WAR AND PEACE--4 pages a day challenge!!

Right now I have a lot of books going. I'm a commuter and in the car I'm listening to Hello, Beautiful which I'm liking. At home I started I Cheerfully Refuse by Leif Enger--it's interesting and I think really well written but sad, sad. I'm about halfway through. There's definitely some resilience going on with the sad protagonist, and it's cool that it takes place on Lake Superior. It's a bit dystopian which almost seems out of place with the rest of the novel--it's mostly subtle in the first half, but I've heard that topic picks up in the second half. It's 330 pages and I'm on 165.  I really should finish it. 

I'm actively reading Where the Lost Wander by Amy Harmon. It's set in 1853--it starts in the Midwest at a place called St. Joseph, Missouri (just 30 minutes from where my daughter goes to college at NW Missouri State). As an Iowa girl I love Midwestern novels--I went through all of Willa Cather's books at one point. ( I am glad there are no longer wolves in the area.)  In Where the Lost Wander, the central family is crossing the Overland Trail in a line of covered wagons (wagon train?).  They run into groups of Native Americans and eventually cross the Platt river in 4 places (I'm not making that up). I like historical fiction, and there's some romance in it. It's not so steamy you couldn't tell your mom or grandma to read it. It's got a realllllly harsh opening but then goes pretty far back when things are happy and difficult. It is interesting and entertaining.

For a lonnnng time I've been reading The Hunger Games: The Ballad of Songbirds and Snakes. I always fold the page over but it miraculously unfolds and I have had  to reread several pages every time I pick it back up.  I don't use bookmarks. WHY? Bookmarks are so cool! The big question is how can I be pulling for young Coriolanus Snow? I'm on p. 163 of about 500.  If you liked The Hunger Games, I think you'd like this.  I read about 25 pages of it last night, and I'm proud of myself because I grabbed a clothing tag off the floor and stuck it in as a bookmark.  

I am a self-help junkie. I will conquer my flaws and rule the world one day as a benevolent philosopher queen. Just kidding: I cannot rule the world as I would misplace Germany or lose Thailand. (ADHD). What I'm really hoping is to find the secret to getting my shit together. So I often find myself re-listening to The Mountain is You by Brianna Wiest. (I've also read it twice.) Here's hoping I unlock the answers. 

The reading I am MOST PROUD of right now is War and Peace. I bought a pretty copy online, and it is 1200 pages long.  I decided I WILL read it, but I don't want to ditch all my other books even for Tolstoy. Therefore, I decided to read 4 pages a day, planning to finish it in about a year. It's not as noble as reading the Bible in a year. And it's not as hard as reading The Brothers Karamazov. I'm on p. 65 (ahead of my minimum).  So far it has been a lot of polite dinner parties with kind of ironic narration about the many, many characters' foibles.  There is so much French, which surprised me.  I guess it was in vogue to speak French during the Napoleonic era in Russia.  Fortunately, I have a very rusty French minor which makes it kind of fun to try to decipher the French before looking at the footnotes.  I think the strangest thing so far was a wild ass drunken party where an already drunk guy said he would drink a whole bottle of rum and not fall out of the second story window he was standing in (someone had broken it because they started randomly breaking things).  It was pretty intense.  I mean, the character had just been introduced that chapter, but no one wants to see a drunk guy smashed. (note play on words) He pulls it off! There was also a chained bear at the party. (My husband said Russians are huge on bears.) Some guys in the book eventually tied it to a police officer. "Not cool," said everyone in the salons. Anyway, it is much more than bears and drinking at this point. There is no WAR yet. But they're all talking about recently enlisting or who is an officer and assuring us that they are leaving soon to join the fight against the evil French conquerer. I think.  Anyway, I am pulled in, and it takes me around 10 minutes to read the 4 pages. (The French translating slows me down a bit, but that's on me).

