A Quote by Tawni O'Dell

They were like English teachers who took the fun out of a perfectly good book by breaking it down into themes and sentence structures — © Tawni O'Dell
They were like English teachers who took the fun out of a perfectly good book by breaking it down into themes and sentence structures
In a couple of Ahdaf Soueif's novels, she gets at the certain kind of English that's being spoken by Egyptians. It's a beautiful, expressive English but it is non-standard, "broken" English that happens to be efficient, eloquent, and communicates perfectly well even if it is breaking rules.
There are some good teachers out there, but the only one who is a genius at diagnosing my swing is my mom. She took up golf late, when she was 39, but in her younger days, she was an amazing athlete. She never read an instruction book or took lessons, but she has a remarkable eye for motion.
A book unwritten is a delightful universe of infinite possibilities. Set down one word, however, and it immediately becomes earthbound. Set down one sentence and it’s halfway to being just like every other bloody book that’s ever been written.
I don't really do themes. I might accidentally, but themes are an emergent phenomena of the writing of the book, of just trying to get a story out there.
It would be good if teachers could genuinely understand that black English is not mistakes, it's just different English, and that what you want to do is add an additional dialect to black students' repertoire rather than teaching them out of what's thought of as a bad habit, like sloppy posture or chewing with your mouth open.
You know, I was a kid who had difficulty speaking English when I first immigrated. But in my head, when I read a book, I spoke English perfectly. No one could correct my Spanish. And I think that I retreated to books as a way, you know, to be, like, masterful in a language that was really difficult for me for many years.
Nothing teaches great writing like the very best books do. Yet, good teachers often help students cross that bridge, and I have to say that I had a few extraordinary English teachers in high school whom I still credit for their guidance.
I had a complicated home life, and my teachers, predominantly my theater teachers and my English teachers, were very dedicated to taking care of me in a particular way. And in doing so, I think I developed a very easy rapport with people older than myself.
I write about it in the book and, you know, explain that. But that was the technicality that actually got my sentence reduced - that Alan Dershowitz used to have my sentence - it came down eventually to eight years.
There's no substitute for the love of language, for the beauty of an English sentence. There's no substitute for struggling, if a struggle is needed, to make an English sentence as beautiful as it should be.
I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why.
I was just so intrigued with good stories from the time I was a little girl. When my parents would take us out to dinner, I would bring a book along. And they were perfectly happy with that.
When I'm writing a book, sentence by sentence, I'm not thinking theoretically. I'm just trying to work out the story from inside the characters I've got.
The only way [the book can be written] is to set the unbook-the gilt-framed portrait of the book-right there on the altar and sacrifice it, truly sacrifice it. Only then may the book, the real live flawed finite book, slowly, sentence by carnal sentence, appear.
In many ways, 'What Teachers Make: In Praise of the Greatest Job in the World' is just one big thank-you note to my teachers. The book is dedicated to my fifth and sixth grade English teacher, Dr. Joseph D'Angelo, a massive force of erudition, martial artistry, culture, and love.
Because of the way our society is structures, using sentences such as "I don't it" can put people at a disadvantage. And this is, of course, why teachers have to give students access to Standard English, in order to protect them against this sort of prejudice.
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