Why I won't get my Master's degree

Image courtesy of criminalatt at Freedigitalphotos.net

For a while I thought I would get my Master's degree in creative writing. I thought it would be a good educational experience for me, would allow me to network, and would give me the credentials needed in case I decided I wanted to teach at the college level (which was a possibility). I even went so far as to request materials from a couple of programs and peruse them in my spare time.

But I know now I won't get my Master's degree.

My life is on a different path than it was then. I know what I'm doing and where I'm headed, and I don't need a Master's degree to get there. I have the career I want. I don't need further education to get or keep it.

I am living my happily ever after.

Since that's the case, a Master's degree would be a very expensive piece of paper that would hang in my office. Nothing more.

For what I want to do, I could get the same (if not more) from going to a local writer's conference or joining a writer's group or interviewing published authors.

So instead I'll just keep reading and learning on my own, and that will be good enough for me.

With a son in public school....

Image source

I read articles like this and feel a catch in my throat every time, imagining my own kindergarten son sitting cross-legged in a closet, trying to be brave on just this side of fearful.

Though we live in a big city, the school Puck attends (and Tink will attend next year) is new, in a small subdivision in a good neighborhood. I feel that my children will be safe at that school.

And still, there is part of me that can't help thinking about what protocols the school has in place for these situations, and what if Puck's class is doing P.E. outside or in the hall on the way back from the library.

It's a parent thing, I'm sure. We love our children and worry about them, so when faced with the gratuitous and hyperbolic coverage traditionally referred to as "news," the mind tends to imagine what would happen if....

I would be out the door and to the school, knowing full well that I would not be allowed on school ground until everything was resolved.

I would stand with other mothers and fathers and siblings watching windows and doorways and children running along the sidewalk for the merest glimpse of a familiar dinosaur shirt and light-up Spider-Man shoes.

And I would rage--as I do now--that we live in a country that claims to value education and sees the problems that exist but governmental checkbooks prove over and over again that there are more important things than providing safe, healthy environments that foster learning. That we say we want the best for our children but refuse to do right by them.

That we live in a society in which four-year-old children have drills in order to prepare them for a gunman wandering the school in the same way I once crouched in hallways in my own elementary school, my hands laced over the back of my neck, pretending I wasn't really afraid of tornadoes.

When I was a kid, the threats that existed were of strangers trying to kidnap us, so we were taught not to talk to strangers, don't accept candy from strangers, yell and run if someone tries to kidnap you. When I was a kid, my parents taught me a password. If they sent someone I didn't know to pick me up, that person would know the password. (I will have a password for my children, as well.)

But times have changed. We've moved from warnings of "stranger danger" to lockdown drills.

This is not a rant about the decline of our society in the way so many conservatives try to blame liberals or gays or atheists or whoever else for increased crime and poverty and whatever else. Instead, this is a rant about the fact that in the midst of this decline of our society, which is seen and felt by 99 percent of Americans, too many people are doing nothing to fix it.

Many aspects of our system are broken, education included. And while I know there are many people working hard to make changes in any way they can, there are just as many people who stand by and complain about the situation, wailing, "Why doesn't anyone do anything? Think of the children!," shaking their heads sadly from their sofas.

They aren't active in the school districts, even when their children are in school. They don't attend PTA meetings or school board meetings. They don't contribute when events or fundraisers are schedule to benefit the schools.

And they complain about the way the schools are run and the way budgets are handled. They blast teachers and principals for not doing the right things without trying to understand all that's involved in the decisions they make every day.

They complain about protocols and policies in place that make it "hard" to drop off and pick up their kids, or take them out of school, then rage when a child is kidnapped from the school.

We can't have it both ways. If you want to not be involved, fine. But then you have no grounds to complain about the way things are. If you want changes, fine. Then get up off your ass and be a part of finding the solutions for your kids.

Puck is in kindergarten this year. I have not been as involved as I would like because of my work schedule and where we live in relation to the school, but next year will be different.

I want my kids to get a good education. And I'm willing to do what it takes to help make it happen.

Playing school

Now that Puck is in school full days, Tink and I have been spending time during the day working on school-type tasks. Tink and I practice writing letters, identifying letters (and sounds), numbers, colors, shapes.... A lot of what we do is helping prepare her for school next year.

