Mister R. Rabbit is a school teacher. He is not the scariest animal in the world, but he is quick and eats carrots, and for thirty-one years he started off the first week of school as the one holding the BIG pencil. He was the one that planned and carried out the lessons. He was the one with the carrot of irony in his pocket and the carrot of good humor tucked away in his desk drawer. For thirty one years he stood in front of the class just as you see him here.
But tonight, he is contemplating the end of the first week of no school. This week, this school year, Mr. Reluctant R. Rabbit has no class. He is now retired. No more F’s and no more A’s. No more students standing on desks to get a different perspective a la The Dead Poet’s Society. No more giant pencils. No more carrots of irony in the pockets.
This bit of a classroom rules poster is from 1982. The old rabbit had it on his classroom wall for most of the first five years that he taught. She didn’t know it at the time, but this girl is a colored pencil portrait of one of the quietest little mice that he ever taught. She didn’t know it was a picture of her, but many others recognized her. When he taught her son twenty two years later, the boy asked because he thought he recognized her. Mr. Rabbit lied and said it was somebody else in the picture.
Mr. R. Rabbit has stopped crying about it now. You can’t plant carrots of wisdom in your garden forever, and sooner or later the carrots of irony get chewed. But he still misses it mightily. He still wonders if he couldn’t have lasted one… more… school… year…
No man is an island. John Donne the English poet stated that. And Ernest Hemingway quoted it… and wove it into his stories as a major theme… and proceeded to try to disprove it. We need other people. I married an island girl from the island of Luzon in the Philippines. She may have actually needed me too, though she will never admit it.
When I was a young junior high school teacher in the early eighties, they called me Mr. Gilligan. My classroom was known as Gilligan’s Island. This came about because a goofball student in the very first class on the very first day said, “You look like Gilligan’s Island!” By which he meant I reminded him of Bob Denver, the actor that played Gilligan. But as he said it, he was actually accusing me of being an island. And no man is an island. Thank you, Fabian, you were sorta dumb, but I loved you for it.
You see, being Gilligan on Gilligan’s Island was not a bad thing to be. It was who I was as a teacher. Nerdy, awkward, telling stories about when I was young, and my doofy friends like Skinny Mulligan. Being a teacher gave me an identity. And Gilligan was stranded on the Island with two beautiful single women, Mary Ann and Ginger. Not a bad thing to be. And I loved teaching and telling stories to kids who would later be the doofy students in new stories.
But we go through life searching for who we are and why we are here. Now that I am retired, and no longer a teacher… who am I now? We never really find the answer. Answers change over time. And so do I.
Back in the 1980’s I was given the gift of teaching the Chapter I program students in English. This was done because Mrs. Soulwhipple was not only a veteran English teacher, but also the superintendent’s wife. She was the one gifted with all the star kids, the A & B students, the ones that would be identified as the proper kids to put into our nascent Gifted and Talented Program. That meant that I would get all the kids that were C, D, & F in most of their classes, the losers, the Special Edwards, the learning disabled, the hyper rocketeers of classroom comedy, and the trouble makers. And I was given this gift because, not only was I not a principal’s or superintendent’s wife, but I actually learned how to do it and became good at it. How did I do that, you might ask? I cheated. I snooped into the Gifted and Talented teacher training, learned how to differentiate instruction for the super-nerd brain, and then used the stolen information to write curriculum and design activities for all my little deadheads (and they didn’t even know who the Grateful Dead were, so that’s obviously not what I meant). I treated the little buggers like they were all GT students. Voila! If you tell a kid they are talented, smart, and worthy of accelerated instruction… the little fools believe it, and that is what they become.
Even the goofy teacher is capable of believing the opposite of what is obvious and starts treating them like super-nerds because he actually believes it. I soon had kids that couldn’t read, but were proud of their abstract problem-solving skills. I had kids that could enhance the learning of others with their drawing skills, their singing ability, and their sense of what is right and what is wrong. I had them doing things that made them not only better students for me, but in all their classes. And I did not keep the methods to my madness a secret, either. I got so good at coercing other teachers to try new ideas and methods that I got roped into presenting some of the in-service training that all Texas teachers are required by law to do. And unlike so many other boring sessions we all sat through, I presented things I was doing in the actual classroom that other teachers could also use with success. The other teachers tried my activities and sometimes made them work better than I did.
