(If you look closely, there is a tiny bookworm where the ring should be)
District: Poudre School District
School: Fossil Ridge High School
Good afternoon.
Each year, we debate which books should be included in the
high school curriculum. And each year, many of the same “classic” novels make
an appearance on our required reading lists. These recurring titles have
withstood the test of time because of their notable literary credentials,
over-arching themes, or impact on old and young generations. However, these
same titles fail to captivate the interest of students and many of them lack a
connection to students’ personal lives. In order to foster students’ love for
reading and writing, we should take it upon ourselves to introduce books that
are current, relevant, and useful.
When we wonder why students lose their passion for reading
and writing, we should look no further than our own curriculums. The same books
that appear, year after year, are important landmarks in literature. But, not
all high school students will see the value in great literary masterpieces.
Instead, they see the value in teachings that can be extended beyond the
classroom and that have relevance in their everyday lives. The value of utility
is exemplified with the lasting success and impact of the four-year Rachel’s
Challenge program on students and faculty members at Fossil Ridge High School.
Rachel’s Challenge educates students to embrace themselves,
support each other, and teaches that each person is connected through shared
experience. It focuses on the value of kindness, positive thinking, and the
power of starting a chain reaction. This program puts emphasis on student and
faculty members’ social and emotional wellbeing. It is an immersive experience
that follows each individual throughout their four-year high school career, and
creates a lasting impact long after graduation. Most importantly, it presents
themes and ideas that are helpful and practical in students’ lives outside the
classroom.
As mentioned on the Poudre School District website, “Coursework
in PSD not only addresses the standards specific to each subject area, but also
looks to find connections between the subject matter.” Tying the lasting impact
and success of Rachel’s Challenge to a modern literary classic will
reinvigorate students’ desire to learn.
The Secret, a book
written by Rhonda Byrne, is a New York Times Bestseller for over 200 weeks and
counting, with 28 million copies in print worldwide. It has been on the New
York Times bestsellers list, has been translated into 52 world languages, and
has received praise and recognition from Oprah. It focuses on the power of
thoughts to change the course of one’s life. Like Rachel’s Challenge, The Secret capitalizes on positive
thinking and the fact that humans are all connected. Published in 2006, this
book is a current, relevant text that engages and informs modern readers.
In addition to its connection with Fossil Ridge’s Rachel
Challenge program, The Secret also
connects to the teachings of The
Alchemist. The Alchemist is a
beloved literary classic that follows Santiago, a shepherd boy in search of
discovering and fulfilling his purpose in life. Like The Secret, it has been translated into 67 languages, sold more
than 65 million copies, and has become one of the best-selling books in history.
In The Alchemist,
a crystal merchant tells Santiago that they must “’cleanse our minds of
negative thoughts’” (Coehlo 49). This idea is reinforced in The Secret, “Just the simple process of
letting go of negative thoughts will allow your natural state of health to
emerge within you” (Byrne 134). High school is a time when many students
struggle with identity, bullying, and low self esteem. The Secret probes the question: “Do you treat yourself the way you want other people to treat you?” (Byrne 117). Focusing on the value of
positive thoughts in the classroom and through the Rachel’s Challenge program
will create an immersive experience for students that can help them flourish in and outside of the school building. In contrast to traditional curriculum-approved
texts, the messages reinforced in The
Secret will cultivate students’ enjoyment of reading and writing practices,
and create positive reverberations in all aspects of their lives.
Both The Alchemist
and The Secret incorporate positive
messages about love, happiness, ambition, and positive thinking. The Secret is a modern-day version of The Alchemist, but it has a more
personal approach. Instead of following Santiago’s journey through the desert
on a quest to find his Personal Legend, students have the opportunity to learn
that, “One chooses to live in possibility and hopefulness, focusing on all the
reasons why she should be joyful and grateful” (Byrne 132). These positive
messages can have utility in students’ lives, providing reinforcement
when their personal lives are often plagued with stress and negativity. Furthermore,
encouraging students to get in touch with their thoughts can help them become
more engaged readers and more reflexive writers.