I had my last day with students today and our last day of teacher in service is next Wednesday. I am already planning a read-a-thon with Zoey.  During my first one I read about 17? hours out of 24.  The goal is even more than that. You get your TBR pile and then go for it. I had to quit because my eyes REALLY hurt, and I don't want to go blind like Milton even in the name of competitive reading. 

I would love to know what you are reading! I just got Stephen King's On Writing from Amazon today.  However, I want to finish at least one of the books before I start it.  It certainly won't be War and Peace.

He Thinks I Want to Help Students Break Out of Their Prisons: Am I a serious person?

         

A student messaged me this passage this week.  I don't know what it's from, but I am so happy about who it is from. This student graduated from our high school about nine years ago.  He is a brilliant guy, reads better books than I do, and is serving as career military at this point. I really like him--smart, funny people are great. 

When I had him in class, I had just started at my school the year before. It was a nervous point in my career. I had just come back to full-time teaching. I might have still been going through the three-year period when my hands shook (a lot--very visibly) when I held things and when I taught. (I'm glad that stopped.) I did not feel like I was on top of my game as an educator that's for sure, though I had twenty years of experience by then. I had taken four years off before this current school, and was feeling lucky to be back in the thick of it. All I had to offer was dual-enrollment comp, and despite my recent experience on the actual community college campus, I felt I was kind of fumbling around, kind of like a poser.  (It would be a while until I added AP Lang--which I like to think he would have enjoyed.  He was an under-the-radar intellectual.)

But anyway, he sends me updates on what he's reading and also sends kind words like these on occasion. I'm crying a bit right now because what he's sharing here is what I try to do: help students break out of intellectual prisons so they can see and appreciate how smart they are--how beautiful their minds are. I've sacrificed many days (weekends, evenings, hours and hours)  trying to help kids grow: "to add depth" to their educational experience, their thinking, hopefully their lives. 

The part about including the topic of dying in my classes is kind of on point, too.  That day I received this from him  I had shared four beautiful poems with my freshmen--all about death: "Making a Fist," "Conquerers," "Lesson of the Moth" and "She Loved Him All Her Life." In the last one, an elderly woman ties a string to her husband's wrist so his soul does not escape her without her knowing. Sad. Beautiful. I worry that this type of poetry--with freshmen especially--makes me a little too dark. (The other three involve a boy in a backseat who thinks he's dying, soldiers coming upon a devastated enemy village, and a moth that commits suicide.) And then, we also just finished Long Way Down about murder and revenge.

My husband told me this week he thinks I am a "serious" person. When I was a kid I played games ALL the time, did all the sports, watched a ton of TV.  I have lost interest in all of those (and kind of avoid them). However, I defended myself: "I am playful," I said. "And funny."  He said that you can be all of those things at once.

Anyway, thanks to this student for making me feel good about what I try to accomplish.  I'm guessing this is what most of you do as well (except maybe without the emphasize on our approaching doom). Sorry if this one seems "braggy." It just made me so happy and melancholy and full.  You can be all of those at once. 

Chanel Miller's KNOW MY NAME--Kids find it disturbing, compelling, important

This blog post is for people looking for a nonfiction text about an important issue to add to the mix for seniors

While my AP  Lang seniors are doing the final few weeks of power prep, I have the non-testers read a memoir as a small group--they have several activities, discussions, and a final writing along the way. Several students choose Chanel Miller's KNOW MY NAME, an account of her sexual assault by Brock Turner, a successful swimmer at Stanford--the campus where the attack took place.  This traumatic experience led to a well-publicized case during which Miller was insulted and blamed and emotionally dismissed. Not only did she deal with the devastation and fear of having been attacked, she also endured more than one painful court hearing while attempting to get justice. 

My high school readers find the sad book eye-opening: if you haven't read it, it's both painful and hopeful. One girl wrote, "The reader knows--it's not the victim's  fault. Turner made a choice, not Chanel."  It's comments like these that encourage me to keep using the book with students. (There are student comments below.)

