On the teaching of writing

I sat down over the weekend to draft some notes for the writing class I’m teaching for Concord-Carlisle Adult and Community Education, which began last night. “I’ve taught writing here off and on for the past ten years,” I scribbled as I began working on an introduction.

Then I paused. Ten years? Was that right? I thought back and remembered the circumstances of my life when I started teaching: I had recently started a new job in Cambridge, which made it possible to commute to Concord in time for the class, and I was married but with no children.

Come to think of it, that was 1994.

I’ve been teaching this class for nearly 20 years? I mused. That didn’t sound right either. I didn’t start writing for the Boston Globe until 2005. I didn’t even write for the Concord Academy Magazine or any of my smaller clients until after 2000. In 1994, I wasn’t published anywhere but the Carlisle Mosquito. 

So what possibly gave me the idea to teach a writing class?

But the more I thought about it, the more the answer seemed obvious to me, just as it must have back then when I had the temerity to apply for a job as a writing instructor even though I wasn’t really much of a published writer.

I taught it because it was something I enjoyed.

In the almost twenty years since, my writing career has become fleshed out, even if I’m still not exactly on the short list for a Pulitzer Prize. I’ve become a weekly arts columnist and regular feature writer for the Globe; I contribute four alumni profiles per issue of the Concord Academy Magazine; I wrote the lead feature for the inaugural issue of a regional magazine called NorthBridge.

And yet the class I teach isn’t really about how to write for magazines and newspapers; even if it were, I’m not sure I’d have all that much insight to offer. The class is about writing just for the love of writing, and as I remembered the twenty-something-year-old me who taught that first session, I wonder if I’m any more qualified now than I was then. I’m no expert on writing, but I’m good at making it fun, because I have so much fun with it myself. People return to my class not because they receive such insightful critique from me but because every week we all have fun getting together to write.

Looking back, I think what actually gave me the temerity to teach writing when I was an unpublished, nonprofessional writer was something poet Natalie Goldberg says: If you want to get good at something, teach it.

Her words remind me of the maxim that medical students use regarding new procedures: Watch it once; do it once; teach it once. We learn through doing, but perhaps we also learn through leading.

I’m no expert on writing. I’m just an avid practitioner. If that’s enough to motivate the people who come to my class, then I’ve offered them the best I can give. Even though I have more publishing credits now than twenty years ago, I may not have much more wisdom to impart. I just really like writing, as much now as I did back then. And if all I can do is communicate that passion, it still somehow seems to be enough.

Biking to school

Two weeks into the school year, Tim has fallen into a very satisfying routine of riding his bike to school. Fifth grade is the first year the kids are, as I like to say, “released on their own recognizance.” In the earlier grades they have to be either on a bus or met by an adult at the end of the day; starting in fifth grade they simply walk out the door once class is dismissed. Tim likes to ride his bike the short distance into the town center, pick up a snack at Ferns Country Store using his new Ferns charge card -- which he has to earn the money to refill -- and then settle in at the library to start his homework and, though I might wish it otherwise, play a computer game or two.

I love this routine because it gives him such a sense of independence, and that’s one thing about Carlisle that has not changed since I was his age thirty years ago. In such a small town, there are so few ways for kids to develop their independence in the way city kids do, by going places on their own or making any plans at all that don’t involve adults. Back in the 1970s, when I was in fifth grade, the middle schoolers queueing up after school at the country store – which had a different name then, and no charge cards – was a daily tradition, and it still is. Tim tells me in the morning what time he’ll be home, and he’s on his honor to leave the library at the right time to make that happen. He doesn’t have a cell phone; he just has to use good judgment and keep track of the clock, like I did back in the 1970s. (And I actually think he has better judgment about snack choices than I ever did at his age.) When he gets home, he’s buoyed by the independence and invigorated by the biking, and he has also usually finished most of his homework.

My pleasure in seeing Tim ride his bike reminds me of something that came up in an article I wrote three years ago about a family who categorically decided to give up use of their car. They live in a community near Cambridge that is much more mixed-use than ours; halfway between the suburbs and the city geographically as well as infrastructurally, it has sidewalks, neighborhood schools, and public buses. So they decided that they would rely on walking, biking or public transportation, even though their two children were under the age of ten at the time.

What interested me most in the interview was when the mom, Sarah, talked about how the family dynamic had changed somewhat once they gave up the car and rode their bikes to school, lessons and playdates instead. And it wasn’t exactly a matter of physical independence: at the age of about 8, her elder child still wasn’t old enough to pedal around town by himself. She still accompanied him, on her own bike, to his various activities. But dropping him off by bike was different. Merely by giving up the role of mom-as-chauffeur, she found that things had changed. Her children didn’t seem to have quite the same perspective on her as their means of conveyance. Even when she went with them, if they were on their own bikes doing their own pedaling, it lent a sort of egalitarianism to the relationship.

I found that insight so interesting, and that, more than environmental or financial reasons, has influenced me to try to cut back on driving the kids around. Even if I’m still with them when they bike or walk – as in Holly’s case I always am – I want them to see that kids don’t need to rely on grown-ups to orchestrate every activity and plan. As the children in the article about going car-free learned very early, kids do have the power to get where they want to go. Literally, and in some ways figuratively too.