Professional Documents
Culture Documents
Training Package
2010/2011
Reading Passages…………………………………………………..…....Page 3
List of Possible Responses……………………………………………...Page 8
Holistic Scoring Rubric…………………………………………………Page 9
Training Papers…………………………………………………….…....Page 10
Rationales for Training Papers……………………………….………..Page 31
Writing
Writing Prompt………………………………………….…………….....Page 34
Holistic Scoring Rubric………………………………………………….Page 35
Training Papers………………………………………………….…….....Page 36
Rationales for Training Papers……………………..…………………...Page 53
Theme
*Please note that these Training Papers were selected from an electronic examination session.
The samples have been copied from the original electronic responses.
Students
by Tom Wayman
Crow Lake
by Mary Lawson
My job—assistant professor, invertebrate ecology—has a number of components: carrying
out research, analyzing and writing up my findings, writing papers for publication, giving
papers at conferences, supervising graduate students, teaching undergraduates, plus a
ridiculous amount of administration.
The research I love. It calls for patience, precision, and a methodical approach, and all of those
I have. That makes it sound dull, but it is far from dull. On a pure level, it allows you to feel
that you have added your own tiny piece to the jigsaw of scientific knowledge. On a more
basic level, an understanding of the environment is essential if we are to avoid destroying it.
Research is the most important part of my job, and I never have enough time for it.
The writing of papers and articles I don’t mind. The exchange of ideas is vital, and I’m
prepared to do my bit.
I don’t much care for giving papers at conferences because I know I don’t speak terribly
well. I’m clear enough, I can present a well-structured paper, but my delivery lacks zip.
5 Teaching I don’t enjoy at all. This is primarily a research university, and I only have four
hours a week in front of a class, but it takes me almost a week to prepare each lecture and it
eats great chunks out of my research time. Also, I find it hard to relate to the students. Daniel1
enjoys them. He pretends not to, in the same way that he pretends not to work—he works all
the time, he just calls it something else. Secretly, he finds the students interesting and
stimulating. Secretly, I do not. I don’t understand them. They don’t seem to take anything
seriously.
Anyway, this “crisis,” if that isn’t too dramatic a name for it, came in the middle of a lecture.
It started as a minor hiccup. I’d been explaining the hydrophobic2 nature of the hair piles of
specific arthropods to a lecture hall filled with third-years, and I suddenly had such a vivid
flashback that I completely lost my train of thought. What I remembered was Matt and me,
in our usual pose, flat on our bellies beside the pond, our heads hanging out over the water.
We’d been watching damselflies performing their delicate iridescent3 dances over the water
when our attention had been caught by a very small beetle crawling down the stem of a
In which case, what was he after? A drink? Matt said he’d thought insects got all the liquid
they needed from the plants they ate or the blood they sucked, but maybe he was wrong
about that. I said maybe the beetle was a she and was going to lay her eggs in the water as the
damselflies did. Matt said he didn’t think beetles did that, but he could be wrong about that
too. I said maybe the beetle was just thinking of other things, like what to have for dinner,
and wasn’t looking where he was going, and Matt said in that case he was in for a surprise.
But we were the ones who got the surprise. When he reached the water the beetle didn’t so
much as pause. He just kept on walking. The surface of the water dimpled for a moment as
his head butted into it, and then it wrapped itself around him and swallowed him up.
I was alarmed, I thought he’d drown, but Matt said, “No—look! Look what he’s done!”
10 I peered down into the water and saw that our beetle, still marching steadily downward, was
surrounded by a glistening silver bubble.
“It’s air,” Matt said, craning forward, shading the surface of the pond with his hands to cut
down on the reflection. “He’s got his own submarine, Katie. Isn’t that something? I wonder
how long he can stay down.”
I know how the beetle did it now of course—there’s no mystery about it. Many of the
creatures who live on the water–air boundary carry down an air bubble with them when they
submerge. The air is trapped in a velvety pile of hairs, so densely packed that they are
completely waterproof. As oxygen is used up, more diffuses in from the surrounding water.
As to the length of time our beetle could stay down, that would depend on the amount of
oxygen dissolved in the water and how rapidly he was using up his supply. Generally, the
more active the insect and the warmer the water, the less time he can remain submerged.