Yes, I know this all sounds like bragging. And I guess it probably is. But it worked. My kids kept getting better on the standardized tests and the State tests that Texas education loves so much. And Mrs. Soulwhipple was still the superintendent’s wife, but she did not stay a teacher forever. She eventually went to a new school district with her husband. And guess who they started thinking of when the question of who would be the next teacher for the nerd classes was considered. That’s right, little ol’ Reluctant Rabbit… that goofy man who drew pictures on the board and made kids read like a reading-fiend… me.
So, a new era began in Cotulla. In addition to still getting to teach all the deadheads (because they weren’t going to trust those precious children to anyone else, naturally), I began teaching at least one edition of Mr. B’s famous Nerd Class every school year. We actually assigned long novels and great pieces of literature for the kids to read and discuss and study in depth. Novels like To Kill a Mockingbird by Harper Lee and Across Five Aprils by Irene Hunt were read. We began talking about “big ideas”, “connections to the wider world”, and how “things always change”. We began taking on ideas like making our world better and how to help our community. Kids began to think they were learning things that were important. We did special units on Exploring Our Solar System, The World of Mark Twain, Finding the Titanic, and The Tragedy of Native American History. And we spent as much as a third of the year on each. I am myself cursed with a high IQ and a very disturbing amount of intelligence. I am the deepest living stockpile of useless facts and trivia that most of my students would ever meet in their lifetimes. And even I was challenged by some of the learning we took on. That’s the kind of thing that makes a teaching career fun. It kept me teaching and meeting new students and new challenges long after my health issues made it a little less than sensible to keep going. And if I manage to tell you a few Nerd Class stories in the near future, then at least you stand a chance of knowing a little bit about what-the-heck I am talking about. So be prepared for the worst. I am retired now, and have plenty of time for long-winded stories about being a teacher.
Ruben was my favorite student from my first year of teaching. He was a Hispanic boy who was not very tall, but made up for it with a big heart. The only problem I had with him was the time I caught him signing another student’s report card (as their father, not as a classmate.) I had a really tough first year as a teacher. But on the last day of classes in May of 1982, Ruben told me I was his favorite teacher that year. Damn, I had been thinking of quitting and finding another job. Because of Ruben, I was a teacher for 23 years at that school, and 31 years overall.
You can see how I modified the portrait with digital and AI tools. I used the anime cartoon tricks on the eyes and nose to make it look somewhat more like manga art than a portrait of what Ruben really looked like. I also moderated the use of yellow in the picture. It’s not that I misused it in the colored pencil sketch, but as my eyes have become more colorblind over time, the overuse has become more apparent.
Randy was my pain-in-the-tuckus student for my second year as a teacher. He stole comic books from me. He wore a Batman Halloween mask to class because my blue Ford Torino had fins on the back fenders. He tried to give me the nickname Batman but ended up being called Batty Boy for at least the next year because that is how I addressed him in saying good morning every time he wore the mask. His classmates thought it was the perfect nickname. Some class clowns you really love because they are actually funny.
I was always regretful that the original portrait had owl eyes due to the whiteout I used to repair the smeared highlights. The eyes had no visible highlights before I turned them both into blazing headlights. I also did the original on graph paper, hence, the design on the shirt. I could moderate that into a more normal shirt pattern in the digital redraw.
The main takeaway from this is that digital and AI tools like AI Mirror allow me to dress up my drawings despite my increasingly shaky arthritic hands. I have had arthritis now for 50 years.
Being a teacher at heart… I want to recommend that career…even though I know full well it is a super-hard crappy job of glorified baby-sitting that pays in literal peanuts and nobody in their right minds recommends it to smart young up-and-comers as a glamorous choice… and it is only getting worse under a new anti-education administration.
