To Essay is to Journey -- The End

Continued from yesterday's blip, where I have given a bit of explanation. I don't know the name of the author who wrote this piece--sorry.


This is for all who love to write or to read:
The Essay Part 3

The classroom can be an ideal developing ground for the dialogue between writer and reader. Not only can the writer gain confidence in voice assertion, but he/she can focus on looking at responses to the attempt. The reader becomes more than a concept in a writing strategy. The reader is a living human being that must be drawn into the conversation of the essay. The essayist initiates the interaction. The classroom is an environment in which the relationship between writer and reader can be practiced.

To understand this interaction, writers must have practice in hearing their voices and in learning their audiences. The classroom is where such attempts should occur. Students need a safe and supportive environment if they are to "essay" genuinely. A risk is involved. A student's ideas may be accepted or rejected. But if students are to learn the many ways readers interact--with them, their words, their ideas--the risk must be taken. By listening to the voices of the classroom, the writers learn the power in their language. Often a writer feels he or she is writing in silence, but the writing must be going out, taking words from the gurgle of internal language, forming links, questions, responses, shouts. An author must know someone listens to believe an essay's value.

The essay is a place to walk through an idea. The classroom, a place to encourage the journey.


Good night from Southern California.
Rosie (& Mr. Fun), aka Carol

P.S. These pencil cushions are the greatest -- when I'm in the middle of grading zillions of student papers (as I am currently), my fingers just ache from holding a pencil, and the soft cushions help tremendously. My granddaughter Ashly gave them to me.

P.P.S. Today my students submitted another writing project. Before they gave it to me, I had them get in groups of twos to read the other person's essay outloud--to hear their own words spoken outloud--it was a marvelous moment. Many of them said they heard the errors and could fix them, but they also heard the worth, the meaning of their message. I love moments like these.

P.P.S. I've told all my students that I blip daily -- I just haven't told them where. I'm not sure I want to share this sacred place with them. I'm sure that sounds crazy, weird, mixed-up. I love that this place--Blipfoto--motivates me to write daily. I sure hope that Blip wins the 2009 Scottish BAFTA Award. Thanks for reading this far.