Feeling Better

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I received two rejections in one day yesterday, so it got me a little down, but I still worked on the novel anyway and got in more than my quota of words for the day.

Today, I found a rough draft I wrote during the Asheville North Carolina Writers’ Network conference last year and turned that little exercise into a nice flash fiction piece that I revised and submitted to a publication called Every Day Fiction.

While I was recording my submission on duotrope (my submission management service), I re-discovered a story that was published online in 2016 that I had forgotten about. The publication, The Flash Fiction Press, is now believed to be defunct, but my story is still there!! And there were some nice comments, too.

I added the story with a link to the Mrs. Winkler’s Writing page. It’s called “Ballade” and is inspired by Chopin’s Ballade, No. 3, in A-flat major, Op. 47 that I heard on my way home from seeing a play at Mars Hill College on Chopin’s 200th birthday.

Here is pianist Krystian Zimerman performing the ballade:

I feel much better now.

Mrs. Winkler’s Summer Reading

The Book Worm, 1850 by Carl Spitzweg

One of my favorite places to sit in the summer is on the front deck we had built a few years ago. Soon after it was built, my husband bought me a nice little bistro table and chairs that fits perfectly there, where I love to sit, sip ice tea, lemonade, or an occasional glass of wine, and read. Every now and then, I will look up to admire another great gift from my husband, our now full-grown Japanese maple.

I squirrel away books I don’t have time to read all year and wait for the precious months without teaching to sit on the deck and read. This summer is no different.

I have never been a fast reader, which may seem strange for an English teacher. Of course, if the writing is not particularly special or the characters are not deep, but the book has a good plot, I have been known to flit through it pretty quickly, but when I want to live with the author and the world she or he has created, ahhhh, what a pleasure to have the time to linger.

And that’s why I love our deck, my pretty bistro table and chairs, the cool Carolina mountain mornings, and the time my profession allows me to read.

So what is Mrs. Winkler reading this summer?

The first book I finished since my school duties have been over is The Last Ballad by Wiley Cash, who was one of the speakers at a North Carolina Writers’ Network Conference I attended a couple of years ago. I had heard him speak when his first book, A Land More Kind Than Home, was beginning to enjoy considerable success and had enjoyed that book, so I was eager to purchase The Last Ballad, especially after hearing him speak. I had The Last Ballad at the top of my stack to read this summer.

The Last Ballad is a historical novel, based on the 1929 North Carolina cotton mill uprisings and attempted unionization of the mills. The protagonist, Ella May Wiggins, is based on a real historical figure. The real-life Wiggins, the mother of nine, became a union organizer after four of her children died from whooping cough. She had asked to be put on the day shift so she could tend to her sick children but was denied. Cash’s book fictionalizes the story but is obviously well-researched and stays true to the time it was written.

Because my paternal grandmother worked in a cotton mill in Alabama from the time she was fourteen until she retired, part of that time as a single parent, this story particularly resonates with me. Some of my family members say that my great-grandfather had been part of an attempt to unionize the mill and was blacklisted, but I have been unable to verify that. Again, my personal connection to the work helped make it an especially meaningful read.

The historical novel is one of my favorite genres. If the book is well-researched and written, I love learning something new about history as I read an interesting and thought-provoking story with vibrant characters, like those in Wiley Cash’s book The Last Ballad.

Way back in July 2014, I wrote about my wonderful Uncle El, who introduced me to the works of Georgette Heyer. Although she is known mainly for her Regency romance novels, Heyer was also interested in history and wrote several novels outside of the early 19th Century time -period of most of her well-known novels, all of which I have read–some of them multiple times.

I thought I had read all of her books until I discovered The Great Roxhythe, Heyer’s 2nd novel, written when she was only 19-years-old. It takes place during the Restoration Period following the British Civil Wars, telling the story of the deceptively foppish Most Noble Marquis of Roxhythe. Like many of Heyer’s heroes, he is decried as a rake and a libertine, but to King Charles II, he is a most trusted and devoted friend, using his sullied reputation as a way to secretly serve the king.

Like The Last Ballad, The Great Roxhythe is impeccably researched and offers great insight into a time period that I am eager to learn more about. At the same time, the novel has the rich characters, witty dialogue, and insight into the culture of the time that I have always enjoyed about Heyer’s romances, but it is not typical of her work.

Jennifer Kloester, whose book Georgette Heyer’s Regency World, is a must read for anyone interested in the period, writes in the biography of Heyer that the author actually repressed sales of The Great Roxhythe, calling it “This immature, ill-fated work” (57).

