Reading, Writing, Revision: Chaucer, Jefferson, and Me...

I've got a new poetry book to read, annotate, and write a review about! I've had a nice little hiatus since the last one, and it's time to get my "learner brain" going again. This time, it's a book I chose: my friendly acquaintance Matt Minicucci, who was the poet in residence at the Frost Place the summer I confronted momma bear and her two cubs, has a lovely new book out titled Dual. I wasn't sure what to expect, but from his past work and our pleasant conversations those years ago, I knew the work would be insightful, interesting, and a delight. I've read a few, pondered on a few, and I can't wait to have a little stretch of time to immerse myself in the poems. Many of them require a more-than-nodding acquaintance with Greek mythology and other works from antiquity; it's sheer luck I'm reading this newer translation of the Iliad at the same time. Reading Matt's poems makes me feel both smart and humbled: I am pleased I can follow where he leads, but I'm also in awe of where the journey is taking me, as reader.

That said, yesterday was also a fun braining day at work: we are working with Chaucer in Brit Lit, and we engaged with Jefferson's original draft of the Declaration of Independence. Blowing the metaphorical dust off my Middle English pronunciation was fun, and for the kids, a little daunting-- but I think a few might accept my challenge to learn it well enough to read it aloud next Friday when we re-create the Tabard Inn for our group project. The D. of I. draft is also eye-opening; the parts that were struck out, and what replaced those passages (if anything) are interesting from a historical perspective. They are also intriguing, in that they give a window into what Jefferson was thinking, and how annoyed and down-right peeved he was with their "brethren" back in Great Britain. The students are working on a critical analysis of the structural choices he made while writing the original. We'll see how that goes; it's too easy to stray into commentary about the subject matter, and I want them to maintain a critical focus on the writing choices made. It will be an interesting few days in class, I think. 

So-- reading, annotating, thinking, writing, and repeat. It's a cycle that frustrates a lot of kids --a lot of people-- these days, when too many people want the one-and-done format to be the norm. Nope. Not in my little world: here, we mull, we ponder, we write, revise, and rewrite. We strive to get things as close to perfect as we can, with our limited knowledge but a whole lot of effort. 

Not a bad model to live by, even if it can be "boring," frustrating, and seemingly tedious. The end result should-- and will-- reflect how we think about ourselves as intelligent and committed people. 

Have a delightful day,

C