Through the incorporation of a modern literary text like The Secret into the PSD high school
curriculum, we can provide meaningful connections to Rachel’s Challenge, expand
valuable literary traditions, promote engaging discussions, and reinforce life
lessons that extend beyond the classroom. Like The Alchemist, that proclaims, “'All things are one'" (Coehlo 47), The Secret echoes the same sentiment, "We are One!” (162). It is important for students to understand that their identity as an individual as well as their connectedness to a group allows everyone to share the similar experiences that connect them to provide a sense of community. Encouraging unity, rather than isolation, will help students become aware of their fellow students's perspectives and experiences, and will prepare them to be a valuable team player in their future endeavors.
As mentioned on the PSD website, Poudre School District
instruction is meant to “prepare students to meet the needs of the
ever-changing world that will await them upon graduation.” In order to prepare
students for the real world, we should be teaching them lessons that can be
applied beyond the reach of symbol-tracking and counting literary devices.
We don’t want students to rely on resources like Sparknotes
to gather bare bones facts about a literary classic. We want students to learn.
We want students to be engaged. We want students to take something from the
classroom that can be used in their lives. And we want a curriculum that
generates discussion, fosters learning and personal development, and that
connects to other aspects of the student experience. If our goal is to provide
students with a comprehensive education that is current, relevant, and useful,
perhaps we should be asking ourselves a few questions: How can we cultivate
students’ passion for reading and writing? How can the teachings of a novel
extend beyond the classroom? How can the selection of a contemporary novel
prepare students for their life after graduation?
And lastly: What is the value of selecting a novel that
connects to the Fossil Ridge student experience, promotes positive thinking,
encourages reflexivity, and manifests the goals of the Poudre School District
literature curriculum?
Genre 2: Class Flyer/Poster
Genre 3: Reflection
I hope you don’t find this dreary. In fact,
I hope it makes you cheery.
Please read on dearie –
this is some writing,
condensed in a theory :)
I would like to begin
with a flash back to my initial impression of the arguable Godfather of writing
theory: Walter J. Ong…
“In the beginning, when Ong created Orality and Literacy, it was full of information on writing,
contained many intellectual ideas, and discussed the difference between oral
and written culture. Then Ong said, ‘Make all the students cry of boredom’, and
all the students cried of boredom. Ong saw they were miserable. Ong then
decided to add one hundred and seventy-five more pages of his book. Ong called
the book ‘good’ and the content he called ‘interesting’. Thus copies were printed
all around the world – the first day” (September 19th).
Another treasure:
“If Ong’s text is meant to be a stunning example of written
language, I wish I lived in a culture of illiteracy” (September 19th).
As the entire class knows, I did not enjoy reading the first
few chapters of Orality and Literacy.
In fact, I found them painful. As I grudgingly read each page, I checked to see
how many more were left, and trudged on, reluctantly, before writing a scathing
reflection about my personal experience.
When asked to read our responses aloud, I volunteered to go
first, to get it over with. I died a little inside with each word of adoration
that my classmates bestowed upon the beloved Walter J. Ong. Each one singing
the praises of the literary genius, commending him for his important
contributions to the field of Orality and Literacy and his relevance in modern
society.
My first post about Ong exemplifies the isolating effect
that writing can sometimes have. Before our class discussion, I read, analyzed,
and wrote about Ong individually. In contrast to the communal nature of primary
oral cultures, the emergence of writing in secondary oral cultures can often
lead to detachment and disconnection. But even though writing is often
considered an individual activity, the emergence of spreadable media redefines
writing as a group activity.
For this, I am
thankful. Perhaps our networked society will spare another from misinterpreting
Ong’s prestigious print.
The way we view writing in modern America is not in
isolation, but centered around creation, interaction, and collaboration. This
is largely due to the way we interact with writing, which is often done using
word processing systems and social media networks. Our interconnected web
culture allows us to interact with people across physical barriers. The ability
to write, produce, and publish makes us feel closer than ever before. As King
describes in On Writing, “We’re not
even in the same year together, let alone the same room… except we are
together. We’re close” (106). We make sense of our lives by trying to figure
out who we are and how we relate to other people.
Years after being published, classic novels still allow the reader to relate to the universal themes and feel attached to the author's point of view. Classic novels are considered “classic” largely because they engage with society, provoke controversial discourse, or connect to audiences and leave them with a lasting impact… It would be impossible to do any of these things without first understanding the environment you are writing in, or the people you are writing for. While writing, we are simultaneously transcribing our personal motives and experiences and attempting to connect with others.
