Though we want to encourage our younger children to enjoy writing by keeping our critique to a minimum, there comes a time when we must evaluate the writing of our upper level students. Though evaluating creative writing and narratives is highly subjective, by following the guidelines of what is commonly known as the "six traits of writing", you can effectively evaluate the content of your child’s writing assignments. Even if you find the writing uninteresting, you can still grade it objectively by using these guidelines. Also, if you find the topic and writing highly fascinating, you may be less objective, thus these guidelines will come in handy.
The following are the six evaluation guidelines. Your children can use these guidelines to evaluate their own writing, and you can use it to assign a grade to his or her writing. In order to turn this into a grade, you would want to assign a number from 1 – 5 to all the questions. Then, add up the points for a grade.
1. Ideas and Content
The reason for writing should be clear. Every paragraph should support the overall theme or thesis. Keep a tight reign upon stray ideas and rabbit trails.
Evaluation:
The reason for writing is clear. 1 2 3 4 5
The writer made an effort to learn important details that support the topic. 1 2 3 4 5
The message is focused and maintained throughout the paper. 1 2 3 4 5
The reader understands what the writer is trying to communicate. 1 2 3 4 5
2. Organization
The structure of the paper should be well thought out, each paragraph having a clear focus with a proper opening and closing. The paper should begin well and conclude well.
Evaluation:
The thesis or theme is presented in an interesting or clear manner. 1 2 3 4 5
Each paragraph supports the thesis. 1 2 3 4 5
The focus of each paragraph is clear. 1 2 3 4 5
Every sentence is useful to communicate the thesis or theme. 1 2 3 4 5
The paper is easy to follow. 1 2 3 4 5
The paper concludes decisively. 1 2 3 4 5
3. Voice
Voice is what gives writing its flavor. Max Lucado and C.S. Lewis are great examples of people who have a specific voice in their writing. You can actually hear them talking when you read. Your child will develop her voice if she writes a great deal. Some writers have an authoritative voice, some a friendly familiar voice, some a friendly distant voice, some humor or dry wit to their voice. Academic writing will have a professional third person voice.
Many beginning writers inadvertently switch persons throughout their stories, essays and narratives. It’s important that they learn to maintain the same voice throughout the written work.
Evaluation:
The voice used is appropriate to the genre of writing. 1 2 3 4 5
The voice and person used is consistent. 1 2 3 4 5
4. Sentence Fluency
Using the same sentence structure over and over again leads to a monotonous paper. Varying the sentences and sentence patterns will make the paper easier to read. A sentence pattern is defined as the placement of the subject and verb. The quick brown fox jumps over the fence. Over the fence, jumped the quick brown fox. Quick and brown was the fox that jumped over the fence.
Evaluation:
Sentences are clear and easy to read. 1 2 3 4 5
A variety of sentences (different beginnings, patterns and lengths) are used. 1 2 3 4 5
5. Word Choice
Very young writers are encouraged to use a lot of adjectives and adverbs and other descriptive words in order to communicate the idea more accurately. As a writer matures, the use of adjectives and adverbs should be replaced with stronger verbs and more precise adjectives used less often. A strong vocabulary will enhance their writing.
It’s common for writers to repeat words over and over (enjoy, enjoyed, enjoying, enjoyable) a thesaurus should be used to correct this problem.
Evaluation:
Strong verbs are used 1 2 3 4 5
Unique and interesting vocabulary words used 1 2 3 4 5
Words are not repetitious 1 2 3 4 5
6. Conventions
Conventions are spelling, punctuation, grammar, and paragraphing. Often, students struggle with paragraphing. They need to separate new ideas and thoughts with the paragraph. Each paragraph should conclude an idea and transition to the new idea. Proper use of conventions makes writing easy to read and follow.
Evaluation:
Grammar is used properly. 1 2 3 4 5
Spelling is on par with child’s abilities. 1 2 3 4 5
Paragraphs are used correctly. 1 2 3 4 5
Extra Credit
The beginning sentence or paragraph is a fascinating, attention grabbing hook for the reader. 1 2 3 4 5
The conclusion leaves the reader with a thought provoking question, a desire to act, or a valuable insight. 1 2 3 4 5
Thursday, July 24, 2008
Wednesday, July 23, 2008
What if My Child Hates Writing
It can be rather discouraging when a child simply dislikes writing. There could be one of many factors at work here. Let's explore some of the reasons a child may dislike writing and some solutions to address each of these factors.
The first factor is that perhaps your child doesn't like the physical mechanics of writing. Does he hold his pencil with an uncomfortable grip? Does he grip his pencil too hard and push too hard on the paper? Does he have improper letter formation that requires a lot more writing to form each letter? These things usually correct themselves, but not always. The best way to develop a love for writing is to require typing as a subject. My favorite typing programs are Mavis Beacon JUNIOR and Typing Instructor. My children were required to do their typing program every single day for a few months, and then only once in a while after that. They got even more practice after this as they wrote stories on the computer.
Some children don't dislike writing as much as they dislike having to pull creative thoughts out of their brains. I like what classical educators have to say about this: children need ideas put in their brains before they should be required to create new ideas. They should have knowledge imparted to them and asked to write only about what they know, not come up with new ideas. When they are older and have been exposed to great literature and a wealth of ideas about which they have formed a personal opinion, then they are ready to express themselves on paper.
Another reason your child might dislike writing is because you, being the very thorough and wonderful teacher that you are, took their writing assignments and noted all the errors in spelling and grammar. Every writing assignment became a poster of their weaknesses and failings. I have heard many homeschool moms say that they use their child's writing assignments to pick out spelling words, and teach proper grammar. This may be an economical use of their writing, but it is also a good way to discourage their love for writing. I often take my children's notebooks to conventions to show others. I had one mom tell me how pleased she was to see all the misspelled words in my daughter's notebook pages. My daughter was nine when she wrote those pages, spelling Mercury as "Murcury" and more. She is now fourteen and has developed a love and passion for writing - and scored post graduate level on her spelling! I never used her writing for spelling practice. She learned to spell using a spelling program. One note of concern here is that a child that has intensely poor spelling should not be asked to write until he has learned to spell the most common words in the English language. You do not want to reinforce poor spelling by having them copy it over and over. If the misspelled words are relegated to new or words not often used, that's another story.
