Last-minute NaNoWriMo Participant!

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This project will be written entirely in longhand using notebooks(on purpose). Can you guess my favorite color? 😉

I had no intention to sign up for NANOWRIMO. In the past, I’d considered it briefly with the same intrigue someone might consider eating fried Oreos. Interesting concept, but probably a really bad idea that could lead to unpleasant distress.

November begins the holidays, right? My kids have five scheduled school days off this month. There are several family birthdays and those end-of-season sports parties to plan/attend. And, let’s not forget the twenty-pound turkey that needs cooking with all the fixings. And that Christmas craziness that the stores started pushing before Halloween. Whew! Overwhelming! November is one of the worst months to delve into writing 50,000 words. Or, is it?  http://nanowrimo.org/

Often, I don’t listen to the rational hemisphere of my brain. So, I’m actually looking at this as an auspicious occurrence, that was possibly meant to align despite difficulty. I’m always looking for signs. And there have been a few that watered the NANOWRIMO seed:

  1. A new project that I want to see in rough draft ASAP! https://shermierayne.wordpress.com/2013/10/11/when-the-dogs-bark-listen/
  2. A major age-related milestone is coming up.
  3. A conversation hubby & I had Wednesday afternoon.

Without any doubt, it was that conversation that not only shone brightly on that little growing seed, but soaked it until the roots were spreading quickly. The conversation? Well, it was the basic we-need-more-money lament. But, when hubby finished with, “Why don’t you hurry up and finish that book and make us a million dollars?” I actually felt belief in his words (maybe for the first time). Perhaps it was merely a desperate, temporary dreaming lapse on his part. Yet, I heard in his voice an undercurrent of hope and confidence. I needed that. In that moment, I knew I would push harder, try harder, and struggle more. And not for the possible selling of a book that might someday make a little money, but because I had a believer.

I’ve been treading lightly. Hesitant. My footfalls have barely left an imprint. Now, I’m committing to the long hours of struggle, relenting to its beauty. The unrest to succeed. “Without a struggle, there can be no progress.”  Frederick Douglass

There y’all go, that’s my “why” to NANOWRIMO. I don’t plan to blog this month unless something truly remarkable happens (fingers crossed). If you’re curious and want to follow along with my month-long NANOWRIMO journey, please like my Facebook page:
https://www.facebook.com/ShermieRayne?ref=hl . I’ll update my running word count there! @ShermRayneIMG_8786

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I hope everyone had a safe and happy Halloween!

Where does a writing voice come from?

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Can voice be taught? That is the question!

For weeks, I’ve been attempting to help my twelve-year-old son with his assigned middle-school writings. This has not been an easy endeavor. “He lacks voice.” So I’m told. Evidently, there’s a new writing buzzword in our local schools: voice. Students need to have their own unique, vibrant, and creative voice to engage their reader/teacher. This sounds great in concept, but in reality, is this an easy skill to teach? Let alone assess and grade based on a rubric checklist full of conforming standards?

In the past years, my son did an okay job writing, getting by with putting together complete sentences that were error-free. If he had a writing style before, it was (still is) sparse, reticent, and painfully to the point. He’s a quiet person. That’s his voice, too. Maybe to the teacher, the material seems obtuse and nowhere near engaging, but, alas, that is his own, unique writing voice.

In comparison, his slightly younger sister brought home papers exalted in praise of her “excellent voice.” She wrote a short homework assignment on pork last week effortlessly, while my son and I banged our heads together for over an hour trying to add “voice” to his assignment. In just a couple of paragraphs, my daughter had an energized commentary that was both funny and persuasively moving (enough so that I felt a pang of guilt for sneaking bacon into her soup the previous night). But that’s her personality too. It wasn’t taught, but rather, organically filtered into her writing.

So, I’ve been thinking about writing voice lately. Can I even articulate its meaning to my kids? What are the differences that might influence, or enhance voice? Regarding my children, I’ve observed the following:

  1. My daughter loves reading; my son does not.
  2. She does not fear (or care much) what others think of her, whereas my son does.
  3. They have totally different personalities!
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“I’d rather be hated for who I am, than loved for who I am not.”
― Kurt Cobain

Hmmm, number two intrigues me. Perhaps voice becomes most potent when we let go of the fear of saying something wrong. Speak with an authentic essence of self. But, again, how can that be taught? How can you teach someone to let go and be expressive without fear, especially young writers, and most especially, young writers that don’t really want to write?

I believe writing voice to be a fragile and subjective thing, that can’t quite be described, explained, or forced. My fear in schools objectively grading subjective material, like a student’s writing voice, is that eventually a paradox is created. One where being genuine to self and expressing a unique voice is graded against conforming, standardized criteria. Thoughts!?!

 

Side Notes:

  • My son rewrote his English paper three times, while I baited, hooked, and pulled personable responses out of him. The paper was finally accepted and highly scored—hopefully containing enough voice.
  • Not long after drafting this post, my first-grader brought home her first writing assignment of the year. The graded rubric scored her a 2/4 for writing voice. (Yes, you need voice in kindergarten and first grade nowadays). And that is perfectly okay, because I read it and graded the story with hugs and kisses to the moon and back.