the seventh page; "I assigned topics because I believed that most kids were so intimidated by expressing themselves on paper that they wouldn't write without a prompt, and because I believed that direction and structure from the teacher was necessary to write well." [emphasis mine] We study so many ways to teach and become passionate about them before we ever enter the classroom that we believe that they are tested, tried and true for every child in our future classrooms. While this is true for some students, other students like Atwell's example "Jeff" broke the mold for her, and made it clear that what she believed and reality were two very different things.
With this experience and others, Atwell shapes for us the building blocks of her career and shows very plainly (in the not difficult to read or understand sense of the word) her personal evolution as an English teacher teaching writing.
Erin
Jesus Land
Wow what a compelling story! I've only read the first 60 pages and I'm having a really hard time putting it down to go to class! I really like how the author uses the main storyline, and then throws in--more like, expertly places in-- background of the relationship between David and Julia.
I feel so much hurt for both characters in the story because I remember how tough high school is, and being a new kid or both a "brown" kid and a new kid would be so difficult. I feel like I am experiencing Julia's story with her, and this is how you know she has written a beautiful story of her experiences.
I can't wait to keep reading!
Erin
I feel so much hurt for both characters in the story because I remember how tough high school is, and being a new kid or both a "brown" kid and a new kid would be so difficult. I feel like I am experiencing Julia's story with her, and this is how you know she has written a beautiful story of her experiences.
I can't wait to keep reading!
Erin
Thanks for the idea to post a picture of the text Joyce!
A Community of Writers by Zemelman and Daniels (the god of Lit Circles) is a textbook designed, in my opinion, to encourage the "inner-writers" in all students to flourish. As a teacher it is our responsibility to recognize that each each of our students "want to write, can write, and do write" on some level (3). So far, what I have gotten out of this text is the process that teachers can use to engage junior and senior high school students in writing projects. The authors also discuss the paradigm they use, called "process writing" and describe it as a more liberal approach to previous "old/traditional" views of writing in the ELA classroom.
Zemelman and Daniels also focus on this process, rather than the end result, as part of a learning and growing experience that should be shared and encouraged rather than something that should be taught and evaluated (18). I think this text has a lot of ideas about the writing process that could be useful to us as teachers, the more I read the more I like their ideas about the evolution of writing. Since 1988, however, I am sure that there are even more approaches to the writing process that can be applied to students in a modern 21st century classroom that are not included in this text. I look forward to reading on, and discussing how we can adapt some of Zemelman and Daniels' ideas to our work.
Time For Meaning, Randy Bomer
The textbook I'm reading is called Time for Meaning: Crafting Literate Lives in Middle and High School.
Bomer describes at first how the job of the ELA teacher is very fragmented; between SAT prep, letter writing, Grammar, Speech, popular culture, poetry, novels, word processing- how are we supposed to get to everything in a limited amount of time?
This is something I've been thinking about recently as I've been looking forward to lesson planning. How much time should I devote to, say, spelling? Should I make vocabulary building a time-waster, or should it be included in another larger topic? Is there any point in forcing students to read Shakespeare? (Other than that those texts are available.)
The short answer is: we can't get to everything. SO, what will we choose as our teaching strategies?
The Art of Teaching Writing by LM Calkins
The Calkins text that I am reviewing is targeted toward elementary age students and the habits they should develop early on in their writing lives. When I was first assigned this text, I will admit that I felt slightly disappointed by Calkins' focus on younger students rather than 7 - 12 ELA students. However, I must say that the book has grown on me!
Calkins focuses on the importance of journals in classrooms, which is certainly reminiscent of Nancy Atwell and something we have all heard before. What is new with her discussion, however, is the focus on specific journal content. Calkins suggests that we encourage students to write small "threads" in their notebooks, which can be simple daily observations, or small questions that run through their minds, such as, "I wonder if a tulip can fill itself up with water when it rains outside." These small bits do not need to be connected to other "paragraphs on the page", nor do students need to worry about filling an entire page with babble.