Perhaps the most common reason a child doesn't like writing is because God did not design him to be a creative writer. This child prefers to solve problems (especially math problems). This child doesn't see the benefit of writing. It seems purposeless. Frankly, creative writing - writing to entertain - isn't necessary for every child. The only writing that is absolutely necessary for every child is academic writing. If the problems are not one of the above-mentioned issues, I would not force a child that has not been given a bent towards writing to do a lot of creative writing assignments. For younger students that dislike writing, I would require them to narrate constantly. Have them retell back in their own words whatever they read or have had read to them. This will go a long way towards good narrative writing. A child who can relate information clearly will find it easy to put those spoken words on paper. As he grows older, have him do just that. Put his short (or long) narratives on paper. In late middle school or high school require him to learn academic writing.
Creative writing is simply not for everyone. A child who dislikes writing can still make A's on writing assignments if he is taught how to organize his thoughts, and write a well thought out and organized sentence, paragraph and essay. This begins and ends with oral narrations, for even if your child becomes a mathematician, he will be required to explain his knowledge orally. Thus, in the early years, don't worry so much about writing - focus on his oration of thoughts.
As you may remember from an earlier post, my husband didn't care for writing growing up, but learned to write essays and now makes a living by writing perfectly constructed legal briefs and contracts as an attorney. A child that doesn't like writing could still make a great living that requires a lot of writing. It's the kind of writing that matters. Please understand that your nonwriter isn't failing at writing - he's simply expressing his unique God-given talents, preferences, gifts and abilities, which will all work together to usher him or her into God's special plan and purpose prepared in advance.
One more thing, I do not believe in forcing writing in early elementary school. Late elementary or middle school is when a child should begin writing. If the child has a natural inclination, by all means...cook the pie when it's ready! But don't force it before your child is ready, or he will be convinced that he is bad at writing. It would be like sticking a third grader in an algebra class. The child would be convinced he's not good at math, when he might be very gifted in math.
Until next time!
The first factor is that perhaps your child doesn't like the physical mechanics of writing. Does he hold his pencil with an uncomfortable grip? Does he grip his pencil too hard and push too hard on the paper? Does he have improper letter formation that requires a lot more writing to form each letter? These things usually correct themselves, but not always. The best way to develop a love for writing is to require typing as a subject. My favorite typing programs are Mavis Beacon JUNIOR and Typing Instructor. My children were required to do their typing program every single day for a few months, and then only once in a while after that. They got even more practice after this as they wrote stories on the computer.
Some children don't dislike writing as much as they dislike having to pull creative thoughts out of their brains. I like what classical educators have to say about this: children need ideas put in their brains before they should be required to create new ideas. They should have knowledge imparted to them and asked to write only about what they know, not come up with new ideas. When they are older and have been exposed to great literature and a wealth of ideas about which they have formed a personal opinion, then they are ready to express themselves on paper.
Another reason your child might dislike writing is because you, being the very thorough and wonderful teacher that you are, took their writing assignments and noted all the errors in spelling and grammar. Every writing assignment became a poster of their weaknesses and failings. I have heard many homeschool moms say that they use their child's writing assignments to pick out spelling words, and teach proper grammar. This may be an economical use of their writing, but it is also a good way to discourage their love for writing. I often take my children's notebooks to conventions to show others. I had one mom tell me how pleased she was to see all the misspelled words in my daughter's notebook pages. My daughter was nine when she wrote those pages, spelling Mercury as "Murcury" and more. She is now fourteen and has developed a love and passion for writing - and scored post graduate level on her spelling! I never used her writing for spelling practice. She learned to spell using a spelling program. One note of concern here is that a child that has intensely poor spelling should not be asked to write until he has learned to spell the most common words in the English language. You do not want to reinforce poor spelling by having them copy it over and over. If the misspelled words are relegated to new or words not often used, that's another story.
Perhaps the most common reason a child doesn't like writing is because God did not design him to be a creative writer. This child prefers to solve problems (especially math problems). This child doesn't see the benefit of writing. It seems purposeless. Frankly, creative writing - writing to entertain - isn't necessary for every child. The only writing that is absolutely necessary for every child is academic writing. If the problems are not one of the above-mentioned issues, I would not force a child that has not been given a bent towards writing to do a lot of creative writing assignments. For younger students that dislike writing, I would require them to narrate constantly. Have them retell back in their own words whatever they read or have had read to them. This will go a long way towards good narrative writing. A child who can relate information clearly will find it easy to put those spoken words on paper. As he grows older, have him do just that. Put his short (or long) narratives on paper. In late middle school or high school require him to learn academic writing.
Creative writing is simply not for everyone. A child who dislikes writing can still make A's on writing assignments if he is taught how to organize his thoughts, and write a well thought out and organized sentence, paragraph and essay. This begins and ends with oral narrations, for even if your child becomes a mathematician, he will be required to explain his knowledge orally. Thus, in the early years, don't worry so much about writing - focus on his oration of thoughts.
As you may remember from an earlier post, my husband didn't care for writing growing up, but learned to write essays and now makes a living by writing perfectly constructed legal briefs and contracts as an attorney. A child that doesn't like writing could still make a great living that requires a lot of writing. It's the kind of writing that matters. Please understand that your nonwriter isn't failing at writing - he's simply expressing his unique God-given talents, preferences, gifts and abilities, which will all work together to usher him or her into God's special plan and purpose prepared in advance.
One more thing, I do not believe in forcing writing in early elementary school. Late elementary or middle school is when a child should begin writing. If the child has a natural inclination, by all means...cook the pie when it's ready! But don't force it before your child is ready, or he will be convinced that he is bad at writing. It would be like sticking a third grader in an algebra class. The child would be convinced he's not good at math, when he might be very gifted in math.
Until next time!
Monday, July 21, 2008
Lesson Plans
In my experience, I have found that my homeschooling days are much more difficult if I do not produce lesson plans before the year begins. Ideally, I like to create lesson plans for one semester and then create more over Christmas for the next semester. This year, I'm going to create them for the entire year just in case I don't get around to doing it again over Christmas.
The reason lesson plans help me so greatly is because it reduces the stress of homeschooling. Each child is given their lesson book and each day they know exactly what to do. Certainly I could tell them each hour what to do - but that requires a lot of extra energy from me (asking what they have finished, thinking about what else we have on the list, listening to the sighs and groans when I tell them to work on this or that - it's exhuasting, really). If I put in the effort now, it makes the school year much less draining for me.
