Have you ever noticed students don’t seem to think “work” and “writing” belong together? They believe they can sit down with pencil and paper, or with their hands on the keyboard in front of a computer screen and turn out a work of art–the first try.
Throughout the summer, I’ve tried to explain to them that writing is not unlike a sculpturer who chips and chisels away at a granite stone until he reveals the shape he desires. Writing can also be compared to a painter who has a blank canvas and slaps on shade after shade of pigment until his or her painting comes alive. It’s the same with writing. It’s hard work. It’s a process.
Today I’m giving a practice exam so when my students take their final, they won’t freak out. Test anxiety seems to be high in my class. I have more confidence in them than they have in themselves. One problem is, they over-think their answers.
Since the first day of class,16 out of 20 students have diligently dragged themselves out of bed to attend class, and I showed them they have actually learned something. I proved to them they have grasped spotting grammatical errors with a proof reading exercise we did in class on Monday.
My goal is to inspire them so they can go on and be successful. I also want them to find that inner creative streak. Their creativity might not show up in the arts–it might raise its beautiful head in accounting, computer science, horticulture or even mechanics. I’ve given them permission (some people also seem to need this) to think creatively to ask “why?”
So as our class draws to an end, if they aren’t yet in touch with their inner two-year old, then perhaps more than half of them will pass the final.