However, when Puck discovered that we were doing that, he decided he didn't want to be left out. So now, some afternoons when Puck gets home, we "play school." Tink and I still do similar tasks, and I have created kindergarten-level tasks for Puck to do (simple math problems, practicing his name, drawing pictures with labeling, etc.). The kids enjoy it very much, and I'm glad for the opportunity to supplement Puck's education.

I don't know how long it will be until Puck and Tink no longer want to "play school" at home with me, but until then, I'll do whatever I can to help them learn and grow in order to be successful academically.

Speaking of which, it's time to work on my "lesson plans" for this week.

Keep reading, keep learning

I have a subscription to The Writer. I'd had a subscription previously, and when I moved back to Florida, I got it again. I thought, if nothing else, it will keep me motivated to keep moving forward in my writing.

I value this subscription. Not only do I look forward to getting each issue, but I read them, and keep the back issues to refer to later. I have a whole stack of magazines on my (make-shift, temporary because we're in the process of moving) desk.

One of the things I like about The Writer is that it gives a wide variety of information. Even if the overall theme of the issue doesn't really apply to me, I can find something that helps my writing.

Besides the encouragement and inspiration that comes from the magazine, it makes good sense from a career standpoint to read The Writer and other writer-focused magazines. (Writer's Digest is another good one.) For writers, the magazines can be considered trade magazines. They give information about news and insight into the industry, helping writers become better writers and advancing careers.

No matter what industry you're in, it's important to keep learning and stay on top of advancements in your field. Even though the publishing industry has remained largely unchanged since its inception (though e-books and the rise of self-publishing is changing that in recent years), writers should keep learning and reading and growing to be better writers.

The Writer is one way I can do that. Reading fiction (and non-fiction) is another way. I love that I have to read to improve the work I do.

How do you keep up with publishing/writing news?

Parent-teacher conferences

Yesterday afternoon, I went to Puck's very first parent-teacher conference.

I remember parent-teacher conferences from the other side. As a kid, I was always afraid of what the report would be. I mean, overall I know I was a good kid who did the work, but I also had a lot of anxiety that my teacher would tell my parents something I'd done wrong, or that I was not liked in the classroom, or that I'd be held back....

I didn't like parent-teacher conferences when I was in school.

But now I'm on the other side of it. I imagined it would be easier now. I'd get to hear about how Puck is doing, how I can help him do better, and be done. But I felt anxiety all over again leading up to the conference. What if Puck isn't doing well? What if I'm not doing enough at home to supplement his education? What if he's not making friends or getting along with the other kids or spends the whole time off on his own? What if he won't be ready for kindergarten next fall?

I know, but I'm a mom. I worry.

I didn't need to. Puck's conference went really well. Ms. VPK* is a wonderful teacher. She's passionate about helping the kids get ready for kindergarten, and she's done wonderful things for Puck. He's exceeding expectations in two of three areas, and meeting expectations in the third (though Ms. VPK is confident that he'll exceed expectations in the third area when he is tested again). He's socializing well with the other students, speaks up to make his wishes known or when something occurs that he doesn't like, and doesn't let other students get him in trouble. He's doing very well in school.

It was a good conference. I'm so proud of my boy!






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*Not her real name. I know: shocker.

Puck's Literacy Folder

Nanny reading to Puck and Bug (2011)

Puck is in pre-K this year. It's a half-day (his class is the afternoon class, which works well) at the same school he'll attend for elementary school. I'm happy for him. He's a smart kid, and he's getting the chance to learn more, make new friends, and have a new, exciting experience in his life. It's good.

And, because reading is important to me, I love the weekly Literacy Folder Ms. C has. Each Wednesday, Puck brings home a book and a journal. Together, we read the story and he draws in the journal what the book is about. The folder goes back to school on Monday.

I don't know if this is a common pre-K (or kindergarten) practice, but I'm excited that Ms. C is taking this step to get parents actively involved in the students' educations, and helping to create a connectivity between classroom learning and home learning. Puck loves reading and drawing, so this is a really good exercise for him. And he was astonished yesterday when I told him he had homework to do! Of course, he wanted to fill his whole journal with pictures about this first book. I convinced him we had to save room for the rest of the books we'll be reading this year. It worked. This time.