The last student comment is from a boy named James. He was certainly a pretty enlightened guy going into the book. I was kind of by taken by how surprised he sounded in class discussions as well as in his essay. Like the men in my life I care most about, he is a feminist and "one of the good guys"--like the two Swedes on bikes that chased after Turner and took him down. I am 60 and was assaulted at 27. I think it makes me connect to the book in a different way. However, the variety of student responses below show me they also  leave the book with feelings worth honoring. 

In some ways, I don't know why I'm including this one. I read my husband some of their responses, and he felt like my readers would already know all this. I think he's right. The ideas that the students shared are not a shocker. But the book impacted them and helped them either develop some compassion or anger. Kids don't know everything we know, and gaining some empathy is always a win. Either way--I encourage you to read it, and offer it as a small group selection.

__________________________

One senior girl offered a response showing how it affected her personally. I was kind of worried about her reading it as she is a very religious and pretty sensitive. She seemed to appreciate Miller's honesty.

        "Miller states, 'Denying darkness does not bring anyone closer to the light.' Towards the beginning of the book, I felt annoyed that Miller would choose to include so many graphic details of the attack, as I believed they were not necessary. But as I continued to read, I came to realize  that she needed to share her full burden. This book is one of the most thought-provoking, powerful books I've ever read. It made me uncomfortable in a necessary way, helping me to understand on some level the feeling of the victim in a sexual assault."

______________________________________________

Another AP Lang student had a more political response:

"One person sent a letter to Miller making inappropriate jokes about sexually assaulting women, with the infamous quote: 'Grab them by the pussy.' How should victims feel when a convicted felon and rapist is the president, for the second time? All rapists should be held accountable no matter how important or successful."

_______________________________________________

This girl's response was complex in a different way--she was a bit judgmental, but also empathetic. I think it was definitely impactful read for her, and she in her final essay seemed to be trying to sort things out.

"Miller writes of the location of the rape, 'This? This is where my whole life was defined...' When I first read that statement, it bothered me. I know people who have been sexually assaulted.  They created a new life, turning their misery into beautiful things: ministry, jewelry making, and public speaking,  not about their assault but of hope for the future. Chanel, in my controversial opinion, took something so evil and dwelt on it....Sure, we all deal with things differently, but to say her whole life was defined in the yard behind the fraternity is a stretch for me."

But later in the essay she shows she gets the reality and danger of sexual assailants: 

"It does not matter what a woman is wearing. If you are "modest" in dress, then it will be "less likely" you will be attacked. In reality, modesty does not actually reduce assault. So not matter what a woman, or even a man, wears, or how they act, or how much they drink, sexual predators exist and will prey on whoever they find."

____________________________________________

I'll end with James's response which I mentioned in the opening.

"I needed to read this book. I am a six foot tall broad-shouldered man, and I don't think twice about going on walks alone at night. I don't worry about people in cars following me home, I don't fear alleys or unlit walkways; they're not things I'm taught to be wary of. The fact that women are taught to fear and be wary rather than us as a society working on preventing sexual assault is devastating. What made me angriest are the things Brock Turner's father said at the sentencing. That his son didn't deserve to have his life ruined for 20 minutes of action. It is people like Brock Turner's father that should read this book."

________________________________________________

I think James's response is powerful! Another girl thought assault victims should read the book; others felt "everyone" should. 

AP testers: I don't give goodie bags or bookmarks, but it's pretty cool if someone does....

 

I don't make my AP English testers personalized goodie bags or cool bookmarks or t-shirts. I did go to Sam's Club and got a variety of 50 bags of chips and Cheetos this weekend and an enormous bag of candy. I'll get some  mandarins to make it legit. So I get them snacks.