Being a teacher at heart… I can’t help remembering how it all started for me. The last thing in the world I imagined myself being when I was in high school was a teacher. I wanted to be a cartoonist or a comic book artist. I wanted to write best-selling science fiction novels and maybe direct a movie. You know, the kind of thing millionaires line up to bestow on college grads with a degree in English and a transcript filled with mostly A’s in my art classes.
But after my remedial master’s degree gave me a provisional teaching certificate, and my one and only interview for an illustrator’s job resulted in compliments on my portfolio and best wishes for my teaching career, I headed to Texas, one of only two states actually hiring teachers in 1981. (The other was Florida, which it turns out it was a very lucky thing my family had already moved to Texas to help me make that decision. Have you seen the education news coming out of Florida? I now know where Satan gets his mail.)
Turns out the only job available in 1981 was all the way South on Interstate 35 in Cotulla, Texas. I was there to teach English to 8th graders. Mostly Spanish-speaking 8th graders. And the previous year the 7th grade English teacher had run out of the classroom screaming after the little darlings exploded firecrackers under her chair and put scorpions in her coffee cup. I was given her classroom and the same students that forced her to re-think her career choice. El Loco Gongie, El Loco Martin, Talan, El Mouse, El Boy, El Goofy (whose one and only talent was to turn his whole head purple at will), La Chula Melinda, and the Lozano Twins were the nicknames I had to learn because practically everyone was named Jose Garcia… even the girls. Talan and El Mouse were the first ones to threaten my life. They picked up a fence post on the way to lunch (we had to walk four blocks to the elementary school to get lunch because the junior high building had no cafeteria). Talan said something threatening in Spanish that I didn’t understand and added the name “Gringo Loco” menacingly to whatever he said, and El Mouse pantomimed using the metal fence post as a sword to cut me in two. All this because I was trying to get them to keep up with the rest of the class on our little hike in the 100 degree heat. (I think I knew then why Satan moved to Florida.) Fortunately they must’ve decided that murdering me wasn’t worth the hours of detention they would have to spend, and dropped the post. Class was definitely disrupted when handsome El Boy and La Chula decided to break up, or rather, El Boy decided he like brown-eyed Alexandra better after she got blue-eyed contact lenses that made her eyes look yellow-green. Girl fights are harder to break up than boy fights because girls fight to the death over matters of the heart, and they really don’t care who dies once the fight is started.
Now you may think my account of my first horrible year as a teacher must be exaggerated and expanded with lies because you know I am a humorist and that I went on to teach for many more years. But I swear, only the names have been changed. The nicknames and the incidents all are real. (Yes, he really could contort his face in a way that turned his entire head purple. It was freaky and made the girls scream.) As I reached the spring of the year that year and had to decide whether or not to sign my contract for the next year, I really was planning to get out of teaching all together. But I was standing on the playground one day that spring glaring at the vatos locos to prevent fights from breaking out again when Ruben came up to stand beside me and talk to me. Ruben was one of the brightest and physically smallest of all my kids that year. But he had such a charm about him that the bullies left him alone (except for the time he got in trouble for forging El Boy’s mother’s signature on a failing report card). He said to me, “I want you to know, you are my favorite teacher. I learned a lot from you this year.” I had to bite my lower lip to keep from crying right there and then. It was the moment when I decided I had to be a teacher. They were not going to make me run away in defeat. I was going to work at it until I knew how to do it right. For Ruben. And for all the other boys and girls like Ruben who liked me as a teacher… and laughed at my jokes… even the really corny ones… and needed me. That made all the hard stuff worth it.
Being a teacher at heart… I recognize now that there was never anything else I was going to be. It was what God chose me to be. And my only regret about my choice is that I had to retire and can’t do it any more for health reasons. I still miss it.
When I started this whole blogging-every-day thing, I decided the rule had to be 500 words written in a day. And I meant to hold myself to writing 500 words somewhere in the writing day, whether it was my blog post or the novel I was working on, or a combination of both. I followed that rule religiously through more than 1,500 blog posts and five first draft novels. I found it easier and easier to surpass 500 words on a daily basis. There are all sorts of bits of time available and I collect ideas faster than a rich kid generates empty candy wrappers. The more I call on the well of words for more words, the more words are available. Now, it seems, writing only 500 words is the trick.
