There are few audiences I would rather have than a room full of Middle School students! The idea of appreciating the crazy world of eleven to thirteen year olds seems oxymoronish, but in reality it is an art that begs development. There is a level of energy in these students behind a plethora of “looks” from the scruffy, to the wild, the mysterious, or the conservative. But the overriding, the one-size-fits-all invisible stamp on every one of them is “figure me out!”
Of course from an adult perspective, it seems impossible, given the range of emotions, the sheer tangle that twists and turns in each student's life. And to be honest, the Middle Schooler is as perplexed as anyone about the idea of figuring himself or herself out. Yet, in such a context, students at Carver wrote pieces to share--pieces that would carry the sound of their voices beyond the confines of the classroom and out into “the real world,” as we teachers are so fond of saying to them. It all began with a collaboration between Lee Fredrickson of 21st Century Press, and my Writer's Workshop classes in Communication Arts. An anthology the students could only guess at the notoriety in becoming published authors. For several months I, along with many colleagues, encouraged the students to write about their lives—their hopes, fears, fantasies, dreams, frustrations, insights. We dug up pieces they had written the previous year that just needed touching up for submission to “the book.” They generated new pieces as inspiration hit them at the right moment (seldom at their kitchen tables of course!) They spent time at the Carver library where they could focus and process a piece they thought might be considered for publication. I cornered them in the hallways and all but demanded that they write! I wouldn't accept their what-am-I-supposed-to- write-about excuses. The answer to that question was a series of questions. “What, or who, do you care about? Friends? Family? Lost relationships? The injustices in your life?”
When the students understood that they could take on any subject, many of them started to submit pieces from the heart--pieces that had the added dimension of
VOICE, so valued in effective writing. They came to understand that writing is rarely about one shining piece, written in one draft in an inspired moment. It is much more often about multiple pieces, multiple drafts, and the willingness to take some constructive criticism.
Once the writing was submitted, a small editorial staff of students began the process of selecting and editing. Sometimes the authors were asked to revisit the piece and turn some flat passages into vibrant pictures, so that audiences could appreciate the experience along with the author, through visualization or connection. It was a learning experience for the editorial staff. Paying close attention to all of the details that help writing to flow, these students tightened the pieces and wordprocessed
them into a common file, ready for pagination. Who is represented in this book? Certainly not all of the capable authors at Carver! But there are many who will have the right now to call themselves published authors. They will have the distinction of knowing their work is out in the real world to be read and appreciated by numbers of people, including family and friends. Down the line in their educational careers, they will include this book in portfolios. It will speak highly of them to future teachers. It will be on grandma's coffee table and in the magazine racks in offices where parents work.
I have no doubt that this anthology of student work will go a long way toward helping us to figure out the Middle School mind, as much as it is figureoutable! The authors have written about many subjects. The world is, after all, a complex maze for them. But in the end, we will have found one way at least, to allow these
voices a chance to express themselves. We can develop the art of appreciation for our Middle Schoolers, along with gaining an understanding of the world-big picture, small picture-through their eyes. Finally, this book has been cathartic for me. We began the year with the tragic loss of one of our own
Carver students. I feel that all these voices speak for Eric in what would have been a similar Middle School journey for him. I am also dealing with the recent death, on April 13th, 2004, of my firstborn son whose own Middle School experience (twenty years ago) spanned countries and cultures, but who would easily have recognized himself in the voice of current Middlers. My own Middle School son (attending another school) could have added his unique voice to those of the students' in this book. Such perspective helps to remind me at home that there are complex whitewaters to be navigated daily. It is important to be heard from pre-speech to silence. My students have spoken for themselves, as well as to me, giving me hope in bleak situations. Someday, we will look back on this experience and
realize that it changed us, subtly or overtly on many levels. I have appreciated the support of the R-12 Administration and of the staff and administration at Carver. I am grateful for all that this book represents for our school, for myself, and for the students.