Years after being published, classic novels still allow the reader to relate to the universal themes and feel attached to the author's point of view. Classic novels are considered “classic” largely because they engage with society, provoke controversial discourse, or connect to audiences and leave them with a lasting impact… It would be impossible to do any of these things without first understanding the environment you are writing in, or the people you are writing for. While writing, we are simultaneously transcribing our personal motives and experiences and attempting to connect with others.
The author of the classic novel I read, The Alchemist, mentions in his prologue that he was motivated to
write because “I wanted to write about my soul.” First and foremost, writing is
an intensely personal activity. This is characterized by the separation, the quietness,
and the deliberateness of the writing process. Although typically an individual activity, writing can be a catalyst for reflection and discussion. Each one of our memories, experiences,
and reflections informs our writerly identity. We are all individuals, but we can use our unique experiences and perceptions to engage with others. In my
modern classic, The Secret, Rhonda
Byrnes affirms, “We are One. We are all connected” (162). We are able to bond
with our peers through writing, through collaboration, and through shared human
experience.
The nature of social media and networked culture in the 21st century encourages us to share our opinions and contributions with others. Spreadable Media emphasizes the importance of engaging as a part of a larger community, “Yet, even if we agree that some degree of
self-promotion plays a role in all communication, we must likewise recognize a
desire for dialogue and discourse, for solidifying social connections, and for
building larger communities through the circulation of media messages” (60).
This picture is supposed to demonstrate the interwoven
connections between people, and also to illustrate that through collaboration
and interaction with writing, we are one…
One of the best ways to connect with an audience and encourage shared experience is through creative nonfiction. As a member of a community and as an individual, Joan Didion reminds us in The White Album that, “We tell ourselves stories in order to live” (11).
One of the best ways to connect with an audience and encourage shared experience is through creative nonfiction. As a member of a community and as an individual, Joan Didion reminds us in The White Album that, “We tell ourselves stories in order to live” (11).
Last week I got done with my biology class at 6:50PM in
Sturm and got a text from a friend to join her for Panhellenic study hours in
the library. Having a lot to do, and already walking toward that end of campus,
I reluctantly agreed to join her.
During my time at the library, I posted videos and pictures
on snapchat, got coffee, and took the opportunity to say hi to anybody I knew
as they passed by. I did yoga, looked up vampire bats, texted friends, got
coffee, filled up my water bottle, went to the bathroom, and ate Scooby doo
fruit snacks. However, I did not compose a single word of an essay and I did
not read a single page of my homework while I was there.
To be completely honest, I was in the library earlier in the
day too, and I did get some homework done. But I also took a nap in one of the
study rooms and spent some quality time in the café.
So much of writing is finding a reason to write, finding a good time to write, and a good place. I couldn’t get anything done when I was surrounded by distractions (real or imaginary), because the library is, in theory, the best place to get work done on a college campus.
I got back to my dorm room, kicked off my shoes, made myself
my third cup of coffee for the day and leaned back on my Stormtrooper pillow to
finally get some work done.
I don’t think being a writer means sitting down for x hours
x many days a week and composing x number of pages. I don’t think it means
being published, being recognized, or being considered “great.” Being a writer
means being a participator, having opinions, and expressing your voice. For my
modern classic novel, I read The Secret,
which emphasizes the importance of thinking, “Thoughts become things!” (9).
Much of our writing is composed in our mind, as thoughts. Writing allows us to
materialize these thoughts, and turn them into a tangible creation.
When transcribing the compositions of our minds onto paper or on a computer screen, the process of writing demands that we be self-reflective. In his book, Orality and Literacy, Ong mentions, “The very reflectiveness of writing – enforced by the slowness of the writing process as compared to oral delivery as well as by the isolation of the writer as compared to the oral performer – encourages growth of consciousness out of the unconscious” (147). In order to become a more thoughtful and engaged reader, I have found that I read best with a pencil in my hand. To combat the inevitable list of distractions, in any venue, I am only able to truly focus on what I’m reading when I force myself to be engaged. The process of reading, thinking, and composing requires us to be active participants. In turn, writing provides us the ability to increase our awareness and stimulate self-growth.
