Each year, students from all disciplines at IC submit their work -- academic papers, nonfiction, creative pieces, poetry -- and the CWC staff selects the best for presentation. During this year's 18th annual ICUCOW, twelve IC students read their work, and I was in awe. These writers are thinking big thoughts, writing meaningful and moving pieces, and will soon be joining the ranks of adults influencing the world. I told the readers and audience that when I sat in their seats, I don't think I realized I sat among such greatness.
As the guest speaker, I served as the bookends for the conference. I opened with a piece I wrote as a senior at IC in 2007 for an application to present at the Sigma Tau Delta National Convention in Pittsburgh, PA. That year, the conference theme was confluence, and we were asked to merely write a one-page paper on the word. I won a monetary prize for this particular paper, and I felt it was a good way to explain to the audience why this once-English major is now teaching math:
Confluence: Sigma Tau Delta Convention Theme
Paper 2007
It is not surprising that in
educational theory, the mathematical/logical multiple intelligence is not
directly linked to the verbal/linguistic one. Many people love either numbers
or words. I love both.
After beginning to study both
English and mathematics, I have seen many people furrow their brows and ask,
confused, why I chose both disciplines. Nothing, they insist, links the two. I
beg to differ; if nothing else, other English/math students and I are the link.
Our multiple intelligence combinations, the unique ways we think, are the
confluence of the two disciplines.
For a time, I thought English/math
students were the only link, but as I
delve deeper into the studies of these disciplines, I realize they have
countless crossovers. The principles and thought processes of math apply to
English, and vice-versa, but it is difficult to recognize them without working
actively in both. In proof-based math courses, I learn how to explain in words
why mathematics works the way it does. As I learn the mathematical concepts
behind each theorem I prove, I must focus on aspects of my writing such as
clarity, focus, organization, and word choice and consider whether or not my
audience will be able to follow the steps I am providing. Thus, each time I sit
down to my geometry homework, my writing skills improve a little more.
As I analyze literature and discuss
it with other English students, I also find myself applying mathematical
methodology as I prove my point. I use generalized examples, similar to ones I
use in proofs, to explain a connection among stories’ themes and
counterexamples to explain why I disagree with someone else’s interpretation. I
have even explained Claire’s behavior in David Auburn’s play Proof (2001) by identifying a flaw in her logic that is similar to many novice
mathematicians’ mistakes. She assumes that her sister is insane and then uses
that assumption to prove that her sister is insane. All of her evidence for her
sister’s insanity is a result of her assumption that her conclusion is true,
thus making all of her evidence irrelevant.
After working in both disciplines, I
clearly see how studying English literature relates to studying mathematics.
The confluence of the two creates a unique frame of reference for me and allows
me to see both disciplines in a rather untraditional and unexpected manner.
***
After hearing twelve amazing student pieces, I then read an old favorite of mine, which I feel shows that my passion for working with students outweighs my love of either words or numbers. I've posted it here before, but here it is again:
What I Want for You
Eight times now,
I've stood before 100+ students
for the first time,
their names still crisp on the Skyward
roster,
my voice steady, poorly camouflaging my
butterflies.
Eight times now,
these students have become my kids,
Mine.
Some like me; some don’t. That’s not
required.
Over nine months or so,
we get to know one another, the good and the
bad,
and the crazy woman up front
develops not only expectations for you –
but hopes for you as well.
This is what I want for you:
To know how nice it feels to hear someone
genuinely ask how you are today.
To learn how you’re wired, so that you can
use your strengths and improve your weaknesses.
To always, always, know there is room to
improve, to grow.
To live life full of joy and find ways to
pass it on.
To respect everyone, even (perhaps
especially) those you don’t like.
To realize you are more than capable of
success, and to see that the effort really is worth it.
To find your passion, what makes you want to
get up every morning, just as I have found mine.
***
After I finished, my graduated student presented me with a spiral-bound copy of all four of my ICUCOW presentation pieces from 2004 through 2007 and this year's addition. I was honored that my student and my former CWC director felt I was qualified to speak at the event; I was touched that they would create such an awesome keepsake for me.
