Justin wrote:
> i hated structure (still do i suppose), 

[The point that made it such fun to accuse you of poming by numbers]

> and work much better given free-reign.  oddly, i'm guessing 
> there are fewer 
> kids like that than there are who want the "formula."  

Appallingly true, I'm afraid.  The engineering undergrads I taught went
to pieces when they got a problem that didn't fit into a pre-established
formula.  Give them a probem to solve that lacked numbers, and they
almost to a one, crashed and burned.  (I might feel the same way in a
creative writing class.)  

> the formula, patrick, is entirely tongue-in-cheek--and if you 
> don't see that, 
> you don't know me very well (not that you should, of 
> course...).  

And my reply, Justin,...[uh, what you said]

> btw: yesterday in "class," we played metaphor-ultimate.  we 
> had teams of 
> five, and a couple of kids, who did not want to run, sat on 
> the sidelines calling 
> out abstract nouns whenever someone had the frisbee (like 
> love, anger, 
> bravery, etc.).  the person with the 'bee had to repeat the 
> abstract noun 
> shouting, "love is..." then toss the 'bee.  to "complete" the 
> pass, the catcher 
> had to complete the metaphor with an interesting concrete 
> noun.  "love is... a 
> dirty shoe."   the pass is ruled incomplete if the metaphor 
> is not fresh, or if it's 
> cliche.  this was funny since a couple of kids picked up the 
> strategy of trying 
> to put cliched ideas into the catcher's head--a couple of 
> times, the kids, in 
> the heat of the moment, picked up the cliche without thinking 
> and called it out 
> (love is... a red, red rose), and the pass was ruled 
> incomplete.  to score a td, 
> the whole team had to stand on the goal-line and compose a 
> haiku, using all 5 
> players, in under 45 seconds to get the point.
I had three completely crazy teachers in my youth.  One was a terrible
teacher and generally despised, one was a great teacher and was adored,
and one was, well, just plain crazy.  I'm guessing you fit one of the
latter two descriptions.  

- Patrick

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