A day in the life of a writer

 

I wake up to a day that lies before me,  starting with the moon and the sun,

One in the descendant and the other in the ascendant while I, the traveller look at one

Page in my life, starting with the dawn of a new day. The sun glows with the warmth of

A promise of a day filled with hope and events guaranteed to fill my life with the promise,

A day with events meant to fill me with the joys of one more day filled with the gifts.

 

And then as I travel to work I see the flocks of birds that sail the skies, in the glow

Of the warm glowing sun in the early winter morn, off to their nesting hollow,

While the day does roll by, I approach my place of work and wonder what the

Day would hold for me! So I proceed to my room in the stillness of the morn,

The shadows yet lengthened while the corridors echo with my footfalls!

 

The day moves on and I the silent spectator but an actor in the play of life,

The wide smile of the student handing over his assignment gives me a life

Filled with promises of a day filled with promises of things yet to be, of more to

Come, and while I sit at the workshop, she, sitting with me  on the bench, does

Show off her delicate feet, her bright painted toes, blinking in the day!

 

So I thought of writing of the day gone by, a day filled with the promises or more

Yet to come, for if the morrow does dawn, will I surely glimpse for sure,

At the bouquets of flowers that please me so. For sure, the gifts of one day

Might surely spill to the next, and the scents of the flowers do linger on while the

Woman by my bench does show off her delicate feet and freshly painted toes.

 

The next day will surely bring forth a day coloured by the rising sun so big,

That if I were to reach it would fill my arms to the brim, and I sit at my big

Table thinking of the day yet to come, while the pigeons above flutter and call

Out to each other interrupting my stream of thoughts…Ah! I gaze at the

Scene out of my window at men and women labouring to construct a building.

 

The door opens and I am woken from my reverie of a myriad dreams, a shadow

Leaning forward to me, reaching perhaps into my mind to learn of how

I could be so silent in the midst of all that din! But then not to seem rude, I smile

At her, the fragrance of her perfume lingers on in the room, but then I slip

Into yet another process of thoughts, of what I’d do after I retire.

 

The glow from the burning logs in the fire-place bathe the living room

With warmth, both seen and felt, while I sit pensive, fingers hovering from

There flight on the key-board, a glass of warmth set on the side board, while

She sits gladly knitting a sweater for a grand son. Were life to be so carefree

With no deadlines to meet nor worries about unfinished work!

 

As the brief period of rest ends, I am surprised that hardly have a few minutes

Passed in all that while had I slipped into another world, but do I realize bits

Of my dream as I gaze back at the present. Of the task in hand that need

Be done, and with a light step do I visit a class of eager children, but with one

Who has not submitted his task, and as I turn to him, smiling he hands to me!

 

And I gaze at the children with an admiration most profound they should be

Powerhouses of energy. Where do they get their stories, cheer and joy, to be

So excited and noisy? But then do I slip back into my past at a little boy who would

Be as noisy and active as these little children, for children will be children and so

Let them be, and not let the adult in us curb what what was once a child indeed!

 

As gangs we fought, throwing mud balls at enemies, catapults firing pellets

At imaginary aliens from outer space, we climbed the trees my bro and friends,

From imaginary aliens that ranged the ground, snapping jaws at quickly snatched

Ankles! And the Neem tree did sway from our exertions, while the sparrows

Squeaked in alarm lest the careless boys topple the nest with eggs in them!

 

And I wonder if the the boy leading the gang to free the earth of intruders and

The old man by the fire-place be not one and the same, both children and

Adults at the same time? While I the exasperated teacher do try  to bring some

Order to the class with a grim expression, but then the children do see the child

In me and they smile at me with kindred smiles, one child to another child!

 

The bell rings, ending the session with those incorrigible brats

Yet, loved I being with them for they did remind me  of other brats

That lived in another world a world long past in time and space, while

I the fussy one try to herd the restless sheep into a single file that they

Won’t keep for a few moments! Was I like them, these restless kids?

