The Mail-Journal, Volume 20, Number 11, Milford, Kosciusko County, 30 March 1983 — Page 14

THE MAIL-JOURNAL — Wed., March 30,1983

School news

Teacher feature — Fawley teaches essay writing in English 12

By PHILIP K. FAWLEY I appreciate the opportunity to share with you some of the main activities that occur in essay writing in my four College Prep English 12 classes, in which there are currently 85 students. Believe me, these four classes are challenging to the fine people in them and to me (this is my 34th year of teaching, and I enjoy it more than ever with each passing year.) What am I teaching in essay writing? First of all, I am teaching people — individuals, human beings — each of whom is unique and special and filled with ideas and opinions waiting to be expressed if the opportunity is available. Secondly, of course, Jam attempting to teach students the fundamentals of essay writing. We define the word essay simply as “the written expression of its author’s opinion.” The emphasis is on the word “opinion.” for we feel that one of the most important things for people who wish to become productive members of a democratic society is for them to develop opinions and be able to express them with accuracy, ease and confidence. Too many people today of all ages are, unfortunately, willing to let others do their thinking for them. In this class I practically “get up on a soap box” and plead for these young adults I to develop opinions and learn to express them. As they gain experience and skill and believe in themselves, they write essays that are quite meaningful and effective. We write several different kinds of essays, each of which is. I hope, practical and develops skills in written communications that students will use the rest of their lives. I am not attempting to train students to be professional authors, for I seriously doubt that would be possible (no English class produces a Shakespeare, a Hemingway, or an Orwell): I want them to learn the English language, to consider it something beautiful and useful (not something to be despised, feared and ashamed of), and to honor it and be grateful for it. We should be proud of our mother tongue, since it is the language of our every day living —of our survival. What kinds of essays do we write? We write argumentative essays — several of them. These are helpful in developing opinions — making students think. In these essays, students select controversial subjects — they choose their topics: I don’t, because no one can write such an essay unless he’s really fired up and sincerely interested in his subject. Students wrote some really fine essays this school year on such heated issues as abortion, capital punishment, gun control, prayer* in the public schools and nuclear arms controls, to mention a few. I think we have every right to be proud of these young adults, who do give serious thought to the problems of the world that confront us. You may ask whether or not I grade their opinions. The answer is a distinct, “No!” I evaluate how they express their opinions: their opinions are their business. I would add that in the evaluation of students’ writing I insist kindly that they be able to defend their opinions.

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LITERATURE APPRECIATION — Third grade students in Mrs. Roberts* class at North Webster were visited by author Mrs. Olive Forgatsch of Goshen last week. She read some poetry to students, explained the reasons why they should enjoy poems and talked to them ateut writing. listening to Mrs. Forgatsch are Thanh Tran, Terry Green, Kelli Gooding and Angela Moser. (Photo by Sharon Stuckman)

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My students also write essays describing a process — how to do something. These essays require great precision and detail, and students may use illustrations and pictures, for some times words alone are insufficient to transmit a thought. I had essays this year on how to dissect a pig, how to set up a chessboard, how to make a pumpkin pie, how to develop negatives, how to swim the breast stroke, etc. Quite a variety! What a gratifying array of talent! Other essays we write are analytical essays (analyzing a piece of literature, a scientific process, a political movement, or a business procedure, for example) and essays of comparison and contrast: we compare things that are similar and contrast things that are dissimilar. One of the toughest essays we write is the essay of definition. In this essay, students select a common word or phrase and write an expanded discussion of it. Examples of words and phrases used in this essay this year are: love, friendship, sportsmanship, personality, school spirit, communism and Christian. These words are used frequently — in fact they are often misused and abused. This writing experience provides students the opportunity to examine all facets of a word or phrase in depth and to become more familiar with it. Quite a bit of time is spent in writing essays in which we evaluate literature, television programs, music, motion pictures and so on. It must be remembered that we spend a lot of time in our lives making evaluations and judgements. Since we must make so many evaluations daily, I feel it is wise to help students develop criteria from which they make these evaluations fairly: we try very hard to evaluate without prejudice. It is obvious that the essay writing process begins with a thought, an idea. In fact, before a person writes, he must do a lot of thinking. The first greatest source for an essay is the writer himself. Later, he may have to expand his knowledge on his thoughts through sources in a library andor by interviewing.

PHILIP K. FAWLEY

i As soon as a student selects an essay topic, he must then form a thesis statement, which is his opinion boiled down to one arguable or discussable point. Too many people make the mistake of trying to cover too much in an essay — that’s why the thesis statement revolves around one point; and everything written in the essay will support that statement. Having written the thesis statement, the student will very carefully gather and organize his material into some logical and sensible order. Much time must be spent on the organizational aspect of writing: thinking and planning, over and over and over! This having been done, the student will write a rough draft of his essay. Most students bring their rough drafts to me, and we have meaningful conferences, discussing the merits and demerits of their work. I like this business of working on a one-to- . one basis with my students. Following their conferences with me, they are ready to write the final draft to be handed in for a grade. I am quite insistent that students do their best work and not make careless errors: I remind them they’re writing for themselves — not for Mr. Fawley. I am here to help them help themselves — not to make a Kindergarten round-up set On April 12, Milford Elementary School will hold its annual Kindergarten Round-Up beginning at 7 p.m. at the school. To be eligible, a child must be five years old on or before September 1 and must reside in Van Buren or the east half of Jefferson Township. Any family with a child old enough for first grade in September, but who did not attend kindergarten this year, should contact the school office. Children who do not attend kindergarten should be tested to determine whether they should enter first grade or kindergarten. Parents are reminded to take their child’s birth certificate to the round-up night.