Calkins uses the example of one author who gets writing inspiration from signs on city buses, or by observing a child lifting up the dress of a doll to see its underwear. Small observations like these prove to be great threads for future stories, and so students should develop the habit of capturing these kinds of moments in a notebook. Rarely have I heard a teacher say to write down a small description of our own isolated moments of pondering, because it might turn into a great novel a few years from now. Mostly, I have heard teachers say, "Write something, anything, and no one will read it but you." I agree with Calkins (and others) that this kind of message signals to students that writing is unimportant, unworthy to be shared with others, and pointless.
Introducing writing in journals as a "collection of bits" lets students know that the work of a writer is constantly happening throughout the day. Writing can happen in the mind when we are inspired by small things we see and do. I think this is writerly life, learned early. -Sofia
Calkins focuses on the importance of journals in classrooms, which is certainly reminiscent of Nancy Atwell and something we have all heard before. What is new with her discussion, however, is the focus on specific journal content. Calkins suggests that we encourage students to write small "threads" in their notebooks, which can be simple daily observations, or small questions that run through their minds, such as, "I wonder if a tulip can fill itself up with water when it rains outside." These small bits do not need to be connected to other "paragraphs on the page", nor do students need to worry about filling an entire page with babble.
Calkins uses the example of one author who gets writing inspiration from signs on city buses, or by observing a child lifting up the dress of a doll to see its underwear. Small observations like these prove to be great threads for future stories, and so students should develop the habit of capturing these kinds of moments in a notebook. Rarely have I heard a teacher say to write down a small description of our own isolated moments of pondering, because it might turn into a great novel a few years from now. Mostly, I have heard teachers say, "Write something, anything, and no one will read it but you." I agree with Calkins (and others) that this kind of message signals to students that writing is unimportant, unworthy to be shared with others, and pointless.
Introducing writing in journals as a "collection of bits" lets students know that the work of a writer is constantly happening throughout the day. Writing can happen in the mind when we are inspired by small things we see and do. I think this is writerly life, learned early. -Sofia
Wednesday, September 3, 2008
My Text Book: Preparing to Teach Writing
I have been looking over the text book I was assigned to read and do my report on. The title is Preparing To Teach Writing: Research, Theory, and Practice by James D. Williams. Just by flipping through the book, I can see that this will be a great resource for us as teachers and aide us in helping our students become better writers. I starts out with kind of a history of writing, going through older styles/time periods. It then goes through models for teaching writing, writing workshops, grammar and writing, and some other chapters which will be very helpful in teaching composition. Once I divulge more into the text I will keep you updated!
Jesus Land by Julia Scheeres
I finished reading Julia Scheeres memoir over the weekend and I am still feeling the powerful effects of her journey. Julia's life story is a chilling reminder of how racism and abuse are still rampant in our society. Her personal approach to the horrors that she lived through shatter the traditional Christian "values" that her parents (attempted to) imposed upon her. I also felt a strange affinity to the setting because it was set during the time I grew up. From Duran Duran to The Police, the music took me back to what I saw as the carefree eighties. However, Scheeres' childhood was far from carefree. The racism she experienced after David and Jerome were adopted into the family was sometimes even painful to read. Furthermore, the descriptive abuse to the boys in the tool shed and the pole barn are gripping. Not to mention the mental and sexually abuse she suffered at the hands of her brother (Jerome) and mostly her mother. WOW! Scheeres truly had a difficult upbringing to say the least. As if life in Indiana was not tough enough, the stories of the grueling years at Escuela Carribe are wrought with poignancy. Scheeres' descriptive accounts made me feel the Dominican landscape. From her trips to the orphanage with David to the Thanksgiving "festivities" Scheeres transports the reader into her personal experiences. I could not but this book down! I can not wait to hear from her in person. Thank you for recommending this book. I will not spoil it for those of you who have not finished it, but be prepared to be shocked and moved by this memoir.
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