I suppose I have become an Old Man of Words. I know both the rules and the exceptions.
Knowing that I can write more than 500 words easily, then the question becomes, why don’t I? Well, the cardinalrule is “Say it short. Say it simple. And say it sweet.” That rule can generate a lot of wonderful writing, full of juicy ideas that splash with flavor when you bite into them. Ernest Hemingway knew that rule. Every poet knows it. Readers generally prefer the easily accessible idea expressed with elegance.
Now, I also have to admit a guilty pleasure in perpetrating purple paisley prose. That is the style of writing in which I generally write convoluted sentences with complex ideas that fold back in on themselves and over-use alliteration to criminal degrees. Charles Dickens liked to do that with descriptive details. Paragraphs about the boarding schools of London, the streets filled with child chimney sweeps and flower girls, and dingy mind-dulling workhouses could take up two or three pages per paragraph. And two pages further on, he layers more details on the same setting. Piles and piles of words and wordplay fill the pages of William Faulkner, James Joyce, and Marcel Proust. And if you haven’t read at least something from each of those gentlemen, you will never know what you are missing. But you can prune your paragraphs like a greenhouse master florist with limited space will do to his orchids, and you can actually end up fitting great beauty and powerful content into something even more limited than a 500-word essay. In fact, if you take your ideas and distill them, and keep distilling them, over and over, you will eventually have pared the words down into poetry.
So, there you have it. The reason my essays are about 500 words. This one is four hundred and forty-one words.
I know the last thing you would ever consider doing is to take up writing essays like these. What kind of a moronic bingo-boingo clown wants to take everything he or she knows, put it in a high-speed blender and turn it all into idea milkshakes?
But I was a writing teacher for many years. And now, being retired and having no students to yell at when my blood pressure gets high, the urge to teach it again is overwhelming.
So, here goes…
Once you have picked the silly, pointless, or semi-obnoxious idea you want to shape the essay around, you have to write a lead. A lead is the attention-grabbing device or booby-trap for readers that will draw them into your essay. In a Mickian essay, whose purpose is to entertain, or possibly bore you in a mildly amusing manner, or cause you enough brain damage to make you want to send me money (this last possibility never seems to work, but I thought I’d throw it in there just in case), the lead is usually a “surpriser”, something so amazingly dumb or off-the-wall crazy that you just have to read, at least a little bit, to find out if this writer is really that insane or what. The rest of the intro paragraph that is not part of the lead may be used to draw things together to suggest the essay is not simply a chaotic mass of silly words in random order. It can point the reader down the jungle path that he or she can take to come out of the other end of the essay alive.
Once started on this insane quest to build an essay that will strangle the senses and mix up the mind of the reader, you have to carry out the plan in three or four body paragraphs. This is where you have to use those bricks of brainiac bull-puckie that you have saved up to be the concrete details in the framework of the main rooms of the little idea-house you are constructing. If you were to number or label these main rooms, this one you are reading now would, for example, be Room #2, or B, or “the second body paragraph”. And as you read this paragraph, you should be thinking in the voice of your favorite English teacher of all time. The three main rooms in this example idea house are beginning, middle, and end. You could also call them introduction, body, and conclusion. These are the rooms of your idea house that the reader will live in during his or her brief stay (assuming they don’t run out of the house screaming after seeing the clutter in the entryway).
The last thing you have to do is the concluding paragraph. (Of course, you have to realize that we are not actually there yet in this essay. This is Room C in the smelly chickenhouse of this essay, the third body paragraph.) The escape hatch on the essay that may potentially explode into fireworks of thoughts, daydreams, or plans for something better to do with your life than a read an essay written by an insane former middle school English teacher at any moment, is a necessary part of the whole process. This is where you have to remind them of what the essay is basically about, and leave them with the thought that you want to haunt them in their nightmares later. The last thing that you say in the essay is the thing they are the most likely to remember. So you need to save the best for last.