I used to put up a generalized check list and have them check the subject when it was done. This worked just fine for a few years. However, because of added responsibility in my life this year (I'm now a seminary student working on my Masters in Biblical Studies at Liberty Baptist University - YEE HAW!), I need the list to be more detailed. I will write down exactly what page they should do in math, which pages to read in science and every last detail of every assignment, attempting to coordinate this with extra curricular stuff as well. This will require a great deal of upfront work, but it will truly be helpful to me. Because I'll be waking up extra early to work on my own schoolwork, I will need all the energy I can to get through their school day. So, having a detailed schedule for each child empowers them to take responsibility over their schedule. My job will change from governer to facilitator. I can answer specific questions related to the subject and sit alongside while they go through their list.
I do highly recommend scheduling for the busy homeschooler. Even if you like to take days off here and there for fun and field activities, a schedule will really keep you more productive on the days when you are at home trying to churn out some schoolwork.
I like to take the schedules and have them bound into a book for the children to use. Often, however, I do change the schedule from time to time, so I have to reprint and rebind the book. It's worth the effort because it helps my children to become more independent.
I uploaded a sample page from each of the kinds of scheduling I do for the school year. If you would like to see them, click on the links below:
This is the generalized schedule. I must still be very involved with getting them going, telling them what book to read and which pages, etc. This schedule has the actual date on the schedule.
To see my more specific schedule (this is actually not totally complete as I haven't filled in every page and assignment, but you'll get a good idea). It does not have the date, but the day - we have to complete 180 days of school work, so I made a 180 day schedule. Days that we take off for field study will factored into the end of the schedule.
Specific Schedule
Sunday, July 20, 2008
Creative and Academic Writing
Most homeschool courses that address writing deal with writing stories, descriptions and other creative genres. The lessons attempt to pull the creative spark from the students, encouraging them to experiment with language, similes, metaphors and stylistic techniques for writing.
Having the ability to craft a more stylistic story is not necessary for success in college. However, having these tools can help a child when they are composing an essay for college. If the student is practiced in finding the perfect word, he will naturally use a more powerful or descriptive verb that eliminates the need for excessive description (a big no-no in essay writing).
So, using a creative or stylistic course isn't a bad thing. It can be a very good thing and, if the techniques stick, can be utilized in compositions. However, for the college bound child, the most important thing to teach them is to compose an organized essay in order to convey their knowledge. This does not negate the need for creative writing, but definitely puts it lower on the totem pole. Sadly, many teachers teach only creative writing to their students and send them off to college without the foggiest idea of what an essay really should be. That was me in college: I would pen heartfelt prose concerning noble ideas about the book when the teacher just wanted a concise essay that told them I actually read book.
If your child is more math/science oriented and hates writing, fear not! the organized essay using the Composition Code will make sense to him and he will succeed on all his writing exams, including the SAT, if he masters the formula. Mathy people love formulas. If they know writing is just a formula, they'll be happy.
For the creative writer: tame the beast! I can say that because that was me and I needed taming. I needed to learn to hang up the metaphors, put away the eloquence, and quit spewing my lofty theories and "beautiful prose" all over my academic essay. I needed to learn to organize my ideas into an outline form and just write down what I knew. It need not be dramatic, deep and full of creative style. A college professor just wants the facts. That's why those who are not creative writers get better grades on their college essays.
In an essay exam, I didn't need to say, "The longing in the soul of the most dreaded criminal is to be examined and explored with a compassion that might well up within us a desire to rescue him from his own self destructions."
Instead, I should write more plainly: "Most criminals experienced very difficult circumstances that instigated their life of crime. Examining these circumstances in the individual can help in the healing of their past wounds."
Do you see the difference?
In conclusion, my best advice is to teach the essay first. Then, try out some creative writing or stylistic curricula that will help the child use language more eloquently or help them write stories, or rewrite stories. But don't be discouraged if your child is not a creative writer (be careful if your child is a creative writer because creative writers have more difficulty with the organization of an essay). If your child does not like creative writing, that's totally fine. He only need to know the essay - the Composition Code - the formula for putting their knowledge into a collegiate composition. That's what must be taught, creative writing is like art history (helpful and wonderful and good for the soul, but not necessary.)
One last note: A child is not ready to even begin the quest of writing until they understand the construction of a sentence. Thus, grammar must be taught and understood before writing can be developed.
Another last note: Don't try to teach spelling and writing as the same subject. Forget spelling when you are teaching writing. Tell them how to spell things correctly. Spelling is a separate subject and the child should be allowed to focus on only one subject at a time, especially when the subject is as labor intensive as writing. During writing class, spelling should not get any notice or comment.
Until next time!
Having the ability to craft a more stylistic story is not necessary for success in college. However, having these tools can help a child when they are composing an essay for college. If the student is practiced in finding the perfect word, he will naturally use a more powerful or descriptive verb that eliminates the need for excessive description (a big no-no in essay writing).
So, using a creative or stylistic course isn't a bad thing. It can be a very good thing and, if the techniques stick, can be utilized in compositions. However, for the college bound child, the most important thing to teach them is to compose an organized essay in order to convey their knowledge. This does not negate the need for creative writing, but definitely puts it lower on the totem pole. Sadly, many teachers teach only creative writing to their students and send them off to college without the foggiest idea of what an essay really should be. That was me in college: I would pen heartfelt prose concerning noble ideas about the book when the teacher just wanted a concise essay that told them I actually read book.
If your child is more math/science oriented and hates writing, fear not! the organized essay using the Composition Code will make sense to him and he will succeed on all his writing exams, including the SAT, if he masters the formula. Mathy people love formulas. If they know writing is just a formula, they'll be happy.
For the creative writer: tame the beast! I can say that because that was me and I needed taming. I needed to learn to hang up the metaphors, put away the eloquence, and quit spewing my lofty theories and "beautiful prose" all over my academic essay. I needed to learn to organize my ideas into an outline form and just write down what I knew. It need not be dramatic, deep and full of creative style. A college professor just wants the facts. That's why those who are not creative writers get better grades on their college essays.
In an essay exam, I didn't need to say, "The longing in the soul of the most dreaded criminal is to be examined and explored with a compassion that might well up within us a desire to rescue him from his own self destructions."
Instead, I should write more plainly: "Most criminals experienced very difficult circumstances that instigated their life of crime. Examining these circumstances in the individual can help in the healing of their past wounds."
Do you see the difference?
In conclusion, my best advice is to teach the essay first. Then, try out some creative writing or stylistic curricula that will help the child use language more eloquently or help them write stories, or rewrite stories. But don't be discouraged if your child is not a creative writer (be careful if your child is a creative writer because creative writers have more difficulty with the organization of an essay). If your child does not like creative writing, that's totally fine. He only need to know the essay - the Composition Code - the formula for putting their knowledge into a collegiate composition. That's what must be taught, creative writing is like art history (helpful and wonderful and good for the soul, but not necessary.)
