Showing posts with label writing. Show all posts
Showing posts with label writing. Show all posts

Tuesday, March 8, 2011

Seymour Glass and Me

I wonder if this will open the proverbial, though no more than potential (and rather unlikely, I think), floodgates of psychoanalysis, but I don't really care.

I am reading Salinger's "SEYMOUR --  An Introduction" for the second time, and I've come to the conclusion that either I was not the same person when I read it back then as I am now (an existential revelation that seems to manifest itself often during rereads of personally significant works), or I've just forgotten.

Two things.

One:
In "Introduction," Salinger, voicing Buddy Glass, speaks at length of his own writing and the writing and writings of his older brother, Seymour.  I want to be a writer.  I can't conscionably call myself a writer until I'm published.  (At least that's what I tell myself, but even then, I expect I'll be too self conscious to manage it!)  Yet I write.  And write.  And write.  Yet I read Salinger.  And what a stupid frickin' thing to do!  Salinger who hales his characters as brilliant--ne' sublime; unapproachable--writers; Salinger who himself is so uncannily capable of making his lines appear (and maybe so they are) entirely "off the cuff" and yet bear such indelible brilliance.  I feel extraordinarily inferior--especially as I tap this out with "Introduction" hanging open to page 183, and but a scant three inches from my left hand.

Two:
As an aspiring writer, I can't help but identify with Buddy, who is himself a writer--though, unlike me, really a writer.  He has a similar, though certainly elevated, predicament.  He doesn't have Salinger breathing down his neck (or over his left hand), but the even and ever superior Seymour himself, and not just when a book of his is open on the same desk where he's writing, but, while Seymour was yet alive, in his room while he slept, poring over his manuscripts, and now that he's dead, haunting him forever--if, that is, I read aright.  On page 182, Buddy begins a transcription of a letter he received from Seymour in which the latter discusses at length his impression of one of his younger brother's literary attempts.  (You know, I intended this to be a very short entry.  Frustrating: I tried working on my novel today and couldn't squeeze out a single word that wasn't utterly false, and I deleted, trashed, and started again and again and again.  Now, wanting to be brief, I gush.  Argh!)  Anyway, the letter from Seymour to Buddy, much like the elegy of "Roof Beam" by Buddy about his brother, makes me weep, much like certain chapters, poems, and passages of Carroll's Through the Looking-Glass does.  (I'm a pathetically passionate reader.)

**pause :   shaking off whatever's haranguing me!**

Okay.  Deep breath.  Here are the words that crossed my mind some hours ago and that prompted this entry in the first place (and may it be readily acknowledged that this is in no wise intended to slight my brilliant, beautiful, and much-loved siblings or anyone else):

I wish I had an older brother 
entirely--the good and the bad--
like Seymour Glass.

No analysis but context: I have no older brother.  I feel that I fairly failed my younger siblings (ridiculous alliteration is unintended and coincidental), not that I was the oldest.  She did great!

Tuesday, October 12, 2010

Paragraphing

I am a substitute teacher.  I am no longer a real teacher.  If you think there's no significant difference between the two, then either you've forgotten what it's like to be a student under a sub--especially the day-to-day kind (long-termers like me are a different kind of rotten) --or you think you know a lot more about teaching than you really do.  Substitute teachers are not real teachers, the same way that pasteurized cheese spread is not real cheese.  I admit, however, that though I'm just a sub (and as a "real" teacher, I didn't have the least trust in the lesser breed and often went to work sick just so I didn't have to repair whatever damage was done while I was gone (much of which was never necessarily the sub's fault--just symptom of the situation)), I enjoy being back in a "real" classroom and working with kids again.  On a more fundamentalist note, it's nice having regular work.

Having been a full-time, real teacher before being a long-term sub gives me a different perspective, however.  And there are lots of subs--maybe even a majority--who were once real teachers, and now I think I understand their dilemma a bit better.

I'm sure that the teacher I'm covering for--away on maternity leave--is an excellent teacher.  Nearly all the teachers in this school are young, enthusiastic, and naive.  I never thought I'd be old enough to say it!  To give a little perspective, I walk into the staff room to warm up my lunch each day, and all the other teachers who come in, or nearly all, jabbering about recalled intramural college athletics memories and dating and applying to grad school, are almost ten years younger than me.  Crap!  I'm old!

But I'm experienced!

Anyway, the point is that, like I said, I'm sure this young lady I'm covering for is wonderful.  Most likely, it's her lack of faith in substitute teachers that lead to the creation of such abysmally boring, repetitive, stale lesson plans.  The students are dying!  And if eighth graders in an inspiring classroom atmosphere are bad, imagine how they are in utter academic doldrums.

Today it's all eighth graders.  I'm still getting a feel for the kids.  There's still a lot to do in accomplishing the teacher's plans (which I have to follow! --well, I'm sure I could rebel, but she's kind of my employer, and I'd like to get more of these positions at this or other schools, especially if the trend of rejections continues from these HUNDREDS of applications we've made for other work).  I don't feel comfortable doing my own thing yet.  Yet.

We'll see.

So what brought this all on?

I read regularly from the Visual Thesaurus website.  There's a great, widely ranging collection of wordy and academic stuff there, including teaching resources.  I read the following article:

http://www.visualthesaurus.com/cm/teachersatwork/2448/

and enjoyed it.  The man GETS it.  And it fired me up a bit.  If you didn't read or don't feel like reading the article, it's about getting students to write essays and the difficulty for so many students to adequately paragraph.  Basically.  And he condemns--or at least subjectively supports my own condemnation of--6 Traits Writing.  I do my own thing, teaching kids to write.  He does his own thing.  It made me want to go back and check out my old lesson plans and tweak them.  But why?  I'm not really ever going to use them again....

I'm just a sub.