So, here, finally, is the exit door to this masterfully mixed-up Mickian Essay. It is a simple, and straightforward structure. The introduction containing the lead is followed by three or four body paragraphs that develop the idea and end in a conclusion that summarizes or simply restates the overall main idea. And now you know why all of my former students either know how to construct an essay, or have several years left in therapy sessions with a psychiatrist.
I had a lost crown on a molar that turned into a tooth crater that became infected. The dentist was happy. I took on almost two thousand dollars of medical debt to stop the pain. She extracted the molar and apparently, the infection is still there. After a week of antibiotics, it still hurts as if the infection is still there. Good opportunity for the Grim Reaper to use sepsis and a blood infection to do me in.
So, I am anticipating death in the near term, but hoping to avoid it. There are still several things I can do even if my dentist is a Sadist.
No matter what happens, my life is complete.
I was a teacher for 31 years. I managed to be an English department head, an ESL teacher, a teacher rated exemplary on evaluations many more times than the one time I was fired and treated like an incompetent. I made a difference for far more students than I failed. Many of them told me so later in life. I taught students whose parents I taught, and I almost lasted in one place long enough to teach a student whose grandparents were former students. I created an Odyssey of the Mind team for my Gifted and Talented students. I read to them. I even fed some of them on weekends.
I was married for thirty-plus years. I was a father of three, a band parent, a military parent, and a beloved parent.
I experienced life and art and music. I knew what beauty was. I know what wisdom is.
None of these things can the Grim Reaper or the Devil take away from me.
Any time the race actually ends, I am guaranteed to win. After all, I was only racing against myself.
Others may judge me as a fool, an egomaniac, or a buffoon. But I am okay with that. I learned early on to laugh at myself, even when others point at me and accuse me of my shortcomings. I wished to be a humorist after all. There is no one left behind me who has wronged me that I have not forgiven.
I am not ready to die, but Death cannot deprive me of anything.
It has been more than a semester now that I have not been a teacher. I am missing it mightily. I even miss the yelling and screaming, the name-calling and the crazy-eyed threats against life and limb. And that’s just me. I miss what the kids always did too. This was driven home to me as I tried to move my middle child from one school to another. We were hoping to get a bit of a break on his placement. He is a gifted child with a penchant for bizarre and long-lasting obsessions. He has a talent for building huge, monumental structures in Minecraft. He is very computer-nerd and history-wonk. (Yes, I know those are not pure predicate adjectives, but I am a retired English teacher and just don’t care any more.) I was hoping they could overlook his burnout/blowout eighth-grade brain meltdown from the previous year and give him the chance to be a ninth grader for at least half a year. No. Arbitrary rules must be obeyed. (That isn’t even how she said it. More like, arbitrary rules MUST be obeyed). That meant of course that he has to continue to repeat the mindless indoctrination of year number 9, (eight numbered grades plus K), (And Pre-K, come to think of it.) Make that year number 10. No high school yet, though he is more than mature enough, intelligent enough, motivated enough, and sweet-natured enough. We are not loving and forgiving people. We are strict and by-the-book people! Forgive me, Lord. I am writing my own book. (In more ways than one.)
This is what we are doing wrong in Education;
1. We are putting people in boxes. (Little people. Kids mostly. We are calling those boxes things like ADHD, Special Education, trouble-maker, learning disabled, emotionally disturbed, disobedient, truant, and “in need of alternative education”… here meaning kid-prison.)
2. We are sealing those boxes with heavy-duty red tape. (Read special or remedial classes as waste-baskets for keeping the rabble and the riff-raff out of the good teachers’ hair.)
3. We are routinely handing those boxes to the box-bangers and package manglers. (The semi-incompetent teachers who have discipline problems because in teacher college nobody tells you what to do with the kid who sits in the corner and sings to himself instead of paying attention, or the girl who gets out of her seat every time the teacher turns his back to go flitting around the room like a bumble bee going flower to flower (except that it is a more hormonal attraction and goes boy to boy); or the competent teacher like me who incurs the principal’s disfavor for having classes that always make noise and are given such classes in boxes as a punishment because that kind of principal is too limited in intelligence to understand that those kinds of boxes are not really a punishment if you merely take a moment to examine the treasures they contain.)