Before I read Kloester’s biography, I supposed that Heyer’s distaste for the book was based on immature writing or poorly drawn characters, but the novel has neither of these. Since she was a stickler for accurate historical fact, perhaps she felt the research was not up to the more mature writer’s standards? But now that I am reading the book, I see things differently.

There is romance in the book, but not between a man and a woman. The romantic love shown so strongly is the kind of love men have for their leaders and leaders have for those men they must trust with their lives. The Great Roxhythe and the king share this kind of platonic love, but they are not the main ones.

It is Christopher Dart, the young man who becomes the secretary to Roxhythe, who is absolutely smitten with his Lord and expresses his devotion in the most romantic of ways. Kloester notes in the biography the manner of the relationship between Roxhythe and Dart did not seem to stir any controversy when it was published in 1921, but that in 1951 when it was republished against Heyer’s wishes, some may have started to see homosexual overtones in her work that Heyer did not intend and that this is what caused the author to reject the work (58).

I tend to agree; however, as I read more and more of the book, I am saddened that she felt the need to suppress her work for any reason. After all, if one studies and reads the literature and history of the 17th Century, it was not uncommon at all for older men to have proteges that they found beautiful (think Shakespeare’s sonnets). And those proteges had great love for the older men who guided them to manhood.

Heyer’s work, written when she was very young, is charming in its innocent approach to a close relationship between an older and a younger man. It may be naive, but I find it refreshing to read a book, written by one of the greatest romance novelist of the 20th Century, whose central romantic relationship is a platonic one–between two men.

Works Cited

Cash, Wiley. The Last Ballad. William Morrow, 2017.

Heyer, Georgette. The Great Roxhythe. Important Books, 2014.

Kloester, Jennifer. Georgette Heyer. Sourcebooks, 2013, pp. 57-58.

—. Georgette Heyer’s Regency World. Sourcebooks, 2010.

CAMPUS

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My summertime project is to complete a rough draft of my new novel, CAMPUS: The Novel That Wants to Be a Musical. Full disclosure. It started out as a musical, but then it decided that it wanted to be a novel but one that wanted to be a musical.

I know. It’s incredibly weird, but so am I, so it seems fitting. I am afraid, too, that it might offend because it’s horribly, deliciously satiric, a social and political satire of higher education in the South.

Many of my colleagues already know about the book. Back when it was a musical, I shared some of the ideas and songs with them. I have worked on the project off and on again for several years already, especially when I became particularly infuriated with perceived obstacles blocking my path to providing my students with the best education possible.

Oh, my. I can be so pompous at times.

But

My attitude is changing. Perhaps it was attending the National Council of Teachers of English conference with five of my fellow English instructors, talking about our work and seeing how passionate we all our about our work, but also enjoying each other as human beings–as fathers and mothers, as friends, like family.

My attitude is changing. Perhaps it’s all the months teaching in isolation. Did it take that for me to value the roles of others in my institution? Perhaps. Not that I didn’t appreciate it before, but now, wow, I appreciate it more.

My attitude is changing.

But my convictions have not.

So the play wanted to become a novel, but the novel did not want to lose all of the biting satire of the play because it’s just so darn fun. So, it didn’t. Still a satire. A kinder, gentler satire, perhaps (It hasn’t decided yet), but a satire nonetheless. And I’m still keeping the “I want to be a Nazi” song. I can’t help it. I just want to. And it’s my book, so I will.

But you say, Katie, how can you have musical numbers in a novel?

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And I say, how can I not? I know it’s weird and different and really out there. It may not work, but who cares? It makes me happy. It’s creative. It’s about work but not about work. It is helping me vent my frustrations so I will be less likely to take them out on my colleagues, supervisors, and students. Plus, it’s more than just satire. It’s also an Appalachian fantasy with gnomes, elves, the Moth Man, Moon-faced people, hellhounds, wizards, fairy godteachers (yes, really), vampires, zombies, and at least one boojum (aka Bigfoot). It’s also a love story (actually more than one) and a glimpse into the heart and soul of an aging teacher (guess who).

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Can you tell I love my book and don’t care that it’s goofy?

So, I’m writing this summer, and it’s time well spent.

Here is the first verse one of the songs:

BEAUTIFUL TRUTH

BY

KATIE WINKLER

    “Beauty is truth, truth beauty,—that is all Ye know on earth, and all ye need to know.” From “Ode to a Grecian Urn”~John Keats

Truth and Beauty

That’s all there is and ever will be

I see truth and beauty

When I look into her eyes

It’s been an amazing ride

Since I’ve met her.