One last note: A child is not ready to even begin the quest of writing until they understand the construction of a sentence. Thus, grammar must be taught and understood before writing can be developed.
Another last note: Don't try to teach spelling and writing as the same subject. Forget spelling when you are teaching writing. Tell them how to spell things correctly. Spelling is a separate subject and the child should be allowed to focus on only one subject at a time, especially when the subject is as labor intensive as writing. During writing class, spelling should not get any notice or comment.
Until next time!
Friday, July 18, 2008
The Composition Code
Cracking the Composition Code
The Formula for Academic Writing
The Formula for Academic Writing
Academic Writing is simple, really. Almost too simple. You’ll be saying, “Why didn’t I think of that?” The composition code is simply a formula for academic writing. It’s not used in many other kinds of writing, though, as an attorney, my husband still uses the format loosely when writing legal briefs. After you read this, you may be saying...boring, boring, boring. Just remember the point of academic writing is not to entertain, but to prove your knowledge in an organized and concise manner. Yes, boring, but a producer of A's. In fact, essays using this code will be required on the SAT.
I will explain the formula using a simple five-paragraph essay. The same formula can be used for shorter or longer essays. That means that the five paragraph essay could become the five page essay, adding more details, paragraphs and content for each "point" you make in your essay. You'll understand more as you read on.
Generally, the idea is that in the first paragraph, you state your thesis, then briefly give three reasons (points) separated by commas, and end with a transition sentence that leads into the next paragraph. Each following paragraph will highlight one point, then conclude with a concluding paragraph.
To help you remember the formula, it will follow this acronym: OPT 1REST 2REST 3REST C.
First Paragraph
Opening Sentence: Your opening sentence will state your thesis and why. You will usually have the word "because" in this sentence.
Points: Tell what your reasons are; all your supporting reasons are stated simply in one sentence. Each reason will then be its own paragraph. Be certain to state the reasons in the order of the paragraphs.
Transition: Transition into the next portion of your essay, , which examines each of these reasons in detail.
First Paragraph
Opening Sentence: Your opening sentence will state your thesis and why. You will usually have the word "because" in this sentence.
Points: Tell what your reasons are; all your supporting reasons are stated simply in one sentence. Each reason will then be its own paragraph. Be certain to state the reasons in the order of the paragraphs.
Transition: Transition into the next portion of your essay, , which examines each of these reasons in detail.
Then you move into REST paragraphs. Each of the next three paragraphs begins with one of the reasons or points , followed by supporting evidence, and a transition.
1REST (1st Paragraph)
1st reason paragraph
Reason restated in different words:
Evidence supporting reason
Summary supporting opening thesis
Transition
2REST
2nd reason paragraph
Reason restated in different words:
Evidence supporting reason
Summary supporting opening thesis
Transition
2nd reason paragraph
Reason restated in different words:
Evidence supporting reason
Summary supporting opening thesis
Transition
3REST
3rd reason paragraph
Reason restated in different words
Evidence supporting reason
Summary supporting opening thesis
Transition
C - Conclusion
Conclusions are tricky. Some professionals say, “Don’t summarize.” Others say, “You must summarize.” Some say, “End with a thought provoking idea concerning your conclusions.” Others say, “Don’t submit any new ideas.” I believe briefly summarizing in different words and restating your thesis is a safe way to conclude. It’s also fine to end with a thought provoking idea, or question, as long as it is relevant and truly works with the essay.
Here are some ideas for your conclusion:
· Give a brief summary of the paper's main points using different words.
· Ask a challenging question.
· Use a relevant quotation.
· Compel them to act upon the information.
· Give a warning.
· Compare to other situations.
Here are some things you should avoid:
· Ending with a summary that sounds like your first paragraph
· Introducing a new idea or subtopic—unless it’s interesting, very relevant or thought provoking.
· Bringing up a minor point in the essay.
· Apologizing or making a disclaimer, such as, “I may not be an expert”
On essay test questions, there is usually a correct answer that was taught during the course. You will need to know the correct answer based on what was taught in class. Your numbered reasons will be limited to these answers, not your opinion. It's of utmost importance that you do not add to the reasons your teacher taught you in class. The professor is only interested in seeing that you know the correct answer. You conclusion can interject opinion, but should not stray from the main focus of the course.
Is this all there is to academic composition? No, this is simply the basic formula, the very beginning. Writing an excellent composition requires good organization of thought, minimizing words, using powerful verbs instead of adjectives (creative writing likes adjectives), removing qualifiers, using active voice, rewriting nominalized verbs, removing perfect tense verbs and knowing the particulars of style.
Many Universities have writing labs and instruction on the Internet. This website has many listed. http://owl.english.purdue.edu/internet/owls/writing-labs.html
Many Universities have writing labs and instruction on the Internet. This website has many listed. http://owl.english.purdue.edu/internet/owls/writing-labs.html
I am toying with the idea of creating a simple eBook that you can give to your kids to learn the essay formula. It wouldn't be too hard for me to do; it would just take a little extra time - AND I NEED TO FINISH MY LESSON PLANS FOR THE FALL!!!!
Thursday, July 17, 2008
Academic Writing vs. Creative Writing
One kind of writing – academic writing – is rigid, procedural, purposed purely to convey knowledge, data and information. It’s orderly, organized and follows a formula. It is necessary. It can be dull. Anyone can master it. Everyone should master it.
The other kind of writing – creative writing – is inspired, artistic and entertains with word pictures, concepts and deep meaning. It is enjoyable to read. It touches us while teaching us. It’s an art form. It’s not necessary to learn, but a joy to those who do.
Academic writing will earn you A’s, creative writing may get you published. Academic writing must be taught, but rarely is; creative writing is optional, but is almost always the focus of writing curricula.
Creative writing focuses on story telling, recounting personal experiences, authoring fiction, poetry, using style, voice and techniques for making writing entertaining, smart, and packed with panache. Most curricula on the market seek to encourage this kind of creativity and style in our students, drawing out the reluctant writer, cultivating a future author, columnist, reporter, and novelist, someone who is confident and comfortable with the pen. The truth? We really do want to produce fabulous writers of our children. Thus, the kind of writing we encourage and value is creative, expressive writing. We even endorse the use of creative writing with the all-important essay. Herein lies the professor problem. College professors just want the facts, not the flair.
