Why that spot between my shoulder blades aches.
I’ve talked about this before, but . . . oh, how I hate trying to teach my children composition. Writing comes as naturally to me as breathing. I compose sentences and paragraphs in my head. I sit down at the keyboard and phrases appear as if by magic on the screen, directly from my brain without even pausing in my fingertips. I can’t stop writing and my boys can’t begin.
I wonder if they really think in the limited vocabulary that appears on the page when I ask them to write something. Do they notice any details as they careen through life? Do they have an interior life in which they actually contemplate things and consider ideas?
For this assignment, they were to write a “compare and contrast” essay. I suggested the topic: comparing school at home with public school (because they couldn’t even come up with a topic–they acted as if I demanded that they come up with a solution to the unrest in the Middle East or solve the mystery of orphan socks or to create a new color for Crayola). Doesn’t that topic I suggested sound easy?
They did all the pre-writing, had their points lined up in columns. Then, they committed words to paper and again, the question came up: does one sentence make a paragraph? Oh no, it does not, if you are a 13-year old boy. (You must know the rules and be able to follow the rules before you are allowed to break the rules.) Today they were to proofread and polish their work.
Here are the final two sentences as written by my Reluctant Student:
“Woke up time what you eat and how fast you go but. You learn in both and accomplish in both.”
That was after he proofread and polished. Oh, my aching head. And how about this paragraph/sentence by my other student:
“For example when I went to public school I had to get up really early to get ready now I can sleep in to a later time.”
When I suggest that details would, perhaps, be required, my students react with astonishment and horror. When I point out that a sentence fragment is, perhaps, nonsensical at best, my students respond with the defensiveness of a politician caught with a mouthful of lies. By the time I am frothing at the mouth, shouting, declaring my superior writing skills and yanking at my hair, they are falling to the floor and crawling under the table to escape my frustration. Really, one prone on the floor and one hiding under the table.
Oh, yes, I am a very effective teacher of composition. And Mother of the Year. Ha ha ha.
So, what a day full of frustration. Tomorrow, no more composition. I’m going to have to work up the courage (and possibly get a prescription for muscle-relaxers or hallucinogenics or both) before we tackle the next composition assignment, a persuasive essay dealing with United States history after the Civil War but before the Great War. Tomorrow, we focus on reaching our required percentages of completion for all subjects before February ends (lots of grammar, a little science, some history and a touch more literature).
Or die trying.
Note to self: Never become a junior high composition teacher.

(At age 5.) 