 

Then comes the time to turn back  home the promise of more surprise,

Awaiting  little kids toss and tumble eager to grab my replies

About adventures they’ had at school. And so the day passes on to one

That promises rest and peace, the result of a day filled with events so many.

And as the night does approach, do I thank the child that lives in me!

 

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The Price of Discipleship

The price of discipleship is very great and whoever desires to follow in the footsteps of the Lord has to be really strong! Today, many people on  the spur of the moment express their desire to become clerics or to take up ministry in the service of the Lord, but often this leads to disillusionment when they realize that they have taken too big a leap and the hardships and difficulties were not what they had expected!This however does not mean that there have not been any disciples in the past nor will there be none in the future! History has taught us about the great deeds the twelve disciples and how they reached far off lands to spread the good news!

Fellowship and follower ship in the Christian way of life depends on unconditional surrender to the leadership of Jesus and what He stands for: faith, forgiveness, sacrifice, and service. The Book of St. Luke, Chapter 9, Verses 57 to 62 very clearly describes what Jesus expected from his followers. This chapter describes three men who wanted to follow Jesus. To the first man who wanted to follow him, Jesus said, “Foxes have holes, and birds of the air have nests; but the son of men has nowhere to lay his head.” This in itself is a reminder of the hardships that the follower of Faiths might have to undergo, perhaps even having to sleep in the open without the comfort of one’s comfy bed, and the warmth of one’s house! When another man expressed his desire to follow Jesus and Jesus said, “Follow me,” the man developed cold feet and replied, “ Lord, let me first go and bury my father.” The third man would have followed Jesus but then he wanted to be given time to “say farewell to those at my home.” Discipleship, incidentally requires very strong commitment and faith, and any instance of vacillation in Faith could undermine the very basis of follower ship!

Jesus is very categorical about what he expects from his disciples and his followers, and this expectation is clearly stated in the Book of St. Luke, Chapter 9, “No one who puts his hand to the plough and looks back is fit for the Kingdom of God.” The disciple who wants to follow in the footsteps of The Lord should have the maturity, courage and  strength to press forward on a journey that is bound to be a difficult one, and also guard against apostasy or the abandoning of his beliefs. It is clear that Jesus expects his disciples to be able to rise above the material and worldly bonds that tie us to this Earth, preventing us from taking up the yoke of discipleship. Harsh though it may sound, there can be no bodies to bury, nor people  to bid farewell to at home because these are the stumbling blocks which come in the way of discipleship! Jesus challenges several would be disciples in  the book of St.Luke, 9:57-62 to a deeper commitment to the task in hand.

The question of the the price of Discipleship as unquestioning Faith, has often cropped up through my professional life as an educator and various people have come up with varied opinions about the meaning of faith. The Manager of a Christian Diocesan School in Haryana who has studied the Bible deeply made a distinction between Unquestioning Faith and Faith that is tempered with questions and doubts. It goes without saying that true Followership is dependent on absolute Faith and it cannot be weakened by doubts!  One cannot afford to be a  Doubting Thomas as this could lead to apostasy or the weakening of faith.  This is clearly not for those who want to follow  in Jesus’ footsteps! It was a tough task for the twelve disciples to follow in the footsteps of the Teacher, and many a times they might have stumbled, but then there faith held them upright before they could fall to the ground. Peter’s denial that he knew Jesus three times, Thomas’ inability to accept that Jesus had been crucified and his demand to see the proof are a few examples that show that the disciples were only human! The disciples too had families and friends whom they loved and cared for, and yet they were able to sacrifice everything they had in order to preach the word of forgiveness! The fact that the twelve disciples were only human and were able to fulfil their tasks so well is a matter of encouragement for all those who have put their minds and souls into the role of followership or discipleship. No task should be too great for those who have the conviction and faith in the risen Lord.  So, no  matter how steep the challenges, there will continue to be those who have chosen the path of sacrifice and renunciation as true followers of the good Lord! One should not be daunted by the decision, if one has the required sense of commitment and  trust in the good Lord!