Thinking back on my own college experience, I’m embarrassed at my impudence. How pompous I must have been to think my college professor would enjoy reading my extraneous ideas and insights. I used my college essays as a platform to express my opinions and deeper philosophies in lengthy poetic prose. I was a creative writer: an artistic, loquacious, verbose wordsmith. How dull it must have been for my professors, laboring through more than 300 papers, seeking to find out which students learned the material and which didn’t. My stylistic passages were not joy, but drudgery. Because of the volume of papers that must be read, professors prefer clear, concise compositions that convey that the material has been understood – academic writing.
Creative writing may indeed get you published. But it’s truly not the kind of writing we must learn. In academia, it is superfluous. To do well in school, we must learn academic writing. This is the kind of writing upon which we should focus our children’s writing instruction.
Although all writing should be concise and clearly communicate an idea or point, academic writing must eliminate all literary lavishness. Style is eliminated, voice is barely noticeable, and structure prevails. Sadly, words like “sadly” must go. Academic writing adheres to a rigorous code that leaves no room for extraneous or entertaining ideas. Academic writing is what your college professor wants when he asks you to write an essay. Academic writing is what the SAT requires. If you teach no other form of writing, academic writing – which is far easier than creative writing – should be taught.
So, if academic writing is more important than creative writing for scholastic success, why is everyone teaching creative writing? I believe it’s because we want our children to acquire skill, confidence and enjoy writing. That’s not a bad thing. It’s a great thing. We want to grow writers! There is not one thing wrong with that. However, we must remember that in addition to teaching the fundamentals of style, eloquence and technique that gives boldness to writing, we should also teach the separate subject of academic writing. This kind of writing will enable them to get through college with ease and success. Sure, they can write for the college magazine or start their own newsletter filling up pages with their thoughts, opinions and feelings. However, if you only have time to teach one kind of writing—academic writing will ultimately give the child more confidence. There’s no better feeling than checking the board for your grade and seeing an A.
There is actually a formula for academic writing. It’s uncomplicated, and once learned, it will be used in every essay whether it’s for art history or economics. When I struggled through the college essay, I didn’t even know there was a formula! My husband, on the other hand, was taught the formula in high school and sailed through college and law school, graduating with honors, with virtually no creative writing skills of which to speak. He recently revealed this secret formula to me. I call it The Composition Code. It’s my plan to circulate this secret in the homeschool community so we can take the world by storm – or at least help our children improve their college essays. In the near future, I will unveil the formula for successful essays in academic writing. Stay tuned!
The other kind of writing – creative writing – is inspired, artistic and entertains with word pictures, concepts and deep meaning. It is enjoyable to read. It touches us while teaching us. It’s an art form. It’s not necessary to learn, but a joy to those who do.
Academic writing will earn you A’s, creative writing may get you published. Academic writing must be taught, but rarely is; creative writing is optional, but is almost always the focus of writing curricula.
Creative writing focuses on story telling, recounting personal experiences, authoring fiction, poetry, using style, voice and techniques for making writing entertaining, smart, and packed with panache. Most curricula on the market seek to encourage this kind of creativity and style in our students, drawing out the reluctant writer, cultivating a future author, columnist, reporter, and novelist, someone who is confident and comfortable with the pen. The truth? We really do want to produce fabulous writers of our children. Thus, the kind of writing we encourage and value is creative, expressive writing. We even endorse the use of creative writing with the all-important essay. Herein lies the professor problem. College professors just want the facts, not the flair.
Thinking back on my own college experience, I’m embarrassed at my impudence. How pompous I must have been to think my college professor would enjoy reading my extraneous ideas and insights. I used my college essays as a platform to express my opinions and deeper philosophies in lengthy poetic prose. I was a creative writer: an artistic, loquacious, verbose wordsmith. How dull it must have been for my professors, laboring through more than 300 papers, seeking to find out which students learned the material and which didn’t. My stylistic passages were not joy, but drudgery. Because of the volume of papers that must be read, professors prefer clear, concise compositions that convey that the material has been understood – academic writing.
Creative writing may indeed get you published. But it’s truly not the kind of writing we must learn. In academia, it is superfluous. To do well in school, we must learn academic writing. This is the kind of writing upon which we should focus our children’s writing instruction.
Although all writing should be concise and clearly communicate an idea or point, academic writing must eliminate all literary lavishness. Style is eliminated, voice is barely noticeable, and structure prevails. Sadly, words like “sadly” must go. Academic writing adheres to a rigorous code that leaves no room for extraneous or entertaining ideas. Academic writing is what your college professor wants when he asks you to write an essay. Academic writing is what the SAT requires. If you teach no other form of writing, academic writing – which is far easier than creative writing – should be taught.
So, if academic writing is more important than creative writing for scholastic success, why is everyone teaching creative writing? I believe it’s because we want our children to acquire skill, confidence and enjoy writing. That’s not a bad thing. It’s a great thing. We want to grow writers! There is not one thing wrong with that. However, we must remember that in addition to teaching the fundamentals of style, eloquence and technique that gives boldness to writing, we should also teach the separate subject of academic writing. This kind of writing will enable them to get through college with ease and success. Sure, they can write for the college magazine or start their own newsletter filling up pages with their thoughts, opinions and feelings. However, if you only have time to teach one kind of writing—academic writing will ultimately give the child more confidence. There’s no better feeling than checking the board for your grade and seeing an A.
There is actually a formula for academic writing. It’s uncomplicated, and once learned, it will be used in every essay whether it’s for art history or economics. When I struggled through the college essay, I didn’t even know there was a formula! My husband, on the other hand, was taught the formula in high school and sailed through college and law school, graduating with honors, with virtually no creative writing skills of which to speak. He recently revealed this secret formula to me. I call it The Composition Code. It’s my plan to circulate this secret in the homeschool community so we can take the world by storm – or at least help our children improve their college essays. In the near future, I will unveil the formula for successful essays in academic writing. Stay tuned!
Wednesday, July 16, 2008
The Teaching of Writing - Truth Exposed!
Practically every college professor complains about the dramatic decline in writing skills of college students. “If you teach them nothing else, please,” they implore, “teach them to write!”
Writing, the pedagogy of writing (Pedagogy is such a fun, high-brow word, isn’t it?) has been somewhat of a fixation of mine. You see, ever since I learned that my husband - who doesn’t have a writer’s heart – made straight A’s on all his college essays, while I – a passionate writer – didn’t enjoy such an experience, I’ve wondered about this thing called writing.
Though I’ve always considered myself a writer, most of my teachers and professors didn’t view the methodical eloquence, the originality and style of my literary expositions as worthy of the high marks my husband received. However, one teacher in particular did give me excellent scores in writing. She loved, even published, my writing. That was my creative writing teacher. Yes, the student anthology was filled with my poems, my prose, my stories, my thoughts. My college experience was highlighted by exciting writing opportunities, including the student newspaper and the monthly magazine.