I think it's cool when people give their kids more than treats. I think this is the first year I realized that--before I would be frustrated when I saw people sharing online what they had made or bought for their testers. But, duh, it's definitely fine and good when teachers do that. Maybe t-shirts create a sense of bonding; bookmarks and treat bags  add a level of fun to the exam experience or acknowledge the importance of the long journey to the AP Lit test.  

Of course, please don't feel bad if you didn't get anything for your AP English testers. Hell's bells--you've given each of them HOURS of your time and put so much effort into their success. But if you go all out and make personalized pots for little plants with AP terms painted on the sides--they'll probably like that! Just feel good. Hopefully we all feel pretty good by tomorrow afternoon--or at least relieved.

AP exams are an event and a closure. I think we really come to a close with things in different ways---basically the way we need to.  If you would have appreciated a gift or a goodie bag or a t-shirt, that is probably what you want to give them.  Mine get potato chips, some tootsie rolls, and a clementine. (Snacks are apparently important to me.)

I hope your students do well on the test! Great job to you, just saying. I'm sure you've worked your arse off helping them get ready.  I did have one boy tell me he's excited about taking the test. That's all I need. (Well, I do need them to tear it up on that exam, too, please. Ha!)  I'm going to go eat a few tootsie rolls and grade some AP LANG essays--another week for them~. Good luck to all!!!!  

AP LANG Q1 : 31 Easy Things to Remember About the Synthesis Question

 

AP LANG: 31 Easy Things to Remember About Q1 

1. Introduction--it is ok to open with just a straightforward intro with your thesis as the last sentence

2. You could use a short personal anecdote or scenario in the intro (but you would still need thesis toward the beginning of the essay)

3.  That said, an AP reader is supposed to give you the thesis point even if it comes at the end.

4. Line of Reasoning is maybe easier to establish with a thesis at the beginning, but an LOR will come naturally if you just use a traditional argument set up.

5. If you panic about a thesis, just use an "Although......, statement. MUST BE A DEFENSIBLE POSITION (rubric)

6.  Each paragraph is a MINI-ARGUMENT proving your thesis: topic sentence, provide and explain evidence, defend

7.  Make sure you address the question that the PROMPT asks (or you won't score well)

8.  Make sure you include 3 sources (at least).

9. Just putting (Source A) behind the quote or paraphrase  is great

10.  Writing "According to Source A, ......" is technically correct, but not as good as putting (Source A) behind the evidence.  You DON't want to make the SOURCE the subject of your sentence. It is YOUR argument, not just your response to sources.

11. If you can put two or more sources in one paragraph that build off each other (or enhance each other) that can be better than including just ONE source in each paragraph.

12.  If you provide  an opposition  and you have two opposing ideas from sources facing off in one paragraph, you will be acknowledging the TENSION inherent in the issue. 

13. Sophistication point: "Crafting a nuanced argument by consistently identifying and exploring complexities or TENSIONS across the sources."

14. AP readers like the idea of the sources used "in conversation" with each other. (Most of you are killing this.)

15. Avoid only writing  5 paragraphs with just 1 source in each body paragraph--looks and reads pretty elementary! (Five paragraphs can be fine though!!)

16. MOST IMPORTANT:  remember--it is very OBVIOUSLY supposed to be YOUR argument, just supplemented by the sources; the sources are meant to enhance your ideas.

17. DO NOT make the sources more important than sharing your OPINION.

18. Evidence (quotes and paraphrasing) and Commentary (explanation and opinion) should  not be evenly presented.  You should have way MORE COMMENTARY!

19. Q1 RUBRIC for 4/4

Evidence: provides specific evidence from at least three of the provided sources to support a claim in a line of reasoning

Commentary: Consistently explains how the evidence supports a line of reasoning

20. I think you should make a quick outline. What is the downside?

21.  I think you should take notes or annotate your sources during that required 15 minutes of reading time. Why not, right?

22.  Remember--this question (Q1) may be the easiest. It's just the basic Classical (Aristotelean) argument you've been writing since 6th grade! (plus a rebuttal) The question and articles will give you what you need! 

