It's a quarter to eight p.m. I have consumed several pints of coffee today, half of which were drunk while staring blankly at my computer. I have transcribed notes. I have written, deleted, rewritten, deleted, then grumbled sourly when I realized I liked what I wrote the first time (which is now deleted). I have not just talked to myself, but yelled outright. I have Googled, Facebooked, Twittered (Tweeted? Twitted? whatever) and browsed for additional information.
 |
| This show's producers get paid what? |
In short, I'm behaving like my students do when I make them write. And therein lies the real lesson.
Writing, especially writing based on your own interviews and research, is incredibly difficult when you really want to do it well. Whatever their own skill level, my students have always known this all too well. I always like to tell them on the first day, "If you find yourself hating your story so much you want to rip it to shreds, congratulations. That's called character." I'm glad to see I've got a smidge of it myself.
I took some notes during the draft process that I plan to show them when I get back. It's all well and good for someone to lecture about the importance of revision, composition, deletion, reflection (rinse, spin, repeat as necessary), but if there's some kind of product to serve as a visual aid, that'd be a lot more persuasive. Here's a snipped of the notes I took:
4:35 p.m. Maybe move second paragraph down? Way it is now, it looks like a second lead.Honestly, I have no idea what that 5:02 p.m. note means. And I think that's probably a lesson too.
4:42 p.m. Check w Doig next week for better quote re par 6
4:48 p.m. I hate you, third quote transition. I hate you with a passion. If hatred were stars, I'd be an elliptical galaxy.
5:02 p.m. chk stats re RaR survey 2005 conv w/ expl. soc media ==> convergence? or maybe just a guess?
When I turn this story in, I'll get an earful of commentary. I'll listen as a teacher. I'll strive to take what nuggets I can from those with the experience and know-how in the reporting business, and at some point, figure out a way to synthesize the overall experience into my own lessons, so as to bring my classroom more towards the dynamic it needs to be. And maybe I'll figure out how to read my own notes along the way. Gregg Long
Lake Park High School
Roselle, IL
Gregg,
ReplyDeleteI've had stories that seemingly wrote themselves and stories that felt like I was passing a brick. Fortunately or unfortunately there is always that impending deadline. Even my most unmanageable stories get written when my editor needs them by 6 a.m. I agree with you regarding students. The students who take ownership of their stories sometimes have a hard time with them, but usually with better results.
Don
Don,
ReplyDeleteI'm going to steal your simile "stories that felt like I was passing a brick." I just wanted you to know. Classic.
gjl
Gregg,
ReplyDeleteLike you, I couldn't read the majority of my notes and I have pretty neat handwriting.
Sara
Gregg,
ReplyDeleteHow comforting it was to read your post and know that I am not alone in my frustration. We are, after all, journalism teachers. I fear there is the expectation that we can crank out a good story on any subject in a moment's notice. It is an important reality check to be playing the role of the student once again. Although it is frustrating, I have to admit, I secretly like it. . . =)
Amber
The writing process (the need for revision, never giving anybody a look at the first draft, etc.) is something I talk a lot about as an English teacher. Somehow I had not emphasized it in journalism. Now I will, and I'll feel it rather than just say it.
ReplyDelete