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A Visit By Ram Gopal Vallath-The Author of “Oops the Mighty Gurgle”

Kaye Jacob, The Principal handing over a memento to the guest speaker

The eleventh of November 2013 finally arrived, and we were all excited to meet Mr. ram Gopal Verma the author of the quirky and funny book titled, “Oops the Mighty Gurgle.” His talk was the high point of the English week that too on the first day! Mr. Vishnu Kartik, the senior program leader had been kind enough to ensure that Mr. Ram G. Vallath was there before us to inspire students and teachers alike with his experiences of life. There was in the chill in the air, and I arrived at seven in the morning to ensure that the Meditation Centre was spick and span. After taking the attendance of the students of my class, I rushed along with my students to the Meditation Centre to see that our speaker had already arrived! Mr. Vishnu Kartik was already there with him and our Principal arrived along with me. The first thing I did was to get my copy of his book autographed by him! He appeared to be an unassuming person filled with humbleness and grace! I further came to know that his children had once studied in our school, and his elder daughter would have been studying in class ten! After the  brief introduction by the compere, a young student of the school, and a brief introduction by me, Mr. Ram Gopal Verma took the stage to enthral the gathered students of classes eight to eleven with his experiences as a successful professional followed by the turn of events that led to his decision to take up writing as a full time commitment.

Mr. Ram Gopal Vallath began his talk by describing how he had grown up in a small town in the South of India, and his experiences as a child, his escapades, and goof ups. He maintained that he had a great interest in reading which kindled an active imagination in him. Later in life he completed his BTech from IIT Chennai and went on to be appointed to prestigious posts in various well known mulit-national companies. However, when he was thirty, “ and on top of the world when the niggling worry started. It was quite a small worry in the beginning. I found that my hand would tremble when I was holding up a spoon, a plate, a glass of beer etc. My original self-diagnosis was that this was caused by work related stress. When one becomes a country manager at 31, apart from being on top of the world, the by-product is stress. And when at 33, I had moved into a telecom operation as head of sales and marketing, the effect was approximately like moving from the frying pan into the fire.” This was the time when he was diagnosed with a rare form of an “auto-immune disorder” which rendered his hands and feet steadily uncoordinated. Preliminary examination “indicated that the condition was not congenital but was an acquired disorder called CIDP.CIDP is an autoimmune disorder- Chronic Inflammatory Demyelinating Polyneuropathy. My own immune system was attacking my peripheral nerves and they were losing their conductivity. This in turn was making( his) muscles useless and over a period of time, they were fading away.”The treatment in India constituted of a strong dose of steroids which affected his eye-sight and made him gain a lot of weight. Looking at the complications resulting from the limited treatment offered in India, it was decided that he should travel to the United States of America for a treatment that was still in its experimental stages. “The standard treatment for the condition was to take an intravenous medication called IVIG. A full course was 2mg/Kg of weight which in my case worked out to 160mg. This had to be taken over five days. It cost 6 lacs!! An enormous sum.”

It was while he was recuperating from his treatment in America, and the havoc that the chemicals were playing on his mind that he decided to write his first book, “ – Oops the Mighty Gurgle”. The task of writing this book gave him “a huge mental push. The book was so wacky, funny and totally in the realm of the absurd that writing it kept my spirits soaring high. I jokingly tell my friends that it was a mix of the chemo and the rat and rabbit extracts that were pumped into me that made me write such a crazy wacky nutty novel.” The novel in itself is not simply for children but for those who dare to think differently and out of the box. After the initial success of the Book, “Oops the Mighty Gurgle,” Ram G. Vallath has embarked on the sequel to this book, which is at present in the editing stage and will soon be out on the bookshelves.

RamG Vallath’s creativity and humour are a message that handicaps can be overcome in life, and these handicaps need not affect our ability to celebrate life in its fullest form! Literature is in its highest form therapeutic in nature and the role of poetry and prose cannot be ignored in an age that is highly dependent on technology. It goes without saying that a life without the capacity to dream is a life bereft of colour. RamG Vallath is an inspiration to all of us to dream, and dream big of all the possibilities of life, and never to accept “no” in the face of challenges! Life presents before us numerous challenges but these challenges do not mean that it is the end of the road for us! Literature in all its forms celebrates life in all its aspects, and it endorses the need to enjoy good literature without rationalizing it and just immersing ourselves in the possibilities that can yet be!

