There is nothing to writing. All you do is sit at a typewriter and bleed.
—Unknown
So What?
My dad was diagnosed with leukemia.
It feels like there are no words to follow this statement, and at the same time, too many words fill my mind. Perhaps it isn’t something I should write about in the first lead essay of the new year. Perhaps it is the exact thing I should write about in the first lead essay of the new year.
So much ambivalence in a simple sentence of six words: My dad was diagnosed with leukemia.
When I was a young teacher, before things like adopting older children from foster care, and navigating the juvenile justice system, and a loved one being diagnosed with cancer entered my life, I taught seventh graders to use the So What?test to determine a life lesson connected to a story. Nancie Atwell taught us that asking, “So what?” is one way to get to the life lesson of the story, a defining characteristic of memoir or personal essay.
My dad was diagnosed with leukemia.
Asking, “So what?” feels harsh.
Then I think about the words: There is nothing to writing. All you do is sit at a typewriter and bleed.
My dad was diagnosed with leukemia.
So what?
He is strong in his optimism.
My dad was diagnosed with leukemia.
So what?
I’m determined to lean in and not pull away.
My dad was diagnosed with leukemia.
So what?
He can choose the course of treatment. He asked what I thought. I said, “You make wise decisions; it’s not mine to decide.” He said, “I have a lot to live for; I can’t imagine not fighting.”
My dad was diagnosed with leukemia.
So what?
I’m glad I know the option of writing about the hard, raw, and conflicting things we face in life. My heart is soft to all those sitting in schools (adults and students) who received hard news over winter break. We are living in an era when structure is prioritized in literacy instruction. This week’s issue reminds us of the importance of humanity and the power of reading and writing to make sense of the hard things that often matter most.
Shine on,
Ruth Ayres
Editor in Chief
Stella Villalba noticed her students were so busy writing quickly, they were not paying attention to crafting language. A student, Gabriela, turns to a book and asks for help to make her writing sound like the book. Stella uses this moment to slow down the class and create space to be inspired to write in beautiful ways.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Melissa Quimby makes a case for short story anthologies and invites you to explore some of her favorite collections.
Jodie Bailey considers purposeful play with middle school students. To strengthen reading habits, we offer exposure to a wide variety of books, time to read, and opportunities to discuss ideas. In math classrooms, students need similar opportunities to explore and play.
VIDEO | Ruth Ayres shares the importance of giving students choice when planning their writing projects.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Matt Renwick shares a project that developed students as readers, collaborators, and problem solvers. Through reflection on this project, Matt guides us to intentionally be leaders who engage and empower students to be active learners.
Mandy Robek offers tips for hosting a student teacher in today’s era of education. This is a must-read for anyone who is supporting the next generation of teachers!
Heather Fisher knows firsthand that confidence does not come easy. Here she shares three intentional actions leaders can take to build their confidence in leading professional learning.
Quote It:
New beginnings are often disguised as painful endings.
—Unknown
That’s all for this week!