It was the composition of the hair pile that I was explaining to my third-year students when the
memory of that day suddenly floated across my mind, momentarily dispersing my thoughts
and causing me to stumble and come to a halt. I pretended to study my notes while I got
myself together and carried on with the lecture. The third-years, who had roused themselves
briefly in the hope that something interesting was going to happen, settled back in their seats.
In the front row a girl yawned so massively that she seemed in danger of dislocating her jaw.
It was the yawn that got me. I’d been yawned at before—all students are chronically short of
sleep and most lecturers have had the experience of looking out over a sea of snoring
bodies—but for some reason I suddenly found I couldn’t go on.
15 I stood speechless, staring out over my audience. Inside my head, my inner ear played back to
me the sound of my voice. The drone of it. The flat, monotonal delivery. And overlaid on top of
the drone, like a film joined up with the wrong soundtrack, I kept seeing my own introduction
to this subject: Matt and I, side by side, with the sun beating down on our backs. The beetle
sauntering along under the water, safe in his tiny submarine. Matt’s amazement and delight.
And now I was putting an entire class to sleep. How many of the students reclining in front
of me would have had the opportunity to see what I had seen, let alone in the company of
someone like Matt? Most of them were city kids; some had never seen a real pond in their
lives until they went on one of our field trips. This lecture was their first introduction to this
particular subject. And they were more unfortunate than they knew, because if things had
turned out differently, it would have been Matt standing in front of them instead of me. If
that had been the case, not one of them would have been yawning. I am not exaggerating this.
I am not glorifying him. It’s a fact. If Matt had been speaking to them, they would have
been riveted.
They had roused themselves again, curious now, aware that something was wrong. I looked
down at my lecture notes, moved the pages around, looked up at them again.
30. Compare and contrast the relationships between the students and their teacher in “Students”
and “Crow Lake.” In your response, you must discuss both passages.
In both passages the teachers reflect on the reactions of students to the lessons they present. In
varying ways the students demonstrate their indifference to the efforts to inspire them.
Wayman whimsically analyses the different reactions of many students while the narrator in
“Crow Lake” feels a sense of failure and isolation.
• Wayman first points out the generation • The narrator prefers research over
gap as a barrier to forming a teaching and states this openly (par 5)
connection with his students (stanza 1) • She finds it hard to relate to her students
• Wayman says, “The wisdom of the because, unlike Wayman, she does not
students / hadn’t altered,” indicating understand their inability to take things
that this is the usual behaviour from seriously (par 5 and 6)
students (lines 9 and 10) • She resents the time teaching takes away
• Wayman is accepting of this situation from her research (par 5)
unlike the narrator in “Crow Lake” • She does recognize that teachers like
who takes student apathy personally Daniel and Matt are able to form
(stanza 2) connections with the students (par 5 and
• Wayman uses a series of humorous 17)
metaphors to describe his amusement • The narrator takes the students’ apparent
with the reactions of his students boredom personally and ultimately gives
(stanzas 2–4) up (par 13–20)
• Wayman concludes that no matter how • She does not understand why they would
hard he tries to inspire his students, not feel the excitement about the subject
they are most concerned about the that she feels (par 17)
marks they earn (stanza 5)
Note: Students who do not discuss both passages will receive a maximum scale point of 4.
However, students should not be penalized for focusing predominantly on one
passage.
Students should not be penalized if they only provide comparisons or only provide
contrasts.
Note: Other answers are possible.
6
The six response is superior in its depth of discussion and synthesis of ideas. Demonstrates an insightful
understanding of the texts at an interpretive level. May make inferences. May show understanding of literary
techniques appropriate to genre. Support from texts, explicit or implicit, is thoughtful and well-integrated.
Despite its clarity, response need not be error-free.
5
The five response is proficient in its depth of discussion and synthesis of ideas. Demonstrates a clear
understanding of the texts at an interpretive level. May show understanding of literary techniques
appropriate to genre. Support from texts, explicit or implicit, is convincing and relevant.
4
The four response is competent in its discussion of ideas. Demonstrates some understanding of the texts at
an interpretive level. Response is organized and straightforward, but may miss subtle or complex ideas.
Support from texts is relevant.