In the talk to the students and teachers, Ram G.Vallath attributed his success to the following Mantras:

• Never ever think of what could have been.
• Always be cheerful and be the provider of cheer – at home, at work...
• Actively seek solution instead of moaning about the problem.
• At work, always do more than what is expected of you.
• Thank god every day for a wonderful family, great friends, relatives and above all, for my unconquerable spirit.

The whole gathering was spell-bound by his talk, and at times we were moved to tears of sympathy and appreciation at the same time! It was certainly a grand way to start the English week in the school, that too with a motivating and inspiring talk by a man who went through so much, finally rising to the challenge and proving that everything depends on the role of the mind and the spirit of positivism, which can defeat all odds and turn difficult  situations into precursors of success! Ram Gopal Vallath’s story is about conquering difficulties and handicaps against all odds with a positive attitude. I went all the way to the Reliance Times Out outlet in Gurgaon to purchase his book, and sure glad I am to have been able to acquire  his book which I am looking forward to read!

Valuable Inputs and Quotations have been taken from the Write Up sent by the Guest Speaker.

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Is Nature to be found only in Sanctuaries?

 

The beauty of Nature is to be found everywhere, it only requires the discerning eye to see it! The Parrots that congregate together, and the peacocks that pair are proof enough that nature exists within our door steps! The bees that hum and the butterflies that flit can be found right at your doorstep! All they require is that you appreciate the bounty of Nature, all for your pleasure and delight!

Unfortunately, it has become fashionable to visit a sanctuary and sing praises of the animals and birds we spot, little knowing that there are even more beautiful creatures waiting right by our doorsteps, just waiting to be acknowledged and appreciated! How often do we ignore the sparrows that chirp, welcoming the dawn of the day, and the vine that thrusts its tender tendrils to grasp at the wholesome sky, proclaiming the power of life, all for your appreciation and delight!

And so when I saw this crowd of Parrots sharing a meal together, along with some birds of another flock, I wondered about how nature teaches us to share, and live with mutual respect and tolerance. But then unfortunately,  we humans live within our divided worlds, distinct by the colour of our skins, and the status of our position in the society, while sparrow do chirp to welcome the dawn of a new day! And so I saw these geese, welcome me with a trust so great!

 

But then why do we look for nature in sanctuaries when we can find nature right within our souls, for it needs only a time to appreciate the beauty of the rising sun, or the flitting of a gaggle of geese across the sky to remind us that we too are part of nature, a greater creation of God, something made not out of modern technology, but a vision much greater than human minds! So then pause and appreciate nature as it exists, not just in Sanctuaries, but right next to your door step!

Do you, therefore take time to look at the butterfly that flits across your vision, or listen to the peacock call to its mate, while you think of the day ahead? Pause awhile all you who join the race to the finish line, for wealth or fame, pause awhile to appreciate and drink the beauty of nature that is to be found not just in Sanctuaries, but right next to your doorstep! But then are you so blinded that you search for nature in places far away from your dwelling that you set aside the time and day to take your family to a visit to a Sanctuary!

Therefore, to show you the beauty of nature have I trapped a few creatures of nature for you to pause and see, how beautiful nature around you happens to be! And if you thought that these belonged to a sanctuary would I prove you wrong! For the rising sun,  and the blooming flowers are there for you to see, if only you could pause and look at the bounty that the Lord has made for you. How can I stop you, who are so keen on winning the race to success and fame that you turn a blind eye to the blooming flower that beckons to you with the love and joy?

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Developing Strong Opinion Writing and Persuasive Writing skills in school students

 

What is Opinion Writing?

–It is a form of writing that encourages careful word choice, the development of logical arguments, and a cohesive summary. Young children can be guided through a series of simple steps in an effort to develop their persuasive writing skills.