Why was it that I excelled when I wrote in one sector, but that same excellence didn’t translate to my college essay exams and papers? I later learned that I didn’t understand something very foundational about writing. In fact, I believe many people have missed this key concept, which could be the secret to success in scholastic writing.
So what is this big secret; what is this mystery that in my case spelled doom for my college essay, yet got me published hither and thither? It is this: There are two separate subjects in school, both called writing! How confusing is that? In essence, there are two kinds of writing. They should be taught as separate subjects. They produce two totally different kinds of written works. Yes, two kinds of writing, and rarely will the twain meet.
Over the course of this week, I hope to explore this on my blog. I will explain the two kinds of writing and how we, as educators, might approach writing instruction with our students.
Writing, the pedagogy of writing (Pedagogy is such a fun, high-brow word, isn’t it?) has been somewhat of a fixation of mine. You see, ever since I learned that my husband - who doesn’t have a writer’s heart – made straight A’s on all his college essays, while I – a passionate writer – didn’t enjoy such an experience, I’ve wondered about this thing called writing.
Though I’ve always considered myself a writer, most of my teachers and professors didn’t view the methodical eloquence, the originality and style of my literary expositions as worthy of the high marks my husband received. However, one teacher in particular did give me excellent scores in writing. She loved, even published, my writing. That was my creative writing teacher. Yes, the student anthology was filled with my poems, my prose, my stories, my thoughts. My college experience was highlighted by exciting writing opportunities, including the student newspaper and the monthly magazine.
Why was it that I excelled when I wrote in one sector, but that same excellence didn’t translate to my college essay exams and papers? I later learned that I didn’t understand something very foundational about writing. In fact, I believe many people have missed this key concept, which could be the secret to success in scholastic writing.
So what is this big secret; what is this mystery that in my case spelled doom for my college essay, yet got me published hither and thither? It is this: There are two separate subjects in school, both called writing! How confusing is that? In essence, there are two kinds of writing. They should be taught as separate subjects. They produce two totally different kinds of written works. Yes, two kinds of writing, and rarely will the twain meet.
Over the course of this week, I hope to explore this on my blog. I will explain the two kinds of writing and how we, as educators, might approach writing instruction with our students.
Monday, July 14, 2008
I recently ran into a sweet, godly homeschooling mother. She hesitantly shared with me that she may not be homeschooling her oldest through high school, but was considering a private school. I could tell she was nervous to tell me that, but I reassured her that I didn't judge her decision; after all, if God guides you to put your child in school - He has a reason for it. This caused her to stop and ponder. She admitted that she wasn't sure if God was guiding her to do it. Her reasons for doing it had more to do with fear, confusion, feelings of inadequacy and relationship concerns.
I encouraged her to wait for the Lord's peace, to seek Him and be led by Him - He may very well guide her to put her child in school. Yet, if it were not God's perfect will - she didn't want to walk that path. Anytime we make decisions based on fear of failure, fear of inadequacy or based on our emotions, rather than a strong peace from God - we may be falling onto a trail that is dark and much more difficult to traverse - and it often leads us where we didn't want to go.
It's hard to find true peace and joy when we are not following the narrow path marked out for our family. That narrow path may include putting your children in school - but it may not. The key is to find out - not by human reason, but through the leadership of the Holy Spirit (Who leads with confidence and peace).
When we experience trials and tribulations in our marriage, we don't consider it a sign that we need to get a divorce. When we experience trials and tribulations in our homeschooling, it's not a sign that we need to put our children in school. It is an opportunity to watch our very big God overcome and give us a victory in all of our seemingly impossible situations. When we enter rocky terrain, it's not time to turn back - it's time to call upon He who will remove the rocks from our path or give us supernatural strength to climb over them.
God is able to overcome all the struggles, trials, temptations and relationship problems we face. Prayer works, especially when it's coupled with faith that God will most certainly come to our rescue and an expectation that He cares and will certainly show up in a powerful way. In the same way we are certain the sun will rise, we should expect God to rescue us from the deep waters that threaten to drown us. That's faith: knowing that God is coming to our aid.
To quit homeschooling because of turbulence is to give up. This gives the enemy a victory - for we have not been given a spirit of fear (that's from the evil one). If he can gain ground in your life by achieving the victory of making you disregard the thing which God has called you to do, he has achieved a victory. It is the enemies plan to continue to gain ground in your family life. We must learn to fight the battle with the weapons God has provided for our warfare - the Word of God, which is all Truth.
I think there is only one valid reason to quit homeschooling. That is: you feel a strong peaceful leading from the Lord that you should not homeschool anymore. You know that you know - not because it seems the only solution to problems. God has a perfect course for your family, and He longs to direct your steps. Maybe you aren't sure why you feel such a peace about it, but you just feel strongly led in that direction. In that case, you would be wrong to homeschool.
In my next post, I will list the many reasons people use to quit homeschooling, and solutions to those reasons.
I encouraged her to wait for the Lord's peace, to seek Him and be led by Him - He may very well guide her to put her child in school. Yet, if it were not God's perfect will - she didn't want to walk that path. Anytime we make decisions based on fear of failure, fear of inadequacy or based on our emotions, rather than a strong peace from God - we may be falling onto a trail that is dark and much more difficult to traverse - and it often leads us where we didn't want to go.
It's hard to find true peace and joy when we are not following the narrow path marked out for our family. That narrow path may include putting your children in school - but it may not. The key is to find out - not by human reason, but through the leadership of the Holy Spirit (Who leads with confidence and peace).
When we experience trials and tribulations in our marriage, we don't consider it a sign that we need to get a divorce. When we experience trials and tribulations in our homeschooling, it's not a sign that we need to put our children in school. It is an opportunity to watch our very big God overcome and give us a victory in all of our seemingly impossible situations. When we enter rocky terrain, it's not time to turn back - it's time to call upon He who will remove the rocks from our path or give us supernatural strength to climb over them.
God is able to overcome all the struggles, trials, temptations and relationship problems we face. Prayer works, especially when it's coupled with faith that God will most certainly come to our rescue and an expectation that He cares and will certainly show up in a powerful way. In the same way we are certain the sun will rise, we should expect God to rescue us from the deep waters that threaten to drown us. That's faith: knowing that God is coming to our aid.