23.. Read the prompt/opening question TWICE, and then refer to it again so you know you're answering the RIGHT question. 

24. Don't be afraid to ask and answer your own question! It adds voice and commentary.

25. You should have a VOICE--there needs to be a sense of urgency in your Q1 essay: it has to feel like you truly care about cursive writing, or the existence of the penny, or eminent domain!

26. Do include an oppositional/rebuttal paragraph but respond to it either within that same paragraph or one immediately following. (This is also called a concession/refutation)

27. Write a conclusive paragraph (it can be short). Start with a question and then answer it if you're up against time.

28. Your last line could be a final call to action. What should our society do or not do? Who will this most affect?  Give us a final idea to ponder.

29. Back to reading the sources--if you are not done after the first 15 minutes, BPH says it's ok to skim or even skip a couple.

30. You don't have to mention the authors, publication names, or dates of publications. Still, MAKE sure you read the information at the top of each article or chart!

31.  Keep those direct quotations pretty short.

AP LANG: 40 Final Things About Q2 (REVISED)!

AP LANG Q2 SUGGESTIONS: 

You just really HAVE to discuss the rhetorical situation.

See GREAT things on rhetorical situation by LAURA BOWLES!

They are newly added at the bottom!

1. Identify the complete rhetorical situation in the intro, but you don't have to call it the rhetorical situation: speaker/author, subject, audience, purpose

2. If you don't talk about THIS audience, you won't score well. If it is a SPEECH or LETTER, the audience will be given directly in the prompt. 

2.5. If it is a memoir or another type of nonfiction, you have to FIGURE out the intended audience from content, context, and purpose. (Audience maybe won't be mentioned in the prompt, but you have to discuss the intended audience anyway.) (See Laura's info at the end.)

3. Just saying "affects the audience/reader" is NOT enough.

3. "Explains how multiple rhetorical choices in the passage contribute to the author's argument, purpose or message." (THIS IS FROM THE Q2 RUBRIC) Don't say "rhetorical choices" more than once. 

4. Don't say, "Another device the speaker uses..." just go straight to the actual device. 

5. End the essay talking about the last paragraph or the last sentences--the ending will ONLY offer or do one of four things:

    a. It will be different than the rest of the passage--why?

    b. It will emphasize the message once more

    c. It will leave us with a question to ponder

    d. It will be a call to action (40% of the time, yes)

6.  Talk about STRUCTURE. It's easy, and it shows THEIR Line of Reasoning and creates YOUR line of reasoning. You can't go wrong by acknowledging the structure through shifts.

7. Is there something written about parents or their childhood? It's probably an anecdote and an appeal to emotion (nostalgia, pity, sense of humor).

8. What makes a speaker relatable?

9. PRONOUNS--what do they do?

    a. "I" takes ownership or establishes ethos (credibility).

    b. "We" makes things inclusive.

    c. "You" asks the audience to consider or do something. Direct address.

10. If anything is repeated---even TWICE--you could (should) talk about what it emphasizes. An author or speaker never has to repeat anything, so if they do, there's a reason--it is making a point stronger. Why does THIS audience need this emphasized?

11. Whatever the prompt asks or tells you to look for and explain--it will BE THERE in the passage.  It will be the author's Argument, Purpose or Message

12. If you can recognize any TENSION in the piece, that's for the win.

13. Quote at least TWICE in each paragraph of your essay.  These can be short.  You can't create a point without evidence. QUOTES and specific details are the EVIDENCE of the 4 pt. EVIDENCE AND COMMENTARY section.

14.  If you discuss DICTION (which you should) always put a word in front of diction: playful diction, surprising diction, disconcerting diction--whatever. Some AP readers INSIST that's important.