4. We keep the boxes air-tight so that no oxygen or light gets in. (To suffocate learners under piles of worksheets and endless drill and practice is murder. We are killing the precious learners with boring stuff and teaching them to be zombies who all act alike and hate learning because their brains are rotted masses of goo.)
This is what we must do instead;
1. Open the boxes up again and thoroughly mix the contents. (The rich suburban parents will resent the heck out of having their precious honors student sitting in class next to the poor black kid from the projects, but studies show that both kinds of learners do better when they are mixed together.)
2. Notice, we don’t need two any more, because learners are already distributed to different and diverse boxes based on what they individually need and want to learn about and have talent for. Groups should be more like the Shakespeare-loving group or the talkative-socializing group or the Tinker-toy builders group or the vampire-literature-writing group and less like groups of kids all the same color or all the same culture or all the same age.
3. All the teachers need to be trained to handle all the possible… no, make that probable problems that may come up in the classroom. Every classroom needs a proven veteran teacher and an enthusiastic young apprentice teacher. Neither one should have to face the evil hordes alone. And most important of all, any teacher who doesn’t love working with kids (and doesn’t love the kids in a way that will not lead to a prison term) needs be utilized in some way other than as a classroom teacher.
4. Every classroom is a laboratory and every teacher is a creative and daring mad-scientist-type intent on trying new things and only re-doing things that really work well. Forget this nonsense about standard curriculum goals and common core curriculum. Those are only buzz words for suffocating learners and being too lazy to think on your feet in the middle of the every-day classroom battle in the on-going War on Ignorance.
Now you see… I have all the answers and I know everything. The only mystery is… why don’t more people listen to me?
Life is making music. We hum, we sing to ourselves, movie music plays in our head as the soundtrack to our daily life. At least, it does if we stop for a moment and dare to listen. We make music in many different ways. Some play guitar. Some are piano players. And some of us are only player pianos. Some of us make music by writing a themed paragraph like this one. Others make an engine sing in the automotive shop. Still others plant gardens and make flowers or tomatoes grow. I chose teaching kids to read and write. The music still swells in my ears four years after retiring.
The 1995 movie, Mr. Holland’s Opus, is about a musician who thinks he is going to write a magnificent classical orchestra opus while teaching music at a public high school to bring in money and allow him time to compose and be with his young wife as they start a new family.
But teaching is not, of course, what he thought it was. He has to learn the hard way that it is not an easy thing to open up the closed little clam shells that are the minds of students and put music in. You have to learn who they are as people first. You have to learn to care about what goes on in their lives, and how the world around them makes them feel… and react to what you have to teach. Mr. Holland has to learn to pull them into music appreciation using rock and roll and music they like to listen to, teaching them to understand the sparkles and beats and elements that make it up and can be found in all music throughout their lives. They can even begin to find those things in classical music, and appreciate why it has taken hold of our attention for centuries.
And teaching is not easy. You have to make sacrifices. Big dreams, such as a magnum opus called “An American Symphony”, have to be put on the shelf until later. You have children, and you find that parenting isn’t easy either. Mr. Holland’s son is deaf and can never actually hear the music that his father writes from the center of his soul. And the issue of the importance of what you have to teach becomes something you have to fight for. Budget cuts and lack of funding cripples teachers in every field, especially if you teach the arts. Principals don’t often appreciate the value of the life lessons you have to give. Being in high school band doesn’t get you a high paying job later.
But in the end, at the climax of the movie, the students all come back to honor Mr. Holland. They provide a public performance of his magnum opus, his life’s work. And the movie ends with a feeling that it was all worth it, because what he built was eternal, and will be there long after the last note of his music is completely forgotten. It is in the lives and loves and memories of his students, and they will pass it on.