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It takes me from 12 to 15 minutes to evaluate an essay; and I can assure you I read every essay thoroughly: the kids have spent lots of time preparing these, and they therefore deserve a full and fair assessment of their work. I use two red felt-tipped pens for every set of essays I grade (it takes 1,020 minutes or 17 hours of time per set). I feel that in evaluating essays, I must write positive comments as well as constructive criticisms about students' essays in the margins. If you constantly received essays with only negative comments on them, wouldn’t you feel defeated or like giving up? I’m here to encourage students — not to defeat them. Yes, I like teaching essay writing very much, although it involves hours and hours of time; yet the time spent is worthwhile when my students learn.

Girls' Staters named

The American Legion Auxiliary Unit 226 of Milford has selected Melissa Baumgartner and Angie Wise as delegate and alternate to attend the Hoosier Girl State at Indiana State University, Terre Haute, June 19 through 26. Approximately 800 girls from all over the state will attend this session receiving knowledge of government organization and understanding how to campaign for various offices from dog Scholarship info now available Applications for several scholarships are now available at the Wawasee High School guidance office. The Syracuse Business and Professional Women’s Club offers a S2OO scholarship. The deadline is April 15. Any Kosciusko County female qualifies for a S2OO scholarship from the Kosciusko County Extension Association. This scholarship is available to any student demonstrating financial need and will major in consumer and family science. The deadline is in early April and information is available. ESA scholarship offers S2OO in aid for any Wawasee senior enrolled in college or technical school. Deadline to apply in April 22. The International Palace of Sports offers two SSOO scholarships. Qualifications and applications are now available. The deadline to apply is May 2. The Lakeland Community Educators Association is offering a scholarship for students majoring in education. The deadline is April 15. See Terry Iden or the guidance office for details. Those students interested in nursing can apply for the Kosciusko Federated Women’s Club scholarship. The deadline is May 1. For physical education majors, the Indiana Association for Health and Physical Education offers a scholarship. See the office for details. Several merit scholarships are available from Taylor, Ball State and Indiana State University. The guidance office has information on these and other scholarships for students.

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FABRIC CRAYONS — Fourth grade students, under the direction of art teacher Mrs. Josette Abrams, have made wall hangings with fabric crayons. Special crayons are used to design a picture, which is put on paper. The picture is then ironed onto the fabric. Pictured left to right are Ronnie Kuhn, Jeremy Garber, David Bowen, Edma Augilar, April Mock, Lisa Brindle, Chris Wagoner. Shane Madden and Chris Shidler. They are students from Mrs. Haffner’s class. (Photo by Sharon Stuckman)

MELISSA BAUMGARTNER catcher to "governor. Melissa Baumgartner, daughter of Steven and Linda Baumgartner, is active in the student representative council at Wawasee; the advisor’s council; band and orchestra; flag corps; the Foreign Language Club; and National Honor Society. She is organist for the First Brethren Church in Milford and enjoys playing the piano; reading books; bicycling; and cooking. Her future plans include attending college and majoring in either law or the medical field. Angie Wise, daughter of Bob and Sally Wise, is active in the .. ANGIE WISE Wawasee High School choir and Drama Club. She is a member of the Christian Church of Milford and active in the New Dimension singing group and the youth group of that church. Angie’s hobbies include horseback riding, art, biking and camping. Milford Jr. High dresses up The Milford Junior High School Student Council is sponsoring special dress days for this week in celebration of the new spring season. On Tuesday, all students wore sweats, jogging outfits and tennis shoes for “Athletic Day;” Wednesday is designated as “Clash Day;” and Thursday will be “Dress Up Day” when all students are encouraged to wear their “Sunday go meetin’ clothes.” Also during this week before spring vacation, junior high students were treated to a performance by the Wawasee Symphony Orchestra on Tuesday.

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LEARNING METRIC MEASUREMENTS — Students in Kirby Stahly’s math class at North Webster have been learning metric measurements, working with both volume and length. Sixth graders pictured, left to right, are Kara White, Michelle White, Chris Jordan and Fred Crouch. Photo by Sharon Stuckman)

FEBRUARY’S CHOSEN STUDENTS — The group pictured here has been chosen as students of the month for February from their respective classrooms at North Webster Elementary School. In the front is Bobbie Jo Henwood, grade two; Kathy Haddock. Stephanie Junghan and Molly Abild, all from grade one. In the middle are Vickie Polise, Dana Maggart and Randy Hill, grade three; Andrew Katsams. grade two; and Dick Ross and Chad Brower, fourth graders. Lee Ann Kealemer, grade two: Shannon Haines, Kimberlee Carmichael and Mike Heckaman. all fram grade five; and Denise Ross, grade four, are pictured in back. (Photo by Sharon Stuckman)