–In lower grades ( 1-6), it can take up the form of the “What if….” question based on reading texts delivered in class. For example, after a reading of the story of the Shepherd who cried wolf when there was none, an opinion based paragraph could start with, what if the shepherd had not lied before, would the village people have turned up when he sighted the wolf and called for them?

–At the senior grade levels, (10 to 12) Opinion writing can take up the form of a research paper based on specific research techniques. Invariably, the research paper could start with a Hypothesis or a question which the ultimate research would prove correct or incorrect, or for that effect answer a question.

–Research Writing is in most cases based on the Socratic Method of teaching through the introduction of carefully selected questions. The Dialectical approach should be introduced early so that the student develops skills that lead to the expression of Opinion in a logical and rational manner!

Why should we teach our students Opinion Writing skills?

As children grow as mature writers, it's important to give them the opportunity to write extensively using a variety of formats. Persuasive writing helps students formulate specific strategies for expressing their opinions effectively, and provides them with an opportunity to research facts that will support their opinions. As students develop an insight about how writing can influence or affect the thoughts or actions of others, they can begin to appreciate the persuasive nature of the marketing strategies they are exposed to through television, the Internet, and other media.

How should we teach students skills in Opinion Writing?

•Have students listen to or read examples of persuasive writing. Together, listen and look for words, phrases and techniques that helped the writer persuade the listener.

•Brainstorm something that is important to an individual child or the group. Is it an extra recess? Another chapter of the read-aloud? The potential closing of a library? The more authentic the issue, the more passionately your students will write.

•Once the important privilege is chosen, have the child (or class) start to list reasons why they should be allowed this privilege. "Just because," and "because I like it" should not be considered valid reasons. Students can work together to generate at least three good reasons to support an argument. A list of persuasive words can be prepared beforehand by the teacher and then given to the students ( It will benefit the community, for the better good, the need of the hour, urgently required, It is the only alternative,  …etc.).

•Have students do some research to gather facts or examples that support their reasons.

•Have students summarize their position.

(http://www.readingrockets.org/strategies/persuasive_writing)

Interesting Topics for Research Grades X-XII

•Having a good vocabulary can ensure a successful career! • Education is the only way for eradicating poverty!  •How does literature help us better understand ourselves? • A life devoid of art is a life without taste! •Can all the events around us be anticipated and explained? •I am not responsible for what my friends do around me? •What does the past tell us? •How is information power? •Whose responsibility is it to create the conditions that promote equal rights for all? •Learning of rules of formal grammar is essential for fluency in languages.

 

How  we teach opinion Writing from K.G. to Grade Six

K.G. Grade Level

At the K.G. Grade level, students came up with very different and interesting opinions based on the story of Goldilocks and the three bears when they were asked what they would like to be, Goldilocks, or the bears, and why? After reading the story, “Jack and the Beanstalk,” the students were asked whether they thought Jack was right to kill the giant, or, they were asked who they liked most, Jack, or the Giant? Students came up with amazing opinions! Some of them believed that Jack was not entirely innocent, in fact, they thought that he was guilty of trespassing into the giant’s home!

Grade Two Level

At the Grade two-level students are made to differentiate between Fact-based writing and Opinion writing with the help of anchor charts based on prompts like “I feel…, I want to share… In my thought”.

Grade Three Level

At the grade three level students are given prompts like, “If both of you and your sister were fighting, would both of you have the same story to tell your Mom?” An anchor chart is then given to them with a statement like, “I think potato chips are the best snacks.” The other child has another statement like, “I think Ice cream is the best snack!” Students are given writing prompts/sentence starters and an organiser to fill in. After reading in the story of The Wolf and the three pigs, students were asked to narrate the story from the wolf’s point of view. They were asked whose point of view they supported and why. This would be based on the scenario where the wolf was arrested by the police and asked to defend himself.

Grade Four Level

Grade Four students had an expedition based opinion writing task on the importance of pairing in the world of nature and the man-made world. Picture prompts like those of hooves and shoes, parrot’s beaks and nutcracker, scuba diving flippers and duck’s feet, the woodpecker and the hammer, bombardier beetles beetle and the machine guns. Students were given time to do some research on the net. Students were supposed to observe this picture and then write their opinions.