To quit homeschooling because of turbulence is to give up. This gives the enemy a victory - for we have not been given a spirit of fear (that's from the evil one). If he can gain ground in your life by achieving the victory of making you disregard the thing which God has called you to do, he has achieved a victory. It is the enemies plan to continue to gain ground in your family life. We must learn to fight the battle with the weapons God has provided for our warfare - the Word of God, which is all Truth.
I think there is only one valid reason to quit homeschooling. That is: you feel a strong peaceful leading from the Lord that you should not homeschool anymore. You know that you know - not because it seems the only solution to problems. God has a perfect course for your family, and He longs to direct your steps. Maybe you aren't sure why you feel such a peace about it, but you just feel strongly led in that direction. In that case, you would be wrong to homeschool.
In my next post, I will list the many reasons people use to quit homeschooling, and solutions to those reasons.
Thursday, July 10, 2008
My Newsletter
My last newsletter focusing on Bible, Character Building and Devotions went out last month. I asked my readers to let me know if they would rather have my next newsletter theme cover Entrepreneurs or Math. I received an equal number of requests for both, so I've decided to cover both topics - after all, math and making money kind of go together.
So, over the next few months, look for my newsletter in your inbox. I will have articles, reviews of math curricula, tips for teaching math and lots of spiritual encouragement as well as information on how to teach our kids to be entreprenuers. I may also branch out into ways mom can make money from home. We'll see...
If you haven't signed up, you can do so by adding your email address to the sign up box on the right column of this blog, or going to my website.
So, over the next few months, look for my newsletter in your inbox. I will have articles, reviews of math curricula, tips for teaching math and lots of spiritual encouragement as well as information on how to teach our kids to be entreprenuers. I may also branch out into ways mom can make money from home. We'll see...
If you haven't signed up, you can do so by adding your email address to the sign up box on the right column of this blog, or going to my website.
Tuesday, July 8, 2008
Connecting with God Part 3
I want to touch on worship and praise again because I used to struggle so much with this and felt there might be some of you that struggle with this as well.
Worship and praise of the Lord is not just a blessing for God, it's a powerful gift that God has given to us. I believe it is supernatural somehow. We see this in Scripture, the army of the Lord was able to defeat an enormous foe simply by sending out the worship team ahead of the soldiers.
It may be that praise and worship defeats the enemy over our lives. It may also be that praise and worship unleashes the angels of God to minister to our souls. Maybe it unleashes the Spirit of God to work in our hearts, removing our "baggage" and all the things that hinder us from really communing with the Lord. Maybe it just puts our spirits in the right frame of mind, so to speak. I don't know what it is - but, truly, it is amazing how spending time in worship - maybe the whole time - transforms your quiet times into what your soul really needs.
I know that in my own experience that if I come to my quiet time with worry, anxiousness or an unsettled feeling in my heart, longing for the peace that only God can give - I'm at a loss until I have truly spent time in praise and worship. When I'm especially down, I spend most of my quiet time reading the Psalms aloud.
Psalm 145 is greatly encouraging. If need be, I will read on until the end of the book of Psalms - outloud. If I still have not entered into that worshipful spirit in my heart, then I'll flip through the Psalms and begin to pour out my soul with the lamenting Psalms - you know, the "Save me!" Psalms. Inevitably, through calling out to God, using the very words of King David, I find rest for my soul. Then, and only then, can I be still before Him in my quiet time.
Sometimes, the worship and praise took so long that it is all the time I had. HOwever, if I finally received the peace in my heart that was missing, it was productive: I connected with God.
Othertimes, there is more that I need to pray, sort out and work through. Sometimes, God really has a lot He wants to reveal to me in His Word and in my spirit. Eitherway, until my soul has been quieted and stilled through worship, I can't really pray in faith and "in the Spirit" where I'm receiving direction from the Holy Spirit about how to pray, and inspiration and answers from Him.
Now, there are many times that I come to my quiet time with an attitude of worship and I don't need the help of the Psalms - I can almost write my own Psalms as I praise Him with all my heart. Those times are especially wonderful as I am instantly connecting with the Lord in my spirit.
I hope this has helped you see how praise and worship of the Lord is so vital. God is so good to offer us this blessing, the blessing of praising His glorious Name. Praising Him accomplishes His purposes in our hearts.
Worship and praise of the Lord is not just a blessing for God, it's a powerful gift that God has given to us. I believe it is supernatural somehow. We see this in Scripture, the army of the Lord was able to defeat an enormous foe simply by sending out the worship team ahead of the soldiers.
It may be that praise and worship defeats the enemy over our lives. It may also be that praise and worship unleashes the angels of God to minister to our souls. Maybe it unleashes the Spirit of God to work in our hearts, removing our "baggage" and all the things that hinder us from really communing with the Lord. Maybe it just puts our spirits in the right frame of mind, so to speak. I don't know what it is - but, truly, it is amazing how spending time in worship - maybe the whole time - transforms your quiet times into what your soul really needs.
I know that in my own experience that if I come to my quiet time with worry, anxiousness or an unsettled feeling in my heart, longing for the peace that only God can give - I'm at a loss until I have truly spent time in praise and worship. When I'm especially down, I spend most of my quiet time reading the Psalms aloud.
Psalm 145 is greatly encouraging. If need be, I will read on until the end of the book of Psalms - outloud. If I still have not entered into that worshipful spirit in my heart, then I'll flip through the Psalms and begin to pour out my soul with the lamenting Psalms - you know, the "Save me!" Psalms. Inevitably, through calling out to God, using the very words of King David, I find rest for my soul. Then, and only then, can I be still before Him in my quiet time.
Sometimes, the worship and praise took so long that it is all the time I had. HOwever, if I finally received the peace in my heart that was missing, it was productive: I connected with God.
Othertimes, there is more that I need to pray, sort out and work through. Sometimes, God really has a lot He wants to reveal to me in His Word and in my spirit. Eitherway, until my soul has been quieted and stilled through worship, I can't really pray in faith and "in the Spirit" where I'm receiving direction from the Holy Spirit about how to pray, and inspiration and answers from Him.
Now, there are many times that I come to my quiet time with an attitude of worship and I don't need the help of the Psalms - I can almost write my own Psalms as I praise Him with all my heart. Those times are especially wonderful as I am instantly connecting with the Lord in my spirit.
I hope this has helped you see how praise and worship of the Lord is so vital. God is so good to offer us this blessing, the blessing of praising His glorious Name. Praising Him accomplishes His purposes in our hearts.
Sunday, July 6, 2008
Connecting with God Part 2
Once you've found that special place to "escape" for a half hour or more, it's time to enter into the presence of the Lord and fellowship with Him. It often seems difficult to move from the hustle and bustle of a day with kids to the peaceful heart that is still before God.
