Here’s where I’d like you to play around with breaking the rules, according to the readings we did for class and the models we looked at together. I’ve included my example, the labyrinthine (or run-on) sentence here, and I’d like you to play around with any of these techniques (listed here or that we discussed in class) in the comments to this post:
- sentence fragment
- comma splice
- labyrinthine sentence
- purposeful repetition
I cannot explain effectively to anyone who hasn’t taught–anyone who hasn’t faced the challenge of grabbing and holding the attention of over thirty 12-year-old pre-teens–what it’s like to stand before the classroom, heart pounding slightly more than usual and moisture starting to spread in my armpits, trying to decide what to say now, what to do now while Andy’s over in one corner picking at his nose trying to make it bleed so he can take the hall pass and go to the bathroom (and thus flee the prison that is his seat and my classroom), while Miriam’s turned around talking in low tones to the girl behind her who–bless her heart–is trying to at least pretend to listen to the lecture, while I can clearly see that Zac has drifted off into some daydream and is no longer with me, his chin resting in the palm of his hands while his eyes stare out onto the soccer practice field outside the window, while Barbara hunches over a piece of notebook paper on which I know she’s not writing down highlights from the lecture but instead a note she intends at some point to subtly pass across the room to her friend Tessa, while Paige (who is definitely not even pretending to pay attention) makes eyes at John as if he were some great catch (which, quite honestly, he is not).