3
The three response is adequate. Demonstrates some understanding of the texts at a literal level. Response
may be unclear, incomplete or lack detail. Assertions are often simplistic or unevenly developed. Support
may consist of long references to the texts which are not clearly connected to the central idea.
2
The two response is inadequate. May demonstrate a misreading or misunderstanding of the texts or task.
Response may be incomplete or restatements of texts, or consist of underdeveloped, limited ideas. Support is
absent or flawed, with little evidence of relationships or connections. Does not meet the expectations of the
task.
1
The one response is unacceptable. Demonstrates a misreading or significant misunderstanding of the texts
or task. Response may be irrelevant. No evidence of support or connections between ideas. May be too short
to meet the requirements of the task.
0
Makes no attempt to address the task or simply restates the question.
This scoring rubric is derived from the BC Performance Standards for Reading.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
In these two story's, the teachers are really smart and teaching there
kids something. I think the kids are learning something and there all
smart, all the kids in the class are really smart. The teacher are
really smart and teaching something to there kids and there really
smart. There teaching them lots of kind of stuff like how to write in
handwriting and read storys to them. The storys thats named STUDENTS
that a really nice story and the book that called CROW LAKE, that a
good book to. In these both storys both of the book it means that the
teacher are really nice and the students are learning something from
them. The kids are learnign something from them and getting goood
grades in class. I think studentts are learning something from there
teachers, understand whats going on in the class. In both of these
storys the teachers are smart and there teaching good.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
In the story crow lake the writhing of papers and articled he says i
dont mind. The exchange of ideas is vital. He also says that he does
not like taching at all. The ohter story he says as with a car engine,
where as long as the oil level is above the add line there is no need
to put in more oil. He adopt the kung fu theory of education.Learing
as self-defence.There was a a young women who was a pioneer.In the
story of crow lake all student were putting an entire class to
sleep.At the end of that story the student packed up his notes and
left the room. In the story of the students Wayman inscribed after
each now-familiar name on the list the traditional single letter.
Wayman knew this notation would be pored over with more intensity than
anything else Wayman taught.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
In "Crow Lake", the teacher realizes that none of the students care.
The teacher saw "A girl yawn so massivly that she seemed in danger of
dislocating her jaw." She had been yawned before but she couldn't go
on any longer. The teacher ended up making the dission of leaving.
Therefore, both teacher had a bad relationship between their students
and one teacher even made the choice of leaving.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
On the other hand, the teacher in the "Crow Lake" can't give
attractive lessons because of her flat speech skills. Secondly, the
teacher in "Students" trys to explain his thoughts to his students,
but the teacher in "Cross Lake" simply gives up. Another difference is
about the students. The students in the first work disagree with the
teacher but they are not bored, and they are still learning even
though in different ways. The students in the second work are bored by
their teacher, and are not interested in that lesson.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
"Students"
"Crow Lake"
is not
- teacher was aware that students were losing interst in the topic
- teacher realzed that she was not influencing the students at all and
they were not interested so she left the room
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
In "students" the teacher enjoys his job, and tries to adopt a idea
of The Kung Fu Theory of Education. This shows that he wants to help
his students, even if they are relucdent to change there ideals. He
has different opinions on different ideals, but his relationship with
his students seems to be pretty good. In comparison to "Crow Lake",
the teacher doesn't enjoy doing it. She's nervous speaking to the
students and doesn't seem to have a good relationship with them. She
even says that she finds it hard to relate with the students. She says
she doesn't understand them, and that they don't seem to take anything
seriously. These all show a poor relationship with the students. The
students also have a relationship with the teacher, and in some way
are the same and in some are different. The students in "Students"
have a mixed relationship with the teacher depending on there ideals.
Some show interest in there teacher, as one student asks him about
his time as a newspaper editor. Others like the young lady seems to
show no interest in the class or teacher. This is shown by her always
having those earphones in her ears. The same could be said by students
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
Teachers can only teach if they are able to share the passion they
have for the subject to their students. In both classes from,
"Students," by Tom Wayman, and, "Crow Lake," by Mary Lawson, the
students are dull and indifferent. This is because they are bored of
their teachers. Wayman, the author of "Students" and the teacher in
the poem, could not get his students to grasp the importance of
learning, as he observed that his class remained skeptical. Katie, the
teacher from "Crow Lake", had also observed her class to be tired of
her droning voice, which ignited her self-awareness and recognize what
she had been doing all along; boring them. Through observations, both
teachers were able to understand their students a bit more and made
them both aware of how they were teaching.