Grade Six Level

Grade Six the Story The Wild Duck was read in class then the students were given questions which probed their opinions like for example, “What if the boy hadn’t taken care of the duck, would the father have stopped hunting?” The students can then frame their opinions on the topic. Complaint letters in grade six and letters to the editor in grade seven are exercises and units which help students develop skills in opinion writing and skills in persuasion.

Important questions on research skills at the Grade XI-XII Level:

•How do I write and develop a research question? •How is research conducted? •How can I generate my own research? •What is primary and secondary source information? •How is information organized? •Why is information organized in different ways? •What is the research journey? •Why is research an important 21st-century skill?

Important Skills for the Student to Master by  Grade Twelve

•Independent and Dependent research designs - • Articulate and defend information, conclusions, and solutions that address specific contexts and purposes • Use information technology effectively • Develop 21st. Century Skills • Work as a community of scholars i.e., collaboration • Reach out to a global audience

How to write a Bibliography

It goes without saying that the art of writing a Bibliography is an integral part of any Research paper, and students should be encouraged to practice writing Bibliographies in the accepted format. Before we go further, we should try to understand what a bibliography is besides being a Citation or your sources!

•A bibliography is a list of the sources you used to get information for your report. It is included at the end of your report, on the last page (or last few pages).

•You will find it easier to prepare your final bibliography if you keep track of each book, encyclopaedia, or article you use as you are reading and taking notes. Start a preliminary, or draft, bibliography by listing on a separate sheet of paper all your sources. Note down the full title, author, place of publication, publisher, and date of publication for each source.

•Also, every time a fact gets recorded on a notecard, its source should be noted in the top right corner. When you are finished writing your paper, you can use the information on your note cards to double-check your bibliography.

•When assembling a final bibliography, list your sources (texts, articles, interviews, and so on) in alphabetical order by authors' last names. Sources that don't have authors (encyclopaedias, movies) should be put into alphabetical order by title. There are different formats for bibliographies, so be sure to use the one your teacher prefers.

For more read: TeacherVision:http://www.teachervision.fen.com/research-papers/teaching- methods/1767.html#ixzz2fKKbW2d6 Or Follow On :TeacherVisionon Facebook

Accepted Formats

The two main formats,  accepted worldwide have been given below:

•There are two main types of bibliography formats: MLA (Modern Language Association) and APA (American Psychological Association).

•MLA format is typically used by those writing in the liberal arts or humanities community. It focuses on the author of the cited source material, in order to help the reader place him or her in the appropriate historical and philosophical context. 

•APA format, on the other hand, is used more often in the social sciences and is useful for citing from journals and other such publications. Its focus is more on the research presented in the source and when it was released, rather than the individuals who conducted it.

•Regardless of the format used, every bibliography citation has to have a minimum amount of identifying information. The source matters when it comes to formatting the entry — book titles are underlined, article titles are in quotation marks — and determines what information is needed (for example: a book's publisher vs. a web page's URL).

 

Examples of the Bibliography

1. Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21, 1997
2. Davis, Heather: ‘Guidelines to writing’ [Online] Available    &lt.http://www.usa.net/~hdavis/home.html> Jan 7, 1999
3. ‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago
4. Smith, Kate (1998), Life in Asia, Collins, Melbourne
5. Choi, C 2003, 'Cleaner living' Scientific American, vol. 289, no. 5, p. 32.
6. 'Germany' The world book encyclopedia 2004, World Book, Sydney, vol. 8, pp. 114-116.
7. ' Jupiter' Encyclopedia Britannica Online School Edition 2006, viewed 10 November 2006, <http://www.school.eb.com.au/all/comptons/article-9345009>.
   Oakley, V 2003, 'The tragic trade', Australian, 15 November, p. 29.
8. Ward, C 2004, Australian bush fires burn on, Disaster Relief, viewed 10 January 2007, http://www.disasterrelief.org/Disasters/020104Ausfires4/

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