15. If you mention DICTION, obviously you have to provide examples--put those words in  "quotation marks" and discuss them

16.  Do they QUOTE others?

    a. If it's someone famous it's an allusion. Why, why include this quote? 

    b. If it's just a regular person, what does this voice add for this audience? Authenticity? Relatability?

17. Ultimately, at the very end of your essay you could make a quick comment about how this is also a message for all of us: "Perhaps we could all consider ____________'s message: ______________________________________." (Something universal is there.) This is actually pretty cheesy--sorry.

18. If the time period makes a difference,  acknowledge that.

19.  What is the most serious part of the speech/essay?  Did the tone or topic shift?

20. What is the lightest part of the excerpt--why include this? Are there NO light moments? Why?

21. Don't call the audience of a speech the reader.

22.  Don't EVER define what a device does: A metaphor helps a reader make a comparison in their mind." (This is just ALL bad.) They KNOW what a metaphor is. Jump to the specifics.

23. It's better to go specific even if you're not sure you're "right." Specific evidence and specific commentary win the day. (You're smart, so you're probably right!)

24. What gives THIS speaker credibility? (ETHOS) experience? interviewing people? career? age? part of the group? leads an organization? has written an important book?  honorary degree/education?

25.  There are ONLY 2 reasons someone speaks at an event: 1) they are the perfect person chosen for this moment or audience OR b) the person felt COMPELLED to speak (or write about) about a topic. EXIGENCE--why do you think are they compelled to speak in the first place? 

26. There will be at least 1 thing worth mentioning in each paragraph; however, probably one or two paragraphs will have the BEST stuff.

28. Don't compliment the speaker/author or content: "beautiful speech" (NO) "powerful metaphor" (SURE)

29. Don't be repetitive--don't just restate the quote! Discuss its why and style (commentary).

30. Do they use QUESTIONS? What is the purpose of the inquiry? What do they want us to consider or are they emphasizing something? Is there something they don't know? 

31. You HAVE to talk about EXCLAMATION POINTS! (Why are they yelling?!) (Kidding) Why are they being so intense with this sentence?

32. Always, always talk about TONE!  (SoapsTONE). The passage has to have TONE! Check the shift--it may have a shifting tone!

33. SELECTION of DETAIL as a device is FINE! (It's just what they included--anything!)

34. Make the DEVICE the HERO! The author uses a metaphor, which is a rhetorical device; the author is explaining more about...." (TOO WORDY)  Do this: "This metaphor juxtaposes ________ and ________________ in order to ___________________." (THIS IS BETTER)

35. . You always have to talk about appeals, but you don't have to call them appeals.

36.  "The author appeals to the reader's emotion." Nope. Say WHAT emotion.

37. Talk about the low hanging fruit. If "150%" is mentioned four times, talk about why! Why is it important for THIS audience?

38. STRUCTURE, SHIFTS, TONE, EMOTIONAL APPEALS, CREDIBILITY (ethos), THIS Audience, the PURPOSE *and exigence. Oh, and REPETITION. Talk about these, for heaven's sake!

40. TRUST YOURSELF: know these and you're golden. Remember, you're a GREAT writer! Show off!

41. Exposition is a great word for the opening of a piece.

42.  Let's review colons and dashes! 

AP LANG instructor Laura Bowles put this on AP Lang facebook.  I will use it with my kids tomorrow!

"Basically, what I tell my students to do when the audience is unspecified (as will always be the case for a memoir or other nonfiction book excerpt) is to see what assumptions the speaker seems to be making about the audience's identity and needs/beliefs/values. That tells you what audience the speaker has in mind, or is writing for. Look at the Lab Girl excerpt on one of the practice exams - clearly, she is writing to laypeople, as she invites them into the world of biology and shows them what scientific thinking looks like."--Laura

THIS IS Laura's SPECIFIC ADVICE FOR THE SECOND OPTION Q2 2024 

Speaker - Simu Liu is a well-known actor and Chinese immigrant to Canada.