My world has opened wide

I’ve only just met her

The Belle dame sans merci

This beautiful lady

And her eyes are wild.

Just to have her near

Just to see her face

Just her voice to hear

Just to feel her fingers brush my cheek

Nothing else remains but she

The belle dame sans merci

Have mercy, have mercy

Help me to see

    “Beauty is truth, truth beauty,—that is all/ Ye know on earth, and all ye need to know.”

But I feel it, but I know

Truth and Beauty

I see it when I look into your eyes

Truth is beauty.

I see it when I look into your wild eyes

Beauty is truth, truth beauty

That is all there ever will be

I see truth and beauty

When I look into those wild, wild eyes

Are you a teacher writing this summer? I would love to read your work and consider it for my literary journal Teach. Write. Submissions are open for the 2020 fall/winter edition until Sept.1 See submission guidelines for more information.

Encouragement

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One of the employees in our public relations department at our college had a great idea to encourage students during this difficult time by compiling short videos from faculty, staff, and administrators. I have been enjoying watching them as they’ve come out and was finally able to record my own, but alas, I was too late to be included in one of the compilations, so I decided to show it to you. I will also link this blog post to my students.

This video took only a few minutes to complete. I used the camera on my laptop, which automatically downloaded as an mp4 file, uploaded it to YouTube, copied the link, and pasted it on the blog. Wallah!

This little video may not make it to many students at my college to encourage them, but making it sure encouraged me for some weird reason.

Mrs. Winkler in Quarantine

If you haven’t had a chance to read the latest edition of Teach. Write., I encourage you to take a look:

Note: Edited version available for download. I will post the print version when it is available.

Rediscovering Music Faves

I have listened to my “Working Music” folder a great deal this week while I transition all my classes to online delivery. I chose to randomize my playlist and have been so amazed at some of the great music that has come up to soothe my soul.

Here are a couple of my faves:

The Canadian Chamber Chorus’s version of Tabula Rass by Don MacDonald. The translation of the words are beautiful and have spoken to me during this time and is a meaningful message to give my students right now:

In my arms, breathe.

Life without limits.

Light of day, dark night.

Sleep, dream, rest in safety.

With your heart, your soul, listen and know this truth:

Within you are boundless futures, if you are given freedom;

freedom to grow,

freedom to learn,

freedom to touch,

freedom to feel,

freedom to imagine,

freedom to love,

freedom to be loved.

Another great song, totally different style–I’m Alive by Dean Dillon / Kenneth Chesney / Mark Tamburino and performed by Kenny Chesney and Dave Matthews.

The lyrics are also very timely for my students and me. Go to this link to see them: I’m Alive Lyrics

So I take a listen. I take some big breaths. I make a cup of tea. I start grading more papers.

Ah, the teaching life!

The horrible looking ad that is probably showing below kind of ruins the effect of my post–thanks Word Press

Still Standing

A great deal has happened since my last post, and I have been busy converting my three seated classes to online (I already have two other online classes to maintain), readying myself to teach my classes from home. My transition has been easier than some because I have been teaching online for years and even prefer an online environment in many cases.

I know many of my students do not feel that way at all. All of my students are dealing with upheaval in their lives in so many ways, and now this. Therefore, I have taken some steps to help us move forward in our class. Here are some of the things I have done, am doing, and will do to help my students finish the semester successfully.

Communicate. Communicate. Communicate. Last week, when we were still meeting as a class, I started preparing my students for continuing as an online class. It has helped that I already have a robust online presence. For years, I have posted online resources, and all assignments are already collected and graded online. My students are already used to the online classroom environment in many ways. One of the first things I did was develop a survey to distribute through the LMS that asks a few simple questions about their readiness to continue online, their comfort levels as far as DL classes go, and most recent contact info. I added a comment box, where they could write any questions or concerns.

Be positive. In my communication, I am trying to be as positive as I can while acknowledging the obvious difficulties we are all facing. I try to emphasize that completing an education is more important now than ever and that strong writing and critical thinking skills, which have always been important, will be even more so in the days to come. I also tell them that I believe in them, and I do. They will face this crisis and move through it stronger than ever before. I tell them they have a resiliency that some of them don’t even recognize they have. My students are some of the best, strongest people I have ever met, and they deserve to get a quality education no matter what the delivery system.