Do you have little ones in school? How do their teachers encourage parental involvement and home learning?

Feeling like an imposter

At work this week I offered my third session of a basic business writing workshop. I love talking about grammar, punctuation and writing, and I was ecstatic that people showed up and seemed to enjoy the workshop. (I've even had a couple of people talk to me about writing questions since then, which is awesome!) And while I'm thankful I had the opportunity to talk about writing and help my coworkers strengthen their business writing, it felt strange to stand in front of these people--many of whom are above me in the company's organizational chart--speaking about writing with authority.

I feel a little like an impostor when I do things like this. Even after all I've learned about writing and all my experience in the field/industry, there is part of me that still says "Who am I to talk about this with any kind of authority?"

I know quite a bit about writing. In addition to my degree in English, I've tutored English (college-level), I've taught high school English, and I've been working full time as a writer since June 2008. Theoretically, I should be able to talk about writing and grammar and punctuation and help others strengthen their own writing.

So why do I still feel like I should be in Rutledge basement listening to lectures about Keats?

The world is your classroom

Photo source

All across the nation, school is back in session (or will be soon).

Kids are dragging themselves from bed at a decent hour to stand on corners and wait for buses, parents are singing their personal "back to school" songs in joy, pencils are being sharpened, and I'm dancing with glee through the school supply aisles of stores, excited at all the amahzing sales for the things I love so much.

I was one of those nerds who liked school. I liked organizing all my school supplies and loading up my backpack, I liked getting a new assignment notebook. But most of all, I liked learning new things. It was rewarding and encouraging, and as a writer, I always found ways to apply what I was learning to my writing life.

Maybe that's why I always liked school so much: I'm a writer. And writers never stop learning. At least, they shouldn't. Regardless of genre, writers draw from the world around them for inspiration. The people, places, and situations they encounter all contribute to the words they put on the page. So by continuing their education, formally or informally, writers expand the world from which they draw inspiration. The more they learn, the better their foundation for creating stories.

This doesn't mean that, as a writer, you need to enroll in college classes every year. If you can, great! If you take workshops and seminars, that's awesome! Attend lectures and Q&A sessions, go to concerts, ask questions of experts. But learning on your own is just as valuable. Just as you can attend a lecture series at a local college, you can find books by reputable authors and study on your own. You can dive into topics like geology with all the passion you have. And when you come up on the other side, your writing will be richer for it.

Never stop learning and you'll never stop writing.

USF's Lit2Go

I wrote an article recently about reading as writers.

One of the reasons it's important for writers to read is to learn new things, as well as deepen their understanding of familiar things.  Reading also opens you up to a whole world of experience without even leaving your local library.  And, of course, reading literature is a great way to do that.


(Continue reading)

Fiction Friday: Do You Need a Degree to Write Successfully?

I have a Bachelor's degree in English (writing concentration) from a small, private liberal arts college. It was a small program, but a good one, and I really enjoyed my time in Rutledge basement for those three years.

I've had lots of people ask me if I think it's necessary to have a degree in writing in order to be successful at the career. They see the time and money involved and, sometimes, their eyes get a little wide at the prospect. So my honest answer is usually "No, but..."

Yes, there are plenty of people who are incredibly successful in writing without official writing degrees. They've used their natural writing talents and practice to improve their careers, and probably some reading and research along the way. Maybe they've taken classes here and there, or participated in workshops and seminars and things, but they don't have that piece of paper that denotes four (or more) years of dedicated time to writing.

BUT...a college degree can be incredibly helpful, too. Not only will a college program help hone your writing skills, but the non-major courses you take can supplement your writing, too. At my college, for example, I earned a minor in Liberal Studies. The history, religion, and philosophy aspects of those classes expanded my understanding of my literature courses, which in turn strengthened my writing.

Looking at a college degree to benefit you long-term makes sense, too. If you take creative writing courses, chances are your professors will have connections that can expand your network in the industry. Maybe your advisor is friends with a publisher. Maybe your fiction writing professor knows about a great workshop coming up and can get you into it. Maybe your TA's agent is looking for new clients.

