The Write Slice: Write or Wrong

So I'm sitting here listening to the drip, drip, drip of melting snow falling from my roof.  Constant, steady, but ever so small. And as I need a topic to write about this week in my blog, I begin to think... Writing can be like that drip, drip, drip. The most obvious comparison would be that our writing inspiration comes drip by drip. But for me right now, I like to think of it a little bit more as my writing process. In all honesty, I'm not working on my novel right now because  I just don't have the time. My "writing" is taken up by my homework for my classes. I anticipate, however, that my situation will change when the semester is over in a couple of months. In the meantime, I try to think about my novel and "plan" out my revisions in my mind. Drip. I learn about the things that (don't) work from the novels I have to read for class. Drip. And I work on my writing skills through the research and papers I write for classes. Drip. So, just li

Whew, this week has just flown by. I realized today that I forgot my post this week. But something was reaffirmed to me in class this week: the best writing always comes from something you are passionate about. I was presenting on a novel I had read, and was sharing an insight I had that was different from every other critic out there. I had several people in class tell me that there was my paper topic because I was passionate about it. It reminded me of a similar experience I had in a criticism class during my undergraduate work. We studied several short stories and three styles of criticism at a time, and then had to write a paper using one of the styles. There was one story I read that I absolutely hated. I hated how it was written, and it hit a little too close to home for my comfort. Anyway, I racked my brain trying to come up with a paper topic, and I just kept coming back to this story and one particular method. I balked at it for as long as I could, but finally just wrote t

So, for those of you who don't know, I taught high school English for two years, and I plan to return to teaching as soon as the right job fits in with my schedule and priorities. In other words, I'm looking for a part-time, close-to-home job, and I haven't found one yet. But in the meantime...I think a lot about things I'll do or change when I get back into teaching. This morning, I had this brilliant idea and thought, "I need to write this down so I don't forget." Then I thought, "Hey, I need a blog post. Why not kill two birds with one stone?" So you get my teaching idea, and I have a permanent place to store the idea. I'll probably never come back and look at this post again, but having written it down will help me commit it and its details to memory. Anyway, I was thinking about how almost every secondary grade has a core standard concerning persuasive writing. And standardized tests require it too (i.e. UBSCT - Utah Basic Skills C

I was trying to explain something in class last night that I've always kind of known, but I didn't have a very good explanation for. In trying to talk through my thoughts, I came up with some great terminology. This is probably a concept you are familiar with, even if you've never heard it spoken before. My terminology is classic of value vs. academic classic. I think every one of us can name a book we read "because we had to," but admittedly, we really didn't like it. Maybe we even questioned the point of it. Then there are other books we've read that we come back to over and over because they always contain something new for us. Last night we were talking about The Picture of Dorian Gray and how its themes and moral dilemmas are timeless. Shakespeare is the same way. I compared that to something like Ulysses by James Joyce which even the critics agree is not read for its story, but instead to "figure it out:" to try to reveal all the lite