Integrate interesting technology. I love educational technology and most of my students do, too, so have tried to add some interesting assignments over the years. They use PowerPoint and Google docs, of course, but we create infographics and annotate text electronically. I have created screencasts with my iPad to show them how to research databases using our state’s virtual library. I show them how to use Survey Monkey for conducting surveys of their fellow students. I do glossary assignments using our LMS that allow them to create study guides as a class.

I want to start using more interactive educational technologies that will allow all of my students to see and hear each other. Here are some that I have wanted to explore more, but haven’t had time to work with much until now:

  • Flip Grid—Allows teacher and students to ask and answer questions through a video format. Smartphone- and user-friendly.
  • Collaborate—Allows for synchronous or asynchronous meetings with students. Through our LMS, I can create Collaborate lessons within the course just like assignments
  • Lesson packages—our LMS allows us to create whole lessons where we can add our own discussion questions, quizzes, or other assignments within the lesson that the computer can grade and send to the grade book. These packages help track which students are actually viewing the material or not.
  • Zoom—Similar to Collaborate, it allows for real time instruction.
  • Google hangouts—I took an educational technology PD course a few years ago and experimented with Google hangouts, but I would like to use it more. Really great for tutoring sessions because I can share my screen
  • Google Maps—I have wanted to add a Google Maps segment to my signature travel project in Brit. Lit. Now is my chance to explore it.
  • YouTube—the live steaming feature will be useful.
  • So many more. I will blog about my adventures as we go along.

It is a brave new world, but I am determined that I will give my students the tools to navigate it successfully.

Standing Up

close up photo of book pages

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It has been a long time since my last post, but my students must come first.

I have a confession to make–I haven’t always believed that.

For many years of my career, I put myself ahead of my students’ education, always thinking about what I can do to make my work easier, to make myself look good, to further my career, to improve my “numbers” (recruitment, retention, and success rates).

Despite this, I think I was still a good teacher; self-interest and ambition are strong motivators to improve one’s performance. Also, one of my strengths is that I have always cared about my students as people. In addition, I still believe a strong liberal arts education means more than a ticket to a job but will help my students lead better, more productive lives. The non-pecuniary benefits of a liberal arts education are real.

And yet, I don’t think I always valued their education enough to stand up for it.

I have to get grading again, but soon, I will elaborate.

Until next time!

 

Mrs. Winkler Writes a Poem for Power

I am too small. I am too large.

I will never be small enough

Never large enough

Or smart enough

Never competent and capable enough to do all the tasks you don’t want to do

in a room you will never enter.

Yes, you trust me to teach developmental classes,

develop any curriculum,

complete all other duties as assigned

by just about anyone.

Credentialed. Yes, just not at acceptable places.

Oral Roberts University?

You’re kidding.

Can there any good thing come out of there?

Not good enough. Not good enough.

A trouble maker

The first one to dissent.

The first one to ask a question.

So many questions.

Me too?

But who cares what abuse you’ve endured

When you’re nothing special to look at.

C’mon.

Get over it.

That happened so long ago.

Your worth? Ha. Look at you.

But I know it.

I wrote it out moments ago–1,444 words so far

And I haven’t even scratched the surface.

So go on and treat me like a simpleton

who doesn’t know the first thing about teaching

then ask me to teach the unteachable.

Ask me to fill out another

damn

form.

Treat me as if I’m incompetent.

Then, ask me to develop another new course.

Then, wipe out all that I’ve done.

Go ahead and tell me to do something,

criticize me for doing it.

It doesn’t matter.

I know my worth.

And so do they.

And that–

That is the only thing that does.

 

 

 

 

 

 

 

Thoughts at Year’s End

auditorium benches chairs class

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I haven’t blogged much this year.

Oh, well.

It isn’t that I’ve lost interest or feel that the blog isn’t important.

I haven’t and it is.

I have been forced to…no, I have chosen, to put my efforts elsewhere.

It has been a pivotal year for me in some ways, and I have discovered many things about myself, my teaching, my students. That’s never a bad thing. It has sometimes been a difficult year, especially for some of the people I love, but even those difficulties are not without worth, without purpose. The sorrows of the year have been tempered with joy. They haven’t necessarily made me stronger, but they have helped me to realize that weakness is not a sin, not evil–it is human.