And from a different perspective, even the act of taking classes can be "for your craft." The professors and other students you see and talk to during the school year can be great inspiration for characters, dialogue, and plots. College campuses have great atmospheres, which can be fodder for writing, or just a great place to sit and write!

Here's my take: if you have the time and financial resources to get a degree, I think it's worth the time and effort. However, if you don't have a degree or can't get one, your writing career most likely won't suffer as a result.

What's Going On?

It's been a while since I've expressed my frustration with education.  I'm a bit more separated from it, but now that I've got a little java bean to think about, I find myself thinking about education options (public, private, religious, home education) for the (near) future.

Let me give you a little background.  Growing up, I always went to public schools.  Then, after a couple of years in a community college, I went to a small, private college loosely affiliated with the Methodist church.  (At the college, I was able to minor in Liberal Arts, which I greatly enjoyed.)  My husband also always went to public schools.  Then, for college, he went to the same small, private college as I did.

So Hubby and I don't have an elitist private school background or anything like that.  We went to public schools from kindergarten through high school graduation, and we did well all the way through college.

And yet, I was disturbed when I read this.

Here's the deal.  

I'm not trying to convert anyone to anything.  

Whether you're Christian, atheist, Muslim, humanist, or whatever, the simple fact is that history, art, music, literature, and even sociology and psychology has been shaped by Christianity.  And without some knowledge of Christianity, specifically the Bible, many of the lessons taught in English Literature, history, art, or music courses are flat, or even missed completely.

Regardless of your religious beliefs (or lack thereof), it's important to have some knowledge of religion in order to understand other things.  Just as I wouldn't read works by great scientists without first having a base understanding of their fields, you can't delve into literature without a base understanding of the mindset of the author(s).  And in many cases, this includes Christianity.  In the BBC article linked above, Poet Laureate Andrew Motion says:

'I've always been concerned about the levels of not-knowing since I started teaching, but quite recently I had a very bad experience of trying to teach some of my, in other respects, extremely good students about Paradise Lost.

They knew so little about the context in which the poem was written and about the references that the poem itself makes that it was very difficult even to get beyond go in talking about it.' [sic]

If you don't even have a frame of reference for Paradise Lost, how can you get more subtle references that give you a little extra depth for getting them?

However, you shouldn't limit yourself to the Bible in order to "get" literature, history, art, and music.  There's a whole wide world out there of different religions, philosophies, and schools of thought that have greatly influenced the minds of the world.  And in order to appreciate what those minds have to offer, it's important to first appreciate what those minds took the time to learn.

Fiction is great.  But every once in a while, it might be a good idea to pick up some nonfiction, too.

Motion says about Biblical references:

'...these stories achieve archetypal status because they tell us recurring truths about human nature that is a pleasure and an important thing in and of itself.'

Even if you don't believe that the stories in the Bible are true, they have become like the ancient myths that serve as a jumping-off point for many other stories.  The characters in the stories have become standards by which other characters are measured.

Think about it.  What comes to mind when I say someone's life is Job-like?  What do you think of when I call someone "a Jezebel"?

If you have no familiarity with the Bible, these character references mean nothing, and how can you understand the image I'm trying to portray?

Sorry, folks, but there's more to literature than meets the eye.  It's not just poetry that has deeper meanings.

Check This Out

This is a great step in writing education.

I wish more schools did this.

Reading and Video Games

A concern about video games has been, among other things, that children spend all their time in front of the television playing games instead of studying and reading and things that are often considered much more productive by the academic world.

Fortunately, at least one author has addressed this concen and resolved the problem by writing a novel with a future video game in mind.  Mokoto Rich's New York Times article explained: 

The online game that Mr. Haarsma designed not only extends the fictional world of the novel, it also allows readers to play in it. At the same time, Mr. Haarsma very calculatedly gave gamers who might not otherwise pick up a book a clear incentive to read: one way that players advance is by answering questions with information from the novel.

In this way, to students who are not avid readers, the book becomes a bit like fanfic, offering a benefit for reading it.  And to those who are avid reaers, the video game becomes the bonus.