Some differences between the teachers though, are that Wayman put
more effort in teaching the students than Katie ever did. Wayman tried
winning himself with the freshman class while Katie realized what she
was doing and just gave up knowing she wouldn't do any good for the
class. Katie didn't like teaching, where as Wayman did. To put it
simply, Wayman is a more passionate teacher than Katie would ever be.
The factor that would support this statement is the variety of
students in both classes. Katie's students were basically just
listening, getting bored, and falling asleep due to her monotonous
voice where as in Wayman's class, there are different kinds of
students; those who take the subject then never take it again, those
who are just find the class boring, those who are satisfied when they
learn enough, and so on.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
the students in CROW LAKE were dull and were tired of listening
to awkward lessons by a teacher who wasn't really gifted at giving
lectures anyways. She loves teaching but, when she realizes that she
is boring the class instead of exciting them by being passsonate about
her lectures she packs up her hings and leaves. the teacher and
students in STUDENTS, had a better relationship with the teacher then
in crow lake . The teacher in students was much more focused on
teaching the students about different ways to 'absorb' information as
well as different ways to educate ones self
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
crown lake
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
In the poem "Students" and the story "Crow Lake" there are many
similarties and differences considering the relationship of the
students and teachers. The relationships vary from connecting to non
connecting to boring and more.In this essay i will expalin the
similarities of the relationships, and the differences, in the poem
"Students and the story "Crow Lake".
In the story "Crow Lake" the relationship of the teacher and the
students is rather more at one kind of connectivity level. The level
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.
Wayman was correct; the "wisdom of the students" does not change
from generation to generation. There will always be students who take
a course only to never think about it again. There will always be
students who disregard the need to "put in more oil" as long as they
receive a passing grade. There are always the students who listen,
but prefer to enjoy a "pleasanter world" with earphones blocking out
the sound of a teacher's lecturing voice. These perspectives of
learning are represented by the students in "Students" and "Crow
Lake."
This differs from how the narrator in Crow Lake teaches. She does
not pass on her love for research and invertebrate ecology to her
students in the same respect that Wayman tries to pass on his passion
for learning to his students. She does not use what she knows to
spark the students' interest but actually lets it dissuade her from
continuing teaching. She describes her childhood encounter with a
beetle submerging underwater, vividly remembered during her lesson,
as a "minor hiccup." She understands that she was "putting an entire
class to sleep" but she does not venture to change that. She
apologizes and walks out of the classroom, essentially giving up on
the students because she could not rivet them the same way her
brother could have. Their boredom continues and therefore pulls
together the connection between them and the students from
"Students"; merely functioning through their lessons using methods of
learning that in no way include enjoyment for the subject.
• Response is irrelevant
• Demonstrates misreading and misunderstanding of texts and task
• No evidence of support
• Adequate response
• Clear understanding, literal
• Assertions are simplistic
• Many lifts from the text
• Competent response
• Demonstrates some understanding at an interpretive level
• Response is organized and straightforward
• Glimmer of interpretation, especially at the end – “communications problems” last sentence
• A proficient response
• Proficient synthesis of ideas and interpretations
• Use of author’s name does not distract from response
• Response is adequate
• Demonstrates some understanding of texts at a literal level
• Assertions are simplistic
• No synthesis or interpretation
• Response is proficient
• Clear understanding at an interpretative level
• Support is convincing and relevant
• Support is thoughtful
• An insightful response
• Tons of insight; many inferences
• Misunderstands texts
• Limited ideas
• Support is absent
• Teacher in Crow Lake does not love teaching etc.
• Teacher in "Students" was not teaching "different ways to absorb information"
• Response is irrelevant
• Misunderstanding of the task (significant)
• Student has written a personal response rather than addressing the task
People are constantly learning. Sometimes they learn in formal ways, through classes or courses;
sometimes they learn from other people or personal experiences.