Purpose - Liu wants to inform the reader about his experiences as a child immigrating to Canada, in order to help them develop empathy for immigrants and/or better understand a formative experience in his life that led him to where he is today.

Audience - Readers are likely to be fans of Liu. Liu seems to assume that the reader is not an immigrant themselves, or familiar with the immigrant experience. In particular, they likely haven't considered that for a child, immigration may mean leaving behind the only parents/family they've ever known and going to live with strangers. Nevertheless, Liu's story will likely resonate with readers who are immigrants themselves.

Context - Liu has published his memoir after achieving fame as an actor. It is written in the modern era, in which immigration is a sensitive issue for many in the Western world.

Exigence - Liu may be motivated by a desire to share how his early experiences in life led him to where he is now.

Jyll Jacoby-Burns "We forget that the rhetorical situation includes perspective (potential bias), speaker's intentions, social and historical context."

AP Lit? I Might Not Get a 5 (if I took it)

WE ARE OUR BEST MOMENTS

I would probably not have gotten a 5 on the AP Lit test back when I was a kid (don't tell my school!). However, to use a sports metaphor (that I have used before), I kind of think we are as good as our best at bat---our most impressive snag as an outfielder, or strike we threw bowling. We can definitely write as well as our best essay--maybe as well as our best paragraph, or sentence. People may think it's consistency that shows the level of our talent, our potential for "genius." I disagree. I got lots of A- grades on essays in college.  But when I got an A,  it was special. And arrogantly, I knew my actual talent level was finally represented. It wasn't the professors--the others were totally A- or B+ papers. Their grading was fair. But I knew I had that stellar product in me. So I said to myself then and still do. 

GETTING A "5" IN AP LIT IS HARD

Nevertheless, though I believe I have some sparkling talent (mostly latent, of course), no way would I have gotten a 5 on either AP English test in high school.  Most of you would have (or did). I would have wanted to do a backflip if I got a 4 on the AP Lit test.* We didn't have AP in 1983 at  my tiny school. Anyway, I have kids who get 5's on it every year.  They are probably smarter than I am. Fortunately, I am a  better teacher.  Maybe I would get a 5 in AP Lit now--let them believe that. But when I do a new practice essay with them, 40 minutes is not enough, and the AP Lit multiple choice is pretty hard--the timing would be an issue. 

STUDENT WRITERS ARE DEFINED BY THEIR BEST MOMENTS 

 Whenever we do a student paper, I am wishing all my students their most beautiful writing moments. But I know they are smart no matter what.  By this point I've seen a ton of their writing. I know they've crafted a paragraph that went over the fence. 

Take Alyse. (I wrote about her yesterday.) She is a pretty brilliant junior, and her best paper I am sure has not been written yet.  But I think as far as AP essays, her last practice on Gatsby was stellar--she was quoting so much someone might think she cheated. She's brilliant, I tell you! It showed what she CAN do--even in just 40 minutes! Go, Alyse, keep moving toward your green light!  I'm on your side.  I'm on all of their sides. 

"Go team, write well, write fast, have fun"--that is my hope for the May 6 exam. Hopefully, they'll be proud of themselves. Conquering a three-hour test is an accomplishment--especially AP Lit.  

WE'RE ALL WRITERS, RIGHT?

Most of what I write, I believe, is still a B+, but I also believe in my best sentences--wherever they landed. So I write anyway. 

And maybe I am selling myself short and would get a 5 on the AP Lit exam...maybe  I could get extra time due to my now-diagnosed ADHD! 

AP Lang  I would get a 5 (humble brag). I am an editing hero, and I could crush Q1 and Q2...Q3, depends. The multiple choice section is also easier, I think. There are only 45-50 questions in an hour in AP Lang! No fair!

*never done a backflip

* my son who teaches in Thailand called me out on this comment--he texted, "You really don't think you would get a 5?!!!"  (He teaches AP math in Bangkok.) OK, I probably would, but I would have a super hard time with the time limits on both of the sections: essay and MC.