So here are some thoughts about my year as an English professor:

  • Individual conferences continue to be invaluable and should be done earlier and more often. I have long held research paper conferences with my students and have almost always found them effective, but because the research paper comes later in the semester, some students are too behind to gain the full benefit of a one- on-one meeting time with me, so in the future I want to hold conferences more often.
  • I have always liked Oxford’s “personalised learning” model of tutorials where small groups of students (three or four) meet once or twice a week with a faculty member to discuss readings and essays. Although this style of teaching is not possible when a faculty member has over 110 students in composition-heavy classes like I did this semester, I would like to move in the direction of more individualized instruction when I can and make room for it in my schedule.
  • Less is more. This year, I had too many students, too many papers, too many assignments. For example, at the beginning of the fall 2019 semester, I had 120 students–three first semester English composition classes (close to 60 students and 20 online), one second semester freshman English composition class (20 students), close to 20 online British literature I students (composition heavy) and the rest an online eight-week study skills course. That course may seem like the easy one, but I do a great deal of time-consuming direct communication with students because it is such an important introductory course.
  • I know, I know, some of you teachers out there are scoffing at my “light” load, but these heavy teaching loads are not good for us or our students, and I for one am determined to work on making my grading load lighter so I can do justice to my students and have the time to give more meaningful feedback to them, which leads me to my next thought.
  • Discovering what meaningful feedback is. This year, I have relied more heavily on advanced grading techniques provided by our LMS, particularly rubrics and checklists. I have spent more time tailor-making grading tools for each particular assignment, so each includes more feedback with less effort.
  • I still make some markings directly on more heavily graded essays, but I usually stop at the first paragraph or first page and include a statement from my “quick list” that says “I will stop line editing here. See the rest of the paper for any additional comments.” (I LOVE my quick list embedded in the LMS’s advanced grading system that allows me to save common comments and quickly add them to the graded paper.) Then, when posting the grade I include this comment or one similar to it: “See the rubric and comments on the document for feedback. Contact me if you need more information.”
  • My marks on papers are more useful to me than students. This year I have come to face the fact that most students don’t read or try to understand the marks that I make on their essays, but I continue to line edit the first paragraph or page and make spot comments throughout the essay because it helps me grade more accurately and efficiently. I typically grade ten or more essays in one sitting, so it’s easy to lose track of each paper’s strengths and weaknesses. However, if I have made comments, it’s easy to flip back and re-read them before marking the rubric.
  • The downside of plagiarism detectors. This year, I have encountered less direct word-for-word plagiarism but more academic dishonesty. How can that be? My theory is that students use the plagiarism detection software incorrectly or they do not understand or abide by the basic tenets of proper documentation.
  • Quite a few of my students, therefore, are turning in papers that are at best poorly documented and at worst out-and-out plagiarized because often they will only change around a few words or retain the syntax of the original quote. Sometimes, these quotes are simply dropped into the paper without any attempt to integrate them into the paper. In addition, some students will include complete works cited lists at the end of the papers but have no internal citations. Occasionally, they will question why this is considered plagiarism and seem truly baffled that I would give the paper a low grade or a zero. Next thought.
  • Our society thinks too highly of technology. Don’t get me wrong. Modern educational technology is a great tool. I love it and embrace it, but it is only a tool. It can’t do the heavy lifting required to be a good writer, which comes more from reading and comprehending complex texts than from any other single thing. But online writing, like this blog, does not lend itself to the deep, intense labor of reading that is needed to give birth to good writing. Also, technology makes the process of revision and editing easier in a myriad of ways, but I have yet found a truly effective way to motivate my students to use the tools technology supplies. One draft, and I’m done, seems to be the mantra.
  • Five Easy Ways. One way I have tried to help students grasp the concepts of revision and editing is through my “five easy ways” to revise writing. These are simple concepts that I learned in graduate school that can help students learn to find and revise errors. Not always effective when students have been writing one draft only for years. However, students who persist consistently improve. Isn’t that always the case?
  • The continued value of working with others. I am an extrovert. I tend to draw energy from being around and interacting with people. I like collaboration, working together with people toward a common goal. And I continue to enjoy my extroversion. One of the great things that happened this year was the world premiere of my play Battered, probably the best thing I’ve ever written and would have never happened without the director, who is one of my closest friends, the cast, crew, and so many others. It was wonderful–one of the highlights of my  career as both a teacher and a writer.
  • On the other hand, I have also been learning the value of working alone. I have been a people-pleaser most of my life. It goes against my nature to do things just for me without someone suggesting or guiding me, or vice-versa, but as an effective English instructor with 30 years teaching experience, I now see the value of not trying to convince others that my way is the best way but simply doing things my way to the best of my ability, while listening to other voices I trust, like my colleagues at the college, continuing to research andragogy, the teaching of adults, and being humble enough to honestly assess my teaching and make changes when necessary.
  • One big change I made as a result of teaching an eight-week freshman composition course is streamlining the course–fewer papers, fewer assignments, less ineffective feedback, but more information provided through advanced grading methods, which are standard for all students, and personal communication, only when requested by the student (forcing the students to take more charge of their education has been a big plus). I do NOT plan to teach in the summer ever again, please Lord, no, but I did keep the eight-week model and spread it out to 16 weeks this past semester, and all would have been well if I had not made the stupid decision of picking up a third first semester freshman English course. My fault, not to be repeated.