When transcribing the compositions of our minds onto paper or on a computer screen, the process of writing demands that we be self-reflective. In his book, Orality and Literacy, Ong mentions, “The very reflectiveness of writing – enforced by the slowness of the writing process as compared to oral delivery as well as by the isolation of the writer as compared to the oral performer – encourages growth of consciousness out of the unconscious” (147). In order to become a more thoughtful and engaged reader, I have found that I read best with a pencil in my hand. To combat the inevitable list of distractions, in any venue, I am only able to truly focus on what I’m reading when I force myself to be engaged. The process of reading, thinking, and composing requires us to be active participants. In turn, writing provides us the ability to increase our awareness and stimulate self-growth.
Opportunities to read and write are universally abundant in our connected, 21st century society. As a result, it is impossible to avoid the prevalence and utility of writing as a human being in a secondary orality culture. If you don’t want to read or write, you still will.
Read that last line one more time… If you don’t want to read or write, you still will.
Even Chester the Raccoon (from The Kissing Hand) has discovered the power of writing, and he wants
you to discover it too! Let’s take a moment to reflect with Chester…
If I were to take a
stab at philosophizing, interpreting, and theorizing my views on writing:
Early writing was not explicitly written, but rather
composed in the mind, and spoken out loud. The emergence of writing
technologies, the access to pencils and paper, and later printing presses allowed people to document history, record progress, and influence others. Our
own country has been chiefly framed by writing.
In America, we declared our independence and wrote out our
most basic structure of government on pieces of paper. Founding fathers drafted
laws and treaties, which granted them absolute power over native peoples.
Freedom and independence were correlated to literacy, so slave owners often
chose not to teach slaves how to read or write.
Throughout history, even in the United States, writing has
been linked to power and influence over others. Those who write history are the
ones who have the ability to write history. As Ong mentions, “Writing created
history” (168).
Even today, many societies throughout the world live in
primary oral cultures, or have no knowledge of how to read or write. In
contrast, the vast majority of the United States population today is literate,
and most people even have access to internet. Writing is often used as a marker
for education because it has a close relationship with power, influence, and
expression of ones’ voice.
In modern America, we tend to view writing in a much
different way than the rest of the world because most of us have always had
access to it. Before we consider it in any other terms, we must recognize that
the ability to learn about reading and writing is first and foremost, a privilege.
It is only because of the time and the location where we
live that we have the luxury to theorize and philosophize about writing. It is
only because we live in a society that affords spare time and emphasizes the
importance of education that we can consider writing anything other than a
necessity of life.
In her Writing in the
21st Century address, Yancey says, “through writing, we
participate—as students, employees, citizens, human beings. Through writing, we
are.”
My final thoughts
before bidding, sweet reader, adieu…
Writing cannot be escaped and it cannot be ignored. The
sheer volume of writing that we encounter each day (food labels, newspaper
articles, social media posts, to-do lists, pamphlets, tickets, posters,
announcements, emails, texts, reading for pleasure...) demands that we be engaged, reflective,
and participatory.
Throughout this class, we have engaged in class discussions,
reflected on our writing process, and participated through posting on our
digital platforms and through class activities. With infinite networks, tools,
and opportunities to contemplate the world around us, each modern writer has
the ability to be both introspective and collaborative.
I decided to quote Ong, one last time, as a testament to the
importance of being both in touch with yourself and others while writing…
“It intensifies the
sense of self and fosters more conscious interaction between persons” (175).
Our access to writing technology beckons us to explore the
uncharted territory of the mind, to appreciate the process, to think to ourselves,
to collaborate with others, and to understand:
To be a writer is to be human. To be a writer is to be
alive.
Ah, ha, ha, ha, stayin' alive, stayin' alive
Looking back over the course of this quarter, I am honored to have had the opportunity to look at writing from different perspectives. Through our discussions, assignments, and reflections, I truly feel like I have had the opportunity to express my own voice and to learn about myself as a writer. In learning about writing as a technology, as a way to interact with and unite people, and as a method for entertainment and storytelling, I feel like I enjoy writing now more than ever.
Looking back over the course of this quarter, I am honored to have had the opportunity to look at writing from different perspectives. Through our discussions, assignments, and reflections, I truly feel like I have had the opportunity to express my own voice and to learn about myself as a writer. In learning about writing as a technology, as a way to interact with and unite people, and as a method for entertainment and storytelling, I feel like I enjoy writing now more than ever.
P.S. Sweet hair, Ong. Almost looks like you've got some Leia buns going on...