The first thing I do is put in my earphones and listen to sweet, soft, soul soothing instrumental worship. My most recent purchase was the album called Quiet Moments of Instrumental Worship by David Bauer. It's very nice. I have some others, but so far, this is my favorite. The music is soothing, not intrusive. You don't think about the music, you can just be alone with your own thoughts with the music sort of calming you down as you begin to pray.
The next thing I do is open my prayer journal and begin to write out praise and worship to the Lord, sometimes praying it out loud as I write.
These two things are vital if I am to have a truly renewing quiet time. The journal and the worship are, without a doubt, indispensable.
When I write out my prayers, I can stay focused on them longer than if I pray without writing. It takes me longer to write out, "You are Holy; You are worthy of praise. Thank you, LORD, for all you have done in my life," than to just say it. Writing my prayers slows me down, slows my mind down and keeps my focus on what I am praying. It also gives me time to really ponder and consider what I am praying, to allow it to penetrate my heart and for me to still my own hurried mind. Otherwise, I'll prattle on for a little while and then start thinking about what I am going to make for dinner or when I'm going to get to Costco. Then, I'll never enter into that place of worship, fellowship and revival with God.
Beginning my prayer time with worship is the Biblical model that Jesus gave us in the Lord's prayer. I have found that if I miss this step, my quiet time isn't as rich. I will praise Him on and on and I won't stop until I really feel more peaceful and ready to begin confession and supplication.
If, when I'm trying to settle my heart down, undone responsibilities or tasks pop into my mind, I write them down on a separate piece of paper - with full assurance that I will get to it later. I don't have to focus on what I've failed to do. I just write it down, promise to take care of it, and put it aside and out of my mind. The act of writing it down seems to help ease my mind that it will be taken care of and I don't have to keep reminding myself of it. Putting it out of my mind is important because all those to do lists can interfere with my being able to connect with the Lord.
I hope this is helpful to those of you who are looking for a more rewarding quiet time. It really has been a blessing for me.
Until next time!
The first thing I do is put in my earphones and listen to sweet, soft, soul soothing instrumental worship. My most recent purchase was the album called Quiet Moments of Instrumental Worship by David Bauer. It's very nice. I have some others, but so far, this is my favorite. The music is soothing, not intrusive. You don't think about the music, you can just be alone with your own thoughts with the music sort of calming you down as you begin to pray.
The next thing I do is open my prayer journal and begin to write out praise and worship to the Lord, sometimes praying it out loud as I write.
These two things are vital if I am to have a truly renewing quiet time. The journal and the worship are, without a doubt, indispensable.
When I write out my prayers, I can stay focused on them longer than if I pray without writing. It takes me longer to write out, "You are Holy; You are worthy of praise. Thank you, LORD, for all you have done in my life," than to just say it. Writing my prayers slows me down, slows my mind down and keeps my focus on what I am praying. It also gives me time to really ponder and consider what I am praying, to allow it to penetrate my heart and for me to still my own hurried mind. Otherwise, I'll prattle on for a little while and then start thinking about what I am going to make for dinner or when I'm going to get to Costco. Then, I'll never enter into that place of worship, fellowship and revival with God.
Beginning my prayer time with worship is the Biblical model that Jesus gave us in the Lord's prayer. I have found that if I miss this step, my quiet time isn't as rich. I will praise Him on and on and I won't stop until I really feel more peaceful and ready to begin confession and supplication.
If, when I'm trying to settle my heart down, undone responsibilities or tasks pop into my mind, I write them down on a separate piece of paper - with full assurance that I will get to it later. I don't have to focus on what I've failed to do. I just write it down, promise to take care of it, and put it aside and out of my mind. The act of writing it down seems to help ease my mind that it will be taken care of and I don't have to keep reminding myself of it. Putting it out of my mind is important because all those to do lists can interfere with my being able to connect with the Lord.
I hope this is helpful to those of you who are looking for a more rewarding quiet time. It really has been a blessing for me.
Until next time!
Tuesday, July 1, 2008
Connecting with God
How do we, as busy moms, connect with the Lord? How do we nurture our walk with God in the midst of such activity?
When Jesus needed to connect with God, he escaped to a lonely place. This is hard to do unless we are willing to awaken an hour or more before our family does. I'm not going to pretend this is an easy thing. It's not. But it is so rewarding. If you, however, can't get up before your family - you aren't a morning person - don't beat yourself up. There are other ways and times throughout the day to enter into the presence of the Lord. I've discovered that I can experience a wonderful renewal and time with God during the day, when the entire family is awake and active.
First, I need to have a quiet place that I can go. My back patio is just such a place for me. It used to be my bedroom; but now that the weather is so wonderful, outdoors is my new prayer closet.
Second, the children need to understand the importance of what I'm doing. They need to know I'm spending time with the Lord and no interruptions are allowed, unless there is blood or fire, or a head injury. Third, I give the children a list of things they must do during this time. Usually, they must read several chapters in a book and sort the clothes. Sorting the clothes can sometimes result in head injuries; so use discernment here.
With these things in place - a quiet place and quiet, busy children - I can enter into that special time with the Lord that my soul craves.
In my next post, I will explain how I still my anxious heart, my worries, my busy mind and my endless mental list of things to do so that I can genuinely pray and listen to the still, small voice of the Holy Spirit.
When Jesus needed to connect with God, he escaped to a lonely place. This is hard to do unless we are willing to awaken an hour or more before our family does. I'm not going to pretend this is an easy thing. It's not. But it is so rewarding. If you, however, can't get up before your family - you aren't a morning person - don't beat yourself up. There are other ways and times throughout the day to enter into the presence of the Lord. I've discovered that I can experience a wonderful renewal and time with God during the day, when the entire family is awake and active.
First, I need to have a quiet place that I can go. My back patio is just such a place for me. It used to be my bedroom; but now that the weather is so wonderful, outdoors is my new prayer closet.
Second, the children need to understand the importance of what I'm doing. They need to know I'm spending time with the Lord and no interruptions are allowed, unless there is blood or fire, or a head injury. Third, I give the children a list of things they must do during this time. Usually, they must read several chapters in a book and sort the clothes. Sorting the clothes can sometimes result in head injuries; so use discernment here.
With these things in place - a quiet place and quiet, busy children - I can enter into that special time with the Lord that my soul craves.
In my next post, I will explain how I still my anxious heart, my worries, my busy mind and my endless mental list of things to do so that I can genuinely pray and listen to the still, small voice of the Holy Spirit.
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