I definitely have plenty of thoughts floating around, but this blogpost is getting a little long and have a novel to work on and some after Christmas sales to hit, so I will sign off for now and blog some more later.

BTW, this is fun and relaxation for an English professor on holiday.

Merry Christmas and Happy New Year, Everybody!!

happy new year text

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Still Here

alphabet class conceptual cube

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My last brief post from the National Council of Teachers of English conference was kind of a waste, but I wanted all my loyal fans (HA!) to know that I’m still alive and kicking. Perhaps I’m trying to convince myself that I am, but I AM HERE!!

YES, I AM!

Here’s some proof!

  • Grading, with comments, over 40 freshman composition research papers in four days, while grading numerous other work, and preparing for classes and uploading the final resources, assignments and exams for my online students, and (because I’m a glutton for punishment and take late work) assessing those inevitable Hail Mary assignments from students who kept saying to themselves, “I will do that essay later after I play just a few more hours of Call of Duty 4 and Mario Kart because, hey, it’s just English. It’s not like I’m going to need to read complex text or write professionally later in life.”
  • Attending the North Carolina Writers’ Network Fall Conference as a board member, held in Asheville this year (over ten events in three days as well as hanging out with my writing buddies that I only see a couple of times a year). I will write more about the fall conference in a future post.
  • Attending the National Council of Teachers of English Annual Conference in Baltimore with four of my esteemed colleagues (many, many events and conversations over four days), with plenty of soaking in new ideas, validating some tried and true methods, talking shop, strategizing, and just having fun together. Best professional development in a long time; I will write more about it in a future post.
  • Writing 51,027 words in 30 days as I participated (for the third time) in National Novel Writing Month (NANOWRIMO). I took every opportunity I could to write. For example, at both conferences, I deliberately picked workshop sessions that gave me opportunities to write so that I could work on the novel. No matter what the prompt, I found a way to write material to help with the novel, whether brainstorming, character and plot development, back story, or dialogue. I also wrote in the morning when I first woke up and in the evenings before going to bad–no matter how late or how tired.
  • Taking days off.  I gave myself some downtime when I didn’t do anything but watch movies, play computer games, talk to my family, and take naps. I took partial days off and whole days off–not many, but enough. Thanksgiving Day I took totally off, and I was grateful that I felt well enough to cook, which is one of the joys of my life.

Furthermore, I did these things WHILE I HAD A BAD COLD!!! It started almost two weeks ago on the morning we flew back from Baltimore, and it still lingers today on Pearl Harbor Day, but I will not let it defeat me. I’m going strong, and….

I’M STILL HERE!!!!

But I couldn’t have done it without the help of my college, my immediate supervisor at work, my colleagues and fellow writers, my closest friends, and most of all, my husband and daughter.

Just one example: I was feeling pretty low, being overwhelmed with grading and not feeling well at all, when my husband discovered an article by computer expert Leo Notenboom, who has a blog named Ask Leo.

John read part of the article to me, and it was a balm to my troubled soul because it was about how he, a prosperous former computer programmer now running a lucrative business as a blogger, author, and consultant, wished that he had worked harder in his English classes because, he says,

People judge you by the words you use. And how you use them.

It may not be fair, but it is real. You can object, you can insist that it shouldn’t matter, but it does.

If I had to do it all over again, ’d have taken more English classes.

Later, my husband read one of my favorite passages in the article:

Regardless of your profession, writing, especially in this internet-enabled age, is becoming more and more critical. The ability to express yourself, clearly and even entertainingly, is often the difference between being good at a job and being great at it, a blog post being shared or ignored, or an email being understood or discarded.

Sitting there listening to my husband read, I was reminded why it is still important for me to be here, to be present, to put my heart and soul into my work.

Because writing well matters. It makes a difference in people’s lives.

And, if I am present, truly present, by not only standing in the classroom and marking essays but also by growing as a professional writer and educator, then I can make a difference in this world.

A difference for good.