Libraries are also attempting to draw in teenagers by hosting video game tournaments at the libraries.  According to Rich:

In the first half of this year, the New York Public Library hosted more than 500 events, drawing nearly 8,300 teenagers. In Columbus, Ohio, nearly 5,500 youngsters have participated in more than 300 tournaments at the public library this year.

Skeptics say video gaming at a library does not necessarily increase the desire to read for teenagers.  However, with all the gaming blogs, forums, help guides, and websites available online to help gamers inprove in their games, gamers are reading, and those who participate in the forums are writing, as well.

While I believe there is no real substitute for a great novel, I am happy so many are trying to blend video games and reading for the benefit of teenagers.

If more people look beyond the initial criticism of "Why do they play video games so much?" and figure out how to get video games to work to gamers' educational advantages, we'll all be much better off, I think.

RCIA: Catholic Education

RCIA (Rite of Christian Initiation of Adults) is a program of religious education in the Catholic Church, designed to prepare adults to enter into full Communion with the Church.  The process usually begins in the fall, and goes until Easter Vigil, when those in the program are confirmed (and baptized, if needed), and welcomed into the Church.

RCIA begins with the Period of Inquiry (the Period of Evangelization and Precatechumenate).  This period is for those interested in the Catholic faith to learn about the Church and its teachings, and pray about the decision to join the Church.

At the end of this time of education, introspection, and meditation, those still interested in joining the Church continue to the next stage, which is the Period of the Catechumenate, marked by the Rite of Acceptance into the Order of Catechumens for the unbaptized and the Rite of Welcoming the Candidates for the baptized.  Often these two rites can be combined when an RCIA class has Inquirers who are both baptized and unbaptized.

The Period of the Catechumenate is a lengthy period of learning and mediation.  This is the bulk of RCIA, during which the Candidates and Catechumens learn about the teachings of the Church and Christian living.  At the end of this period, the Candidates and Catechumens attend the Rite of Election (for the unbaptized) or the Rite of Calling the Candidates to Continuing Conversion (for the baptized).  These rites can be combined, as well.  At this ceremony, all those who are in RCIA, as well as their sponsors, join together to recognize their readiness to join the Church.

Next is the Period of Purification and Enlightenment, which usually corresponds with Lent.  The intent of this period is to draw closer to God through introspection.  During this time, the Candidates and Elect (formerly referred to as the Catechumen) also participate in the Sacrament of Reconciliation, preparing them for Holy Communion at Easter Vigil.

At Easter Vigil, the Candidates and Elect are brought into full Communion in the Church.

Following Easter is a period known as the Period of Post-Baptismal Catechesis or Mystagogy, during which those who have just taken the Sacraments of Initiation are able to continue their education, helping to give them a solid foundation on which to start their lives of faith.

Shattering (My) Pre-Conceived Notions

In reading the comments generated by my Carnival article when it was posted on En Tequila Es Verdad, I feel the need to write a follow-up article to clarify some of my points, and perhaps give commenters a better idea of my intentions with said article.

Let me begin by making something very clear: I'm a bit of a language snob. I shudder when I see poor, abused apostrophes (particularly on store signs or in movie titles), and roll my eyes at misuses of their, there, and/or they're. I am not claiming to be a perfect linguist by any means, but I do pride myself on having what I consider to be a good grasp of the English language.

That said, I should probably also make you aware of the fact that my article was less an assault on the changing English language constructs and more expressing my frustration at a failing education system. So in this follow-up article, I would like to explain that frustration with American education (or lack thereof) through the lens of English classes, since that seems to be what the administrators at my school do. (More on that later, though.)

At the school from which I recently resigned, I was told many things about how the school curriculum is run. I was warned that Honors classes are "watered down," and that a good portion of my time as a teacher of English would be spent helping my junior students prepare for their science standardized test in the spring. I was also told the curriculum for sophomore English students focused around taking and passing the English writing standardized test. And in the time left, teachers split their time between teaching literature and grammar and taking students to registrations, passing out report cards, and going to assemblies.

I expected the standardized tests. After all, how else can the government decide that a school is doing its job and worthy of receiving any kind of funding except to give every student, regardless of situation, the same test and compare the scores to some national average? I mean, that's the most objective way to evaluate humans, right? Particularly in such objective subject areas as English and social studies?