Writing Prompt
6
Ideas are fully developed and supported. Accomplishes the purpose with some originality, individuality or
maturity. Effective word choice and sentence variety. Voice and tone engage the audience throughout.
Structure is logical and the writing as a whole may appear effortless. Errors are not distracting.
5
Ideas are well-developed and supported. Has a clear sense of purpose. Appropriate word choice and
sentence variety. Voice and tone generally engage the audience. Structure is logical and the writing
demonstrates control. Errors are not distracting.
4
Ideas are generally straightforward and clear, with some support and sense of purpose. Basic vocabulary,
some sentence variety. Attempts to engage the audience, but lacks a consistent voice. Structure may be
formulaic. Errors generally do not impede meaning.
3
Ideas are often listed or developed unevenly, with little support or sense of purpose. Limited vocabulary and
sentence variety. Lacks a sense of audience and voice. Structure may be weak. Errors may distract and
impede meaning.
2
Ideas are often broad generalizations with little support, and no clear purpose. Colloquial vocabulary, weak
sentence structure. Writing reflects little understanding of language conventions. Inappropriate tone or
language for audience. Structure may seem illogical. Frequent noticeable errors interfere with meaning.
1
Ideas are not developed. Has no discernible purpose. May be too brief to accomplish the task. Lacks
structure. Frequent serious errors.
0
No attempt to address the topic or is a restatement of the topic.
Learning may take form in any way that the mind is consuming
information to take note for later use in life, whether being from
school, at home, personal experience, or life and death situations.
Did ur leared at your teachers can help you? Did that classes or
courses can help help you someday? or your experienses should help
you? maybe they are both can help you in the future. Your have a lot
of experiece that can help u to change your life or to make your life
better. Although, your personal experieces, like your experieces at
school or at your teachers. You can use those experieces and learners
to improve your life. Experieces is part of your life, its really
important because if you dont have experieces and you don't know what
to do because you don't have any those experieces that can make your
life better or can guide to better life. For example, you help the old
man/women cross the street, carrying their bags, and guiding them.
Helping people is really great because it can make you proud, and can
meke you happy, and specially can make them happy. However if you have
a personal experieces like you lose someone important to you and can't
move on and you don't want to go outside or anywhere because you
remember him/her, but you still have families, relatives, and your
friends to cheer you up, so stop doing nonsense and start doing a
things that can make you happy and be proud that you still have a lot
of friends and always in your side and never let you down. Learning is
also part of your life, it can cause you into a better future.
Learning is important because if don't learn and you don't know
anything about you, how can you find a better job into a better
future? if you learn something important and can help you, don't just
seat and do nothing, maybe you can use it in the better way, or in the
better job. But don't over do it, for example, you use it to make some
money, like they paying for some advice, or into violence, like
bullying other people that weaker than you. But if use those skill
into that, it make no sense to you and cant help you to improve your
If a person is trying to find a short cut home one day because the
way they've been walking takes thirty minutes, and they go down a dark
back alley, end up getting mugged, then they've learned not to go that
way. I would call this source of learning, "Learning from our own
mistakes".
People can learn from all kinds of different sources for learning.
Especially since there is no limit to education, there is always room
for more. People will always be discovering new ways to learn, there
is no end to it. There are unlimited ways for a person to learn. we
can learn from school in classes that we take, our family and friends,
or ourselves. we can learn about math, science, history, mainly in
school but also from museums, our parents, and our ancestors. There is
so much to learn and there are higher levels of learning that people
can get. Everything you look at, you can learn from wether you're
watching T.V. and a narrating voice is telling how forests are being
cut down but trees are a key species in our world. Or a radio
broadcaster is letting people know ways they can help give away
clothes to a villiage in need. Sources of learning are everywhere and
we can just tap into it if we need to know about something.
Remember when you were little and were fascinated by shiny things
and just wanted to take them home with you? You couldn't however, do
what you wanted because your parents got in the way. Why? Were they
just being mean? The answer is no. Actually they were just trying to
teach you something. They wanted you to learn abou the various aspects
of life.The first being that you couldn't always get what you want.
What does learning even mean? It can be defined as getting to know
more about something and we learn from many sources. Not only our
parents, but our school and the events in our life teach us. They make
us who we are and even shape the future ahead of us. We teach
ourselves too. The decisions we take or the actions we do teach us
make us learn more about life.