But this post isn’t a movie review. This post is about my movie, my music. I was a teacher in the same way Mr. Holland was. I learned the same lessons about being a teacher as he did. I had the same struggles to learn to reach kids. And my Mr. Holland moment wasn’t anywhere near as big and as loud as Mr. Holland’s. His was performed on a stage in front of the whole school and alumni. His won Richard Dreyfus an Academy Award for Best Actor. But his was only fictional.
Mine was real. It happened in a portable building on the Naaman Forest High School campus. The students and the teacher in the classroom next door threw a surprise party for me. They made a lot of food to share, almost all of which I couldn’t eat because of diabetes. And they told me how much they would miss me, and that they would never forget me. And I had promised myself I would never cry about having to retire. But I broke my promise. In fact, I am crying now ten years later. But they are not tears of sadness. My masterwork has now reached its last, bitter-sweet notes. The crescendos have all faded. But the music of our lives will still keep playing. And not even death can silence it completely.
Catch a Falling Star 
How To Write A Mickian Essay
I know the last thing you would ever consider doing is to take up writing essays like these. What kind of a moronic bingo-boingo clown wants to take everything he or she knows, put it in a high-speed blender and turn it all into idea milkshakes?
But I was a writing teacher for many years. And now, being retired and having no students to yell at when my blood pressure gets high, the urge to teach it again is overwhelming.
So, here goes…
Once you have picked the silly, pointless, or semi-obnoxious idea you want to shape the essay around, you have to write a lead. A lead is the attention-grabbing device or booby-trap for readers that will draw them into your essay. In a Mickian essay, whose purpose is to entertain, or possibly bore you in a mildly amusing manner, or cause you enough brain damage to make you want to send me money (this last possibility never seems to work, but I thought I’d throw it in there just in case), the lead is usually a “surpriser”, something so amazingly dumb or off-the-wall crazy that you just have to read, at least a little bit, to find out if this writer is really that insane or what. The rest of the intro paragraph that is not part of the lead may be used to draw things together to suggest the essay is not simply a chaotic mass of silly words in random order. It can point the reader down the jungle path that he or she can take to come out of the other end of the essay alive.
Once started on this insane quest to build an essay that will strangle the senses and mix up the mind of the reader, you have to carry out the plan in three or four body paragraphs. This is where you have to use those bricks of brainiac bull-puckie that you have saved up to be the concrete details in the framework of the main rooms of the little idea-house you are constructing. If you were to number or label these main rooms, this one you are reading now would, for example, be Room #2, or B, or “the second body paragraph”. And as you read this paragraph, you should be thinking in the voice of your favorite English teacher of all time. The three main rooms in this example idea house are beginning, middle, and end. You could also call them introduction, body, and conclusion. These are the rooms of your idea house that the reader will live in during his or her brief stay (assuming they don’t run out of the house screaming after seeing the clutter in the entryway).
The last thing you have to do is the concluding paragraph. (Of course, you have to realize that we are not actually there yet in this essay. This is Room C in the smelly chickenhouse of this essay, the third body paragraph.) The escape hatch on the essay that may potentially explode into fireworks of thoughts, daydreams, or plans for something better to do with your life than a read an essay written by an insane former middle school English teacher at any moment, is a necessary part of the whole process. This is where you have to remind them of what the essay is basically about, and leave them with the thought that you want to haunt them in their nightmares later. The last thing that you say in the essay is the thing they are the most likely to remember. So you need to save the best for last.
So, here, finally, is the exit door to this masterfully mixed-up Mickian Essay. It is a simple, and straightforward structure. The introduction containing the lead is followed by three or four body paragraphs that develop the idea and end in a conclusion that summarizes or simply restates the overall main idea. And now you know why all of my former students either know how to construct an essay, or have several years left in therapy sessions with a psychiatrist.
Leave a comment
Filed under commentary, education, humor, Paffooney, teaching, writing, writing teacher
Tagged as education, essay, essay writing, essays, foolish ideas, How to write an essay, humor, memoir, Mickian essays, teaching writing, teaching writing with humor, writing