So teachers, expecting the standardized tests, realize how important the scores are to their jobs, office supplies, and curriculum materials, and not only take the time to explain the test process to their students, but perhaps give them practice tests in preparation, and devote time away from the general curriculum to ensure the students are well prepared to make the school look good, regardless of how the students are actually able to perform.

And as these teachers are spending their time preparing students for the standardized tests, the rest of the curriculum gets sort of lost in the shuffle, and students leave high school able to answer objective questions about reading comprehension, but are unable to tell the difference between their, there, and they're.

Of course, when approached by parents and community members, schools make sure that everyone knows that they do not actually teach to standardized tests, but teach their curriculum, and if it happens to include making sure students are prepared for the tests, well, there you have it.

I expected all this. I did not, however, expect the attitude toward Honors classes I encountered.

I was hired to level classes. That is, I was hired to help offset the overcrowding of some classes. I was fortunate enough (or so I thought at the beginning) to have a full load of Honors classes. And most of the students in my classes were not new to Honors classes. And yet, they were appalled when I told them they'd be expected to read novels outside of our regular reading assignments. In fact, some of the junior students frequently and sullenly informed me that even the AP classes didn't "do so much work." (My response: "Wow. Really? Can you imagine what my AP classes would be like, then?")

These students were encouraged to push themselves academically by enrolling in Honors classes, but once there, they weren't pushed.

I have to be honest with you: this perplexed me. In his piece, "Academia: Grade Inflation," Kaden says:

Now, not too long ago, straight-A students were part of the rare elite, the best-of-the-best valedictorians who seemed to know everything anyone could ever need to. This is because C was actually considered "average". It was the baseline, the starting point. A C was what you used to get when you did an okay job - something that every student should, with only a little effort, be able to achieve. B was above-average. They tried a little bit harder, they studied longer, but a B was a good grade. Bright students were B averages. An A was "exceeding expectations". "A" students went the extra mile. They aced most of the tests, they turned in all the homework, they were early to class every day. It took effort to get an A....

It makes sense to me. When I graduated high school, I was a B student, and I was in the top 20% of my graduating class. I was a good student. And yet, I didn't take Honors classes because I wasn't able to handle the workload on top of my extra-curricular activities. The teachers of those Honors classes expected their students to receive Cs and Bs in the class because the material was more advanced. That was the point of the classes.

At the end of May, one of my students came to me nearly devastated she had a B in my class. She asked me about extra credit. "I have to get an A," she said. Things have changed.

And perhaps it's that change that has been part of why Honors classes aren't what they used to be. With more students taking Honors classes, and higher grades being demanded by parents and students, perhaps teachers are compensating for the gap by meeting the students somewhere in the middle. I myself offered extra credit in my classes for struggling students. The final grades within one class period ranged from 56% to over 100%.

There is a contradiction, however, to the parents who demand more-than-excellence in their students' academic achievement. In his most recent post, Academia: Age of Intelligence, Kaden wrote:

How are we to be expected to value our education, our intelligence, if adults don't take us seriously? Sure, our teachers and principals expect us to learn and to thrive in an academic environment, and our parents certainly demand high performance, but when you are taken out of a strictly educational environment, we're just those damned skateboarders again.

I agree, Kaden. There is certainly a conflict between what is expected of students within the walls of a classroom, and what is expected of those same students once the bell rings in the afternoons.

And this, too, is one of the problems that arises in education. Just as I have students who are unable to separate the style of writing they use in their notes from formal paper style, some of my students were unable to separate what is expected of them inside the classroom from what is expected of them outside the school. As a result, many students decide they simply don't care about their academics. Why should they when, as Kaden points out, adults don't care about whether or not they're intelligent or successful?

Sadly, I don't know what to suggest to make changes in the education system. There are so many things that come to mind, and it seems that even if those things are somehow implemented into a good number of schools across the country, it is the mindset of Americans that really needs to be changed. Unfortunately, that's significantly harder to do unless we take notes from Vonnegut.

Of course, with the way the country is headed with watering down Honors classes, adjusting testing, grading, and classrooms to the lowest denominator and not offering anything higher for other students...perhaps we're not far off.