We all know about the lessons we got from our parents when we way
too young to understand what the world was about. Our parents taught
us about the different values of life. They made sure that we could
differentiate between our 'needs' and 'wants' because not everyone in
this world is lucky enough to have everything they want. Not only this
but they taught us about the things that help us in the life and are
important in every step of our way. For instance, "Honesty is the best
policy" is one saying that all of us have heard almost about 98726354
times in our lives from our parents. Why do they keep on telling us to
be truthful all the time? Because they know that once we say a lie, to
cover it up we have to tell 100 others and so on. It makes us liars
and our parents do not want that. We know that sometimes we get away
with the lies we speak but when we do get caught we lose all the trust
people have in us. That makes our life miserable because we are guilty
The day had turned out horrible. After an hour-long fight with my
mother, I had been forced to stay home while my parents went out to a
movie. To top that off, they had asked my grandfather to look after
me, which made me feel a little sick inside. I hate having to be
around my grandfather; the man still believes that he is in the middle
of the second world war, in which he had lost his leg. The man was a
mess, and I had to babysit him more than he had to babysit me.
Turning around when I hear him shift, I can see him staring right
at me. He smiled at me, showcasing horrible yellow teeth. My nostrils
flare as they try to get rid of the stench wafting off of him. Soon
the man is asleep again in his chair, and I flick through the T.V.
channels. As I do, I stop at a show on the Discovery channel; it was a
documentary of the second world war. I shuffle around until I'm
comfortable, then I relax as I watch what happened to the young
soldiers from D-Day all the way to VE-Day.
I was eight years old when my father first taught me how to ride
a bike. I was terrified, completely unsure of my abilities or if my
father would really be able to protect me from hurting myself. I
looked at him nervously from underneath my heavy, too-big helmet.
"Dad, are you sure about this?" I asked him, the uncertainty clear
in my voice. It made my stomach flip to hear the fear in my own tones.
My father laughed his care-free, relaxed laugh, and it made me feel a
little less scared inside.
"Of course. You have to learn some time." He patted me on the back
as I trembled on my new red bicycle. My fingers tested out the brakes
anxiously; would they really be able to stop me at such high speeds?
"I'm sure you'll do great." He reassured me, and I tried to crack a
smile at him to show him I wasn't afraid.
"Look, Dad! I've learned already!" I grinned from ear to ear, but I
could see the concern painted on his face. He was having to walk
briskly to keep up with me now.
"Slow down! You're going too fast." He called out to me, but I
ignored him. Slow down? Why would I have to slow down? I was in
control of the road; I was its master. No harm could come to me now.
THe road was slipping by faster anf faster beneath my wheels.
When the bike began to wobble a little too much, the beaming smile
on my face began to wear away. I realized my father may be right; I
was going a bit too fast. The wall at the end of our block was rushing
up to meet me, and I was so scared, I didn't have time to even give
the brakes a second thought. I cried out, and the world was spinning
when I collided with the cement partition. I could hear my father
shouting to me as I crashed to the cement.
"Do you want to try again?" He asked me gently, and I shook my head
back to him. I bit my lip again, replaying the crash over in my mind.
It was so pitiful how I'd lost control so quickly.
"No. I don't think I can do it. Did you see me crash? I can't do
it." I told him, the tears springing back into my eyes. My father gave
a quiet chuckle, and stood me back up.
"You were doing great. If you don't get back up on that bike, and
try again, then you're right- you can't do it. If you want to be able
to succeed, you have to take the pain, and keep on going." He told me,
his blue eyes staring into mine. I sniffled a little, and looked back
at my bicycle. It didn't look so daunting now. Perhaps my father was
right. Maybe I could manage it.
As I look back now, when I got back on that bike, I didn't know
then. I had thought my father was just teaching me how to ride a bike,
like any child. But now, in reflection, I know he taught me much more
than that. That man taught me how to perservere, and how to succeed.
“Crow Lake,” by Mary Lawson. Alfred A. Knopf Canada (a division of Random House). Toronto, ON.
©2002. pp. 197–200.
“Students,” by Tom Wayman. Excerpt of The Face of Jack Munro by Tom Wayman. Harbour
Publishing.