All three of these pieces are a combination of my past, present, and future. I love history; I double-majored (English and History Ed) in undergrad and can never remove my fascination with times gone-by from my writing. The Great Depression and Roman solider prove that my mind is constantly thinking about events, people, places that were once - and may still be - significant. I want to read and teach and analyze literature through a historical lens for the rest of my life! The third scene is closer to my own story. When I was in sixth-grade, my family moved across the country from Washington to Virginia, traveling through states like Wyoming, South Dakota, and Iowa to get to our new home. Before we moved, my 6' 7" tall dad drove a lime-green Fiesta we nicknamed "Pookie" (like "book"). These memories, along with my current puppy child, melted together into a pseudo-story of my life.
As I write more and more during SI, I am reminded of just how much our own stories influence the words we put on paper. Lil really drove home this point today when she talked about tapping into our students' wells of narratives and lived experiences. And as I continue to write my "Mentored Memoir," I am attempting to tap into my own well, to use the memories that are there - either just below the surface or buried deep - as inspiration to continue exploring, both myself and the world around me.
Your words are like...medicine to my soul! So eloquent and lovely. I am on a parallel journey with you as I write from places I've forgotten over the years. This SI experience is a reawakening of memory for me. I hope your continues. You are a writer!
ReplyDeleteHi Sarah!
ReplyDeleteYour thinking about how your personal history influences your writing got me thinking about how we read. So often we read without contextualizing a piece; at the time of writing, what was happening in the author's life, in the economy, in religion, in social and political culture, etc. If we ignore, intentionally or not, the context of a piece, are we doing a disservice in understanding our reading?
If we can so readily identify with the fact that our personal histories play a part in our narrative, why, then, don't we always contextual what we read?
Just some of what I'm now thinking... :)
Yes! I think one way we can draw students in with teaching history is to present history as a story. If we could combine their own personal history with real history, maybe we could show them how relevant history can be.
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