"Remember, it's about the kids..." Ummm, duh?

Is it wrong that I dislike this sentence? Actually, I'm not sure I have ever had someone  single me out for it until last Friday (I was complaining. Really, I thought I was being pretty benign, just frustrated.) 

Why so offended? I think I feel like I spend way too much of my life connected to work. I grade a lot, I prep a lot. And for heaven's sake, I hope, hope that you can tell I care about kids (and I may not even know you). Here's my assumption: you care about kids. Here's my assumption about my school: all the teachers and administrators care about kids. I've taught forever, so here's my assumption about the teachers I worked with in all my districts--they care(d) about kids. Even teachers who were gruff and smoking in the teachers lounge in 1987...I know they cared about kids. (Wow! Even smokers care! Forgive me, smokers!) 

So that Friday, I had shared with a teacher/friend  a rough experience I had with some students--AP seniors, mind you. Awesome AP seniors! 

Situation: 1:30 pm: I tried to get five AP Lang students, who had been gone for three class periods for a club trip, to write an in-class essay that they missed. And they were kind of sassy with me. In their defense, I think I was confusing at first--it's hard to explain four hours of missed class, let alone a lot of homework, at least it is for me. I had tried to gather it and had given it to them. I just really wanted them to write that essay--right then. And I was getting some push back. "We just are trying to understand."  "Just write the essay," I finally snapped. Like we all do, I have gone the extra mile for all of these kids. (And I would do so again forever!) I was feeling overwhelmed, surprised by the push back, and  unappreciated. Waaah--it happens. So I shared my frustration with a colleague via email.

She wrote back, "The only thing I can say, is remember, you are doing this for the kids. That is why we are teachers, right?" Ouch. I was hurt--I thought I'd have to be a sorry-ass teacher if I didn't know that. I work so hard--making interesting lessons, allowing extended deadlines, creating a positive atmosphere, grading and grading and grading--all for the kids.  How could she tell me to remember, "It's all for the kids"? I may seem defensive (I completely was), but I just don't know any teachers who don't know that, and I felt that my classroom frustration was being dismissed and I was kind of being reprimanded. (Poor colleague--this would never be their intention!) It just reminds me of  a manipulative platitude curriculum directors say when they want you to get on board with their newest venture: "Remember, guys, it's about the kiddos." As a professional educator, I find this comment kind of offensive (obviously). I'd been reminded that I had lost track of our basic premise. It's like telling an accountant, "Remember, its about the numbers." But still, why the emotional response to a reminder? I guess I  think we should never say that to another teacher, unless....well, I can't think of an unless.

That's my weird, self-absorbed rant. I do care about kids--I swear it! So does my well-meaning colleague who told me to remember that--they're awesome! Sigh. I probably shouldn't have complained--complaining is mostly annoying and boring ( especially on a late Friday afternoon). But you can complain to me, and I will still know you care about kids and that you try to do a great job. Maybe I shouldn't even BE frustrated--my school, kids, and colleagues are great! (I did not share names or go harsh--I just shared how I felt.)

Sometimes, what hurts us or frustrates us has a message for us--we need a step back followed by, "Oh, that's what I need to learn."  For me,  I don't think it's that I need learn to care about students.  It's about over-reacting to being reminded that that's our purpose. 

Still, here's what I'm telling you: I believe you care about kids, even on tough days! It's about the kids for sure, but we all know that, right? Wow--there I go, even at the end.  "The lady doth protest too much, methinks?"

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My son Max teaches math in Thailand, and I texted him about the sassiness I got from the students that day. His comment? "Very frustrating! But it's part of the job and not your fault. Can't control student attitudes, can only control how you respond to them."  He's right--that's true even half-way around the world. I do like his comment better.  (And, he very much cares about kids--I am also so proud of him!)  

I loved the message (and I'll be your moon shell)....but the author....