Henry David Thoreau once said, "Many men go fishing all their lives without knowing that it is not fish they are after." You'll hear a lot more from this man over the next few months. Suffice it to say: he is an important figure in American literary history. But today he has a single message for us: when you are in pursuit of a goal, be clear about what that goal is. I think it's easy as a student to be blinded by the academic arms race that most high schools generate. You get caught up in comparing scores on tests and GPAs and interim grades and you sometimes lose sight of the thing we're supposed to be about. That learning thing. Discovering knowledge that we didn't previously have; uncovering skills that you hadn't tapped before. My hope this year in Lang is that you and I find a way to make learning more important than the points and the grades and the "rat race," as it were.
Many of you have already sat down and had writing conferences with me; more of you are scheduled to do so in the future. And a hefty number of these conferences evolve into a version of the following question: "Mr. Reid, how do I get an A in this class?" I completely understand what motivates this question. I entertain no doubt that the pressures sitting behind (or above) you are formidable: parents, teachers, guidance counselors, peers. But maybe we can redesign this question with the act of learning in mind. So the question then becomes: how do I become a better writer. Because really the greater you flex your writing muscles (is that a thing?) the closer you will get to that A you covet so dearly.
So how does one do this "good writing" thing? We've explored that the past couple of days in class. But perhaps we can construct a more practical list. Let's try:
1. Do you have a hook? Find 4 or 5 quotes (online or otherwise) that you like that could be used in multiple situations. Make a copy of them and bring them tomorrow. Maybe they won't be useful but if you find yourself writing a bland intro, one of those quotes could be the thing that kicks your "lower half" intro in an "upper half" one.
2. Resources. Tonight, make a list of the resources you plan to have in class tomorrow. Remember, space is a premium. Do you want the example essays from today? Or maybe the analysis packet? Or the 9 point rubric? All are good choices. But you need to decide what you want to bring.
3. Time. How do you plan to keep track of time tomorrow? Maybe your back is to the clock in the room so that doesn't help. Want to set up your phone so you can see it when you need it? Don't let it be a distraction but as a time keeper it might be helpful.
4. Prepare. How do you prepare for a skills-based test? In English? You want the truth? The honest, no-nonsense truth? Read good writing. Do you have a favorite author or columnist or blogger? Go read something by them. I love reading Paul Krugman from the NYTimes. You can read more by that Erik Lundegaard guy who wrote the "Why I Hike" essay if you want (www.eriklundegaard.com). Find your author; find the person that speaks to you.
At the end of the day, we don't do this for the grade (not really). What does that grade stand for anyway? What does it mean to earn an A? That you're smart? That you've worked hard? That you've made progress of some kind? In an essay, it probably boils down to this simple thing: you've said something interesting in an interesting way. That's really all it is. 70+ students are going to write about the EXACT. SAME. THING. on tomorrow's test. So here's the real question: how will your essay, your voice, your words stand out?
Because it's not really fish you're after when you look deep in those waters. The